To Read:: Designing Design Education: White Book on the Future of Design Education

This book is published in 2021 and is the result of a significant amount of work on the continent of Europe. There is another, similar effort to trouble and tease out the future(s) of design education that is being organized by Donald Norman and which is already drawing criticisms for the US-centricity of its foundational […]

To Read: Designing Constructionist Future – MIT Press

Seymour Papert studied with – and critiqued and extended – Piaget as part of Papert’s research into early models for Machine Learning. Papert defined constructionism such that we learn through/by constructing artifacts that are meaningful to us and through/by sharing them with audiences who are meaningful to us. I have seen a relationship between constructionism […]

teachers are laborers, not merchants

teachers are laborers, not merchants I’ve said this before: if education was really about access to information, then anyone with a library card could have skipped college well before the internet. The idea that the internet suddenly made education obsolete because it freed information from being hidden away presumes that information was kept under lock and key. […]

Schools often teach the Mechanics-Dynamics-Aesthetics framework to analyze game design, which is a tremendous framework focused on the input-output loop a game creates. While that is an extremely powerful perspective to have on games, I tend to shift focus to the space between Mechanics and Dynamics, and use a personal Intent-Mechanics-Declaration model to communicate flaws […]

Scratch + Google = Next Generation of Programming Blocks for Kids — MIT MEDIA LAB

Scratch + Google = Next Generation of Programming Blocks for Kids — MIT MEDIA LAB “Our broader goal is not just to support Scratch itself, but to spread the Scratch approach to coding and learning. And that’s why we’re announcing today a new collaboration with Google, focused on helping other developers create high-quality coding experiences […]

I went to graduate school at Georgia Tech, and read some Chris Crawford. I learned that he had the same problem. But he didn’t think of it as failure. For him, this was an organic part of the development process. The failures filling his hard drive were actually “prototypes” that helped him decide which ideas […]

I went to graduate school at Georgia Tech, and read some Chris Crawford. I learned that he had the same problem. But he didn’t think of it as failure. For him, this was an organic part of the development process. The failures filling his hard drive were actually “prototypes” that helped him decide which ideas […]

Chronicle.com: What made you decide to leave your post as a professor and dean at MIT to start your own university? Christine Ortiz: I’ve been at MIT for 17 years, and it’s been amazing. And I’ve always been interested in curriculum and thinking about the future of the research university, and I did a lot […]

What is it that an art student is learning when she learns to use her own blindness or ignorance as a tool? That blindness can lead to insight is something I was never taught as a philosophy major, and I suspect I would not have learned it if I’d studied chemistry, history or French either. […]

In other words: technology’s not the problem. It’s the context. Just ask Plato about writing, or Gutenburg about books, or Dante about Italian, or painters about photography, or record company executives about sampling … The Liberal Arts Are Dead — The Synapse — Medium