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Turtle
"A Library by Leah Buechley for the Processing programming environment. The Turtle library provides an implementation of a LOGO Turtle for Processing.

Turtle Geometry (see the fabulous book of the same name by Hal Abelson and Andrea diSessa) provides a different way of thinking about geometry. You draw by driving around a "turtle". Programs are written from the point of view of this turtle, which enables you to take an embodied approach to geometry.

LOGO, a turtle-based programming language, was developed by Seymour Papert and a group of collaboraters in the late 1960s. It was presented as a novel way to introduce children to computer programming and mathematics. LOGO and Turtle Geometry remain strongly associated with children and education, but are full of beautiful tools and ideas that adult artists and programmers can fruitfully explore.

A previous turtle library for Processing, Terrapin, is great, but somewhat limited in functionality. This library provides a more full-featured implementation, including "push" and "pop" functionality as well as high-resolution drawing capabilities.

DOWNLOAD

Download Turtle version 1.0.0 (1) in .zip format."
leahbuechley  logo  processing  programming  geometry  2016 
july 2016 by robertogreco
“But the overall inertia and immune system of “education” is very strong, and if we were to disappear tomorrow, I’m not sure anything would be different than it would have been 100 years from now.” – Alec Resnick, USA | Daily Edventures
"Can you tell us about a favorite teacher, or someone who made a difference in your education?

My English teacher, Mrs. Long, in high school, had the wisdom to lean into all my obsessions and interests, regardless of the curriculum, treating me like a peer. She loaded me up with books outside of the class, indulged my passion for words despite the way they made my papers unreadable, and more than anything, left me with a sense of learning being a lifelong, intellectual project in which I could participate. This all sounds trite—the stuff of commencement speeches—but I cannot overstate how formative the relationship was, far and above the curricula or books she shared."



"How have you applied technology in innovative ways to support your work?

I’ll quote Papert: “In many schools today, the phrase ‘computer-aided instruction’ means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.” At their best, our programs do this.

In your opinion, how has the use of apps, cellphones, and mobile devices changed education? And your work?
Education? They’re distracting people from structural issues with the design of school and curricula by introducing an unfortunate technocentrism. Our work? They’ve enabled a totally novel class of computationally driven, hands-on experiences and experimentation focused on modeling and representation.

In your view, what is the most exciting innovation happening in education today?

The expansion of “education” to include many efforts, stakeholders, and approaches that exist outside of “school”—not just in the sense of “afterschool” or “informal learning,” but in an institutional sense.

Is there a 21st century skill (critical thinking and problem solving, communication, collaboration, or creativity and innovation) that you are most passionate about? Why?

All the skills I’m passionate about were valuable in all the other centuries, too.

If you could give one educational tool to every child in the world, what would it be? Why?

Initially I considered snarkier answers like, “An adult who cares and intervenes in their lives regularly to expose them to a world full of interesting phenomenon.” But more to your point: A [laptop or tablet][DT1] , preloaded with Scratch, LOGO, XCode, and a carefully curated set of textbooks and videos like Turtle Geometry (and maybe a collection of texts intended to radicalize a bit, like Lies My Teacher Told Me or John Holt’s How Children Fail). Why? Because I think that powerful tools without an agenda that enable authentically interesting work are more valuable than most realize. To quote Ivan Illich,
"People need not only to obtain things, they need above all the freedom to make things among which they can live, to give shape to them according to their own tastes, and to put them to use in caring for and about others. Prisoners in rich countries often have access to more things and services than members of their families, but they have no say in how things are to be made and cannot decide what to do with them.”

What is your region doing well currently to support education?

My favorite initiative of late is Massachussetts’ Innovation School legislation; its focus on aggressively seeding and supporting sandboxes where fundamentally new models can be designed is awfully exciting.

What is the biggest obstacle you have had to overcome to ensure students are receiving a quality education?

Resisting the variety of organizational and cultural forces which push you to do things to students, or maybe for them, but very rarely with them. This can look like anything from putting “the curriculum” ahead of real depth, uncomfortable conversations with parents about the [ir]relevance of the quadratic equation, liability policies which prohibit physical contact with students, etc.

How can teachers or school leaders facing similar challenges implement what you’ve learned through your work?

Guard and expand your autonomy jealously and aggressively. Advocate for policies which encourage planting many seeds and trying out many approaches to see what works, rather than attempting to plan for or optimize The One Way. Leverage parents’ actual interests and concerns, rather than trying to satisfy bureaucratic incentives. Start a school. Start a not-school. Take a Hippocratic Oath. Read Mindstorms and take it seriously.

How have you incorporated mobile devices/apps into your classroom and have you seen any improvements?

Our programs’ focus on computation, modeling, and representation means apps (and programming tools, broadly) figure prominently into participants’ experiences. The capacity for these tools to offer hands-on, constructionist approaches to traditionally academic subjects is incredible; however, overall I’d have to say that the technocentrism/technoutopianism in the ed tech community really narrows the conversation to the extent that it limits discussions of technology to, “How can technology help us do what we’ve always done, better?” instead of, “What are the new activities and approaches technology enables?” "
alecresnick  via:ablerism  2014  sprout&co  somerville  massachusetts  schools  education  informallearning  making  science  learning  howwelearn  constructivism  michaelnagle  shaunalynnduffy  somervillesteamacademy  seymourpapert  mindstorms  ivanillich  teaching  howweteach  pedagogy  technology  johnholt  scratch  logo  xcode  turtlegeometry  relationships  freedom  autonomy  agency  unschooling  deschooling  steam  inquiry  sprout 
november 2014 by robertogreco
Convivial Tools in an Age of Surveillance
"What would convivial ed-tech look like?

The answer can’t simply be “like the Web” as the Web is not some sort of safe and open and reliable and accessible and durable place. The answer can’t simply be “like the Web” as though the move from institutions to networks magically scrubs away the accumulation of history and power. The answer can’t simply be “like the Web” as though posting resources, reference services, peer-matching, and skill exchanges — what Illich identified as the core of his “learning webs” — are sufficient tools in the service of equity, freedom, justice, or hell, learning.

“Like the Web” is perhaps a good place to start, don’t get me wrong, particularly if this means students are in control of their own online spaces — its content, its data, its availability, its publicness. “Like the Web” is convivial, or close to it, if students are in control of their privacy, their agency, their networks, their learning. We all need to own our learning — and the analog and the digital representations or exhaust from that. Convivial tools do not reduce that to a transaction — reduce our learning to a transaction, reduce our social interactions to a transaction.

I'm not sure the phrase "safe space" is quite the right one to build alternate, progressive education technologies around, although I do think convivial tools do have to be “safe” insofar as we recognize the importance of each other’s health and well-being. Safe spaces where vulnerability isn’t a weakness for others to exploit. Safe spaces where we are free to explore, but not to the detriment of those around us. As Illich writes, "A convivial society would be the result of social arrangements that guarantee for each member the most ample and free access to the tools of the community and limit this freedom only in favor of another member’s equal freedom.”

We can’t really privilege “safe” as the crux of “convivial” if we want to push our own boundaries when it comes to curiosity, exploration, and learning. There is risk associated with learning. There’s fear and failure (although I do hate how those are being fetishized in a lot of education discussions these days, I should note.)

Perhaps what we need to build are more compassionate spaces, so that education technology isn’t in the service of surveillance, standardization, assessment, control.

Perhaps we need more brave spaces. Or at least many educators need to be braver in open, public spaces -- not brave to promote their own "brands" but brave in standing with their students. Not "protecting them” from education technology or from the open Web but not leaving them alone, and not opening them to exploitation.

Perhaps what we need to build are more consensus-building not consensus-demanding tools. Mike Caulfield gets at this in a recent keynote about “federated education.” He argues that "Wiki, as it currently stands, is a consensus *engine*. And while that’s great in the later stages of an idea, it can be deadly in those first stages.” Caulfield relates the story of the Wikipedia entry on Kate Middleton’s wedding dress, which, 16 minutes after it was created, "someone – and in this case it probably matters that is was a dude – came and marked the page for deletion as trivial, or as they put it 'A non-notable article incapable of being expanded beyond a stub.’” Debate ensues on the entry’s “talk” page, until finally Jimmy Wales steps in with his vote: a “strong keep,” adding "I hope someone will create lots of articles about lots of famous dresses. I believe that our systemic bias caused by being a predominantly male geek community is worth some reflection in this context.”

Mike Caulfield has recently been exploring a different sort of wiki, also by Ward Cunningham. This one — called the Smallest Federated Wiki — doesn’t demand consensus like Wikipedia does. Not off the bat. Instead, entries — and this can be any sort of text or image or video, it doesn’t have to “look like” an encyclopedia — live on federated servers. Instead of everyone collaborating in one space on one server like a “traditional” wiki, the work is distributed. It can be copied and forked. Ideas can be shared and linked; it can be co-developed and co-edited. But there isn’t one “vote” or one official entry that is necessarily canonical.

Rather than centralized control, conviviality. This distinction between Wikipedia and Smallest Federated Wiki echoes too what Illich argued: that we need to be able to identify when our technologies become manipulative. We need "to provide guidelines for detecting the incipient stages of murderous logic in a tool; and to devise tools and tool systems that optimize the balance of life, thereby maximizing liberty for all."

Of course, we need to recognize, those of us that work in ed-tech and adopt ed-tech and talk about ed-tech and tech writ large, that convivial tools and a convivial society must go hand-in-hand. There isn’t any sort of technological fix to make education better. It’s a political problem, that is, not a technological one. We cannot come up with technologies that address systematic inequalities — those created by and reinscribed by education— unless we are willing to confront those inequalities head on. Those radical education writers of the Sixties and Seventies offered powerful diagnoses about what was wrong with schooling. The progressive education technologists of the Sixties and Seventies imagined ways in which ed-tech could work in the service of dismantling some of the drudgery and exploitation.

But where are we now? Instead we find ourselves with technologies working to make that exploitation and centralization of power even more entrenched. There must be alternatives — both within and without technology, both within and without institutions. Those of us who talk and write and teach ed-tech need to be pursuing those things, and not promoting consumption and furthering institutional and industrial control. In Illich’s words: "The crisis I have described confronts people with a choice between convivial tools and being crushed by machines.""
toolforconviviality  ivanillich  audreywatters  edtech  technology  education  2014  seymourpapert  logo  alankay  dynabook  mikecaufield  wardcunningham  web  internet  online  schools  teaching  progressive  wikipedia  smallestfederatedwiki  wikis  society  politics  policy  decentralization  surveillance  doxxing  gamergate  drm  startups  venturecapital  bigdata  neilpostman  paulofreire  paulgoodman  datapalooza  knewton  computers  computing  mindstorms  control  readwrite  everettreimer  1960s  1970s  jonathankozol  disruption  revolution  consensus  safety  bravery  courage  equity  freedom  justice  learning 
november 2014 by robertogreco
Infovore » Toca Builders, and the spirit of Seymour Papert
"Toca Builders takes the abstract building of Minecraft – tools attached to a disembodied perspective (albeit one hindered by some degree of personhood – factors such as gravity, and so forth) – and embodies them to help younger children answer the question which tool would you use to place a block where you need to? Or sometimes backwards: which block shall we place next? It is not quite as freeform as Minecraft, but it actually forces the user to think a little harder about planning ahead, lining up his builders, and which builders go together well. Measure twice, cut once.

To that end, it’s much more like real-world building.

Papert was very clear about one particular point: the value of this is not to think in mechanical ways; it’s actually the opposite. By asking children to think in a mechanical way temporarily, they end up thinking about thinking more: they learn that there are many ways to approach a problem, and they can choose which way to think about things; which might be most appropriate.

And so Toca Builders is, in many ways, like all good construction toys: it’s about more than just building. It’s about planning, marshalling, making use of a limited set of tools to achieve creative goals. And all the while, helping the user understand those tools by making them appear in the world, taking up space in it, colliding with one another, and needing moving. All so that you can answer the question when you’re stuck: well, if you were Blox the Hammer, what would you do?

Some of what looks like clunkiness, then, is actually a subtle piece of design.

If you’re interested in the value of using computers to teach – not using computers to teach about computers, but using computers to teach about the world, then Mindstorms is a must-read. It’s easy to dismiss LOGO for its simplicity, and to forget the various paradigms it bends and breaks (more so than many programming languages) – and it’s remarkable to see just how long ago Papert and his collaborators were touching on ideas that are still fresh and vital today."
via:blackbeltjones  computation  edtech  education  games  gaming  minecraft  tocabuilders  tocaboca  seymourpapert  constructivism  logic  thinking  criticalthinking  2013  objectsforthinking  mindstorms  logo  computationallogic  computing  constructiontoys  planning  problemsolving  debugging  troubleshooting  ios  applications  iphone  ipad  coding  children  programming  teaching 
june 2013 by robertogreco
AIGA | The UC logo controversy: How 54,000 people, the mainstream press and virtually every designer got it wrong
"“Designers too often judge logos separate from their system…without understanding that one can’t function without the other,” noted Paula Scher, when I asked her views on the controversy."

Previously:
http://articles.latimes.com/2012/dec/12/news/la-ol-uc-logo-letters-20121212
http://www.sfgate.com/opinion/openforum/article/The-UC-logo-It-s-all-about-the-branding-4113439.php
http://web.archive.org/web/20131210054621/http://www.thinkingwithshakespeare.org/index.php?id=1261
http://www.sacbee.com/2012/12/16/5055646/keeper-dont-let-viral-mob-dictate.html
http://www.thinkingwithshakespeare.org/index.php?id=697
http://www.insidehighered.com/news/2012/12/17/how-could-university-california-have-avoided-logo-mess
http://www.underconsideration.com/brandnew/archives/follow-up_university_of_california.php
http://www.underconsideration.com/brandnew/archives/ic_uc_we_all_c_for_california.php
http://thenewinquiry.com/blogs/zunguzungu/let-us-eat-cake/
http://thenewinquiry.com/blogs/zunguzungu/a-different-baton/

And for reference:
http://brand.universityofcalifornia.edu/
http://brand.universityofcalifornia.edu/guidelines/visual-identity.html
http://brand.universityofcalifornia.edu/guidelines/identity-elements.html
http://brand.universityofcalifornia.edu/guidelines/color.html
http://brand.universityofcalifornia.edu/guidelines/official-university-fonts.html
http://brand.universityofcalifornia.edu/guidelines/the-uc-seal.html
http://brand.universityofcalifornia.edu/guidelines/photography.html
http://brand.universityofcalifornia.edu/guidelines/editorial.html
http://brand.universityofcalifornia.edu/guidelines/executing-the-brand.html

Onward California:
https://vimeo.com/50793162
https://vimeo.com/48040935

original video (with controversial logo)
https://www.youtube.com/watch?v=ARWWDEhGP8o ]

[Related sites:
http://universityofcalifornia.edu/
http://achieve.universityofcalifornia.edu/
http://lograr.universityofcalifornia.edu/
http://www.onwardcalifornia.com/ ]
julialupton  arminvit  brandnew  aaronbady  vanessacorrea  controversy  design  highered  education  criticism  christophersimmons  marketing  logos  2013  2012  identity  branding  logo  uc  paulascher  universityofcalifornia 
january 2013 by robertogreco
Perestroika and Epistemological Politics : Stager-to-Go
"I am suggesting that it is useful to think of what is happening as the system striving to define teaching as a technical act."

"Real restructuring of the administration and of the curriculum can only come with an epistemological restructuring, an epistemological perestroika . . . reshaping the structure of knowledge itself."

"A body of evidence is building up that puts in question, not only whether traditional scientific method is the only way to do good science, but even whether it is even practiced to any large extent."

"Control over teachers and students is simply easier when knowledge is reduced to rules stated so formally that the bureaucrat is always able to “know” unambiguously what is right and what is wrong. "

"For stable change a deeper restructuring is needed–or else the large parts of the system you didn’t change will just bring the little parts you did change back into line. We have to seek out the deeper structures on which the system is based."
accountability  power  control  sovietunion  mikhailgorbachev  rules  curriculum  cv  teaching  epistemology  revolution  perestroika  mitmedialab  logo  1990  learning  education  change  megachange  educationreform  bureaucracy  systems  systemicchange  hierarchy  constructivism  seymourpapert  medialab 
january 2013 by robertogreco
Brand New: USA TODAY for Tomorrow
"Overall, this is a fantastic redesign for a very complex project and it’s quite amazing that, on the client’s end, everything was delivered and presented at the same time, and done so clearly and with excitement. The launch campaign images above show a kind of confidence rarely seen in major redesigns, as if everyone is waiting for the mob to attack…"

[See also: http://www.creativereview.co.uk/cr-blog/2012/september/usa-today-redesign and http://2x4.org/work/7/New+York+City+Opera/ both via @soulellis ]
graphicarts  graphicdesign  2012  evolvinglogos  logos  logo  identitysystem  webdesign  via:greg  usatoday  branding  typography  design  wolffolins  webdev 
september 2012 by robertogreco
Brand New: Why Microsoft Got its Logo Right
"There are two interesting threads that build into this logo. The first is Microsoft’s decision to push aside its corporate logo history and not try to revive or recycle any of the previous stylings… nstead they have chosen to build the new logo around the history of Windows, building on the four-color square arrangement first seen in the form of a flag and most recently as a single-color, tilted version in the Windows 8 logo. This is smart. …

The second thread is, obviously, the evolution into the Metro system and the reason why this new logo feels so underwhelming and like not such big news at all. For the past two, three, and perhaps four years, Microsoft has been slowly deploying different interfaces, advertisements, and products that feature this simplified approach helmed by the Segoe font that has become as distinctive of Microsoft as Myriad of Apple."

[Read on for "the interesting reversal of roles between Apple and Microsoft."]
windowsphonemetro  metro  2012  windows  design  branding  logo  logos  apple  microsoft 
september 2012 by robertogreco
NetLogo Home Page
"NetLogo is a multi-agent programmable modeling environment. It is used by tens of thousands of students, teachers and researchers worldwide. It also powers HubNet participatory simulations. It is authored by Uri Wilensky and developed at the CCL. You can download it free of charge.

What can you do with NetLogo? Read more here. Click here for intro video."
edg  srg  free  hubnet  coding  via:maxfenton  netlogo  logo  complexity  visualization  modeling  education  programming 
may 2012 by robertogreco
Redesigning the Windows Logo
"Paula asked us a simple question, “your name is Windows. Why are you a flag?”

…But if you look back to the origins of the logo you see that it really was meant to be a window. "Windows" really is a beautiful metaphor for computing and with the new logo we wanted to celebrate the idea of a window, in perspective. Microsoft and Windows are all about putting technology in people's hands to empower them to find their own perspectives. And that is what the new logo was meant to be. We did less of a re-design and more to return it to its original meaning and bringing Windows back to its roots – reimagining the Windows logo as just that – a window."
windows  history  pentagram  paulascher  microsoft  windows8  logo 
february 2012 by robertogreco
Ian Bogost - Procedural Literacy
"Learning to become computationally expressive is more important than ever. But I want to suggest that there is a utility for procedural literacy that extends far beyond the ability to program computers. Computer processing comprises only one register of procedurality. More generally, I want to suggest that procedural literacy entails the ability to reconfigure basic concepts and rules to understand and solve problems, not just on the computer, but in general."
education  technology  teaching  media  play  learning  computationalexpression  proceduralliteracy  computers  computing  tcsnmy  programming  coding  seymourpapert  logo  alankay  adelegoldberg  xeroxparc  ianbogost 
august 2011 by robertogreco
Design Observer: Wilhelm Deffke: Modern Mark Maker
"modern corporate logo was born in Germany shortly after the turn of the twentieth century, the direct descendent of burgher crests, coats of arms, trade and factory marks. In the 1920s members of the Bauhaus and the Ring Neuer Webegestalter (circle of ne
design  history  logo  logos  typography  branding  brands  identity  graphics  wilhelmdeffke 
january 2008 by robertogreco
StarLogo TNG
"StarLogo TNG is The Next Generation of StarLogo modeling and simulation software. While this version holds true to the premise of StarLogo as a tool to create and understand simulations of complex systems, it also brings with it several advances. Through
starlogo  software  scratch  visualization  programming  kids  children  learning  education  languages  opensource  osx  linux  windows  mac  coding  technology  visual  games  gaming  graphics  interaction  simulations  language  teaching  logo 
october 2007 by robertogreco
Forward 40: What Became of the LOGO Programming Language? on Wired Science
"While I sat at my desk one day, two of my classmates figured out how to overwrite the entire screen, which seemed kinda naughty at the time. They giggled, did it again, then giggled some more. From curious children, hackers were born."
computing  computers  schools  education  logo  programming  history  languages  nostalgia 
october 2007 by robertogreco

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