Community Support for Constructionist Learning
Amy BruckmanThis journal paper is an examination of the MOOSE Crossing system designed by Amy Bruckman and a host of people at MIT’s Media Lab. Based on MOO, a MUD type environment developed for collaborating researchers at Xerox PARC, MOOSE Crossing is designed as an environment in which young children can create worlds and object that exist in them by learning to program in a basic scripting type language. Children logged in and participated from after school programs around the country, at the MIT Media Lab, and at home. This paper focuses less on the technical aspects and is written more as a “lessons learned” summary of some of the findings in the approximately 3 years the program ran.
The basic premise is that people benefit from MOOSE because it is a constructionist environment in which children, and occasionally adults, work together to construct a representation of themselves by writing scripts that describe the locations and objects in their world. There are 5 important aspects why Bruckman says that people use MOOSE: role-models, situated ubiquitous project models, emotional to overcome technophobia, technical support, and an appreciative audience for their work.
The key is that people play for mainly social reasons; it’s only important to make an interesting room for yourself so that you can show it to all of your friends. People enjoy being learning from more experienced members as well as teaching new members. Generally, after a help session, both the tutor and the pupil would hang around and talk for a while, both having made a new friend. Also, the interface hides certain features, such as age, gender, social status, etc., that might otherwise limit interactions. In building this constructionist environment, “creating natural opportunities for casual, social interaction is of central importance” (Bruckman, p. 84).
There are a couple of ramifications to the EcoRaft project. First, Bruckman found that collocated activity worked to complement individual activity for those who connected from home. This has implications for the game deployment. Also, while not totally open-ended, our participants should be constructing a biologically diverse rainforest together, and that act of construction should be a trigger to assist in the learning of ecological concepts. Perhaps giving the participants some more control in how to develop the rainforest as they restore it, such where to plant trees, etc. While participants currently are able to choose what species to bring to an island, we are reinforcing bringing as many species as possible, which doesn’t leave them much room to choose some and not others. Perhaps the later possibility would work better in a system where we had multiple shade giving legumes, multiple pollinators for those legumes, etc.
As far as methods, there's not much to be taken here. Basically, she logged all the text ever typed on the system and interviewed the participants. However, it also seems that she engaged with participants in the system, which may be something significant we may want to do, however this is a rather different application and that approach may not work for us.
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