How Tinkering and “Problem Making” Are Shaking Up Higher Education

I artikeln How Tinkering and “Problem Making” Are Shaking Up Higher Education på tidskriften Make:‘s hemsida diskuteras utforskning av problem, skapande med IT som material och programmering.

Physical computing systems are increasingly being used to make our cars safer and our appliances more convenient to use. Toy manufacturers are using them to make ever more sophisticated interactive toys such as remote control helicopters. Sensor networks are used in parking garages to determine and show which spots are available. Artists are also using them to create physical environments that patrons can interact with. Individuals interested in physical technology have created DIY and DIWO (Do-It With Others) communities and a “maker culture” supported by media outlets such as Make:.

Artikeln tar även upp begreppet Tinkering:

Tinkering is a form of embodied learning, then: of making learning tangible. John Seely Brown talks about this in Tinkering as a Mode of Knowledge Production when he says “we have to get [kids] to want to constantly learn new types of things […] and we have to find a way to get kids to play with knowledge […] not always believing that it is already always known, but to get them to believe that they can create knowledge on the fly by experimenting with things.” Tinkering is how we begin to answer fundamental questions about “how” a thing works, and in doing so, better understand the medium or object that we want to express ourselves through. Moreover, tinkering is an incredibly low-friction way to learn by making mistakes and finding problems.

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Fanny Lindh has written 382 articles

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