Mitchel Resnick
Has also published under the name of:
"Mitch Resnick"
About the author:
No description available of Mitchel Resnick...
Publications by Mitchel Resnick (bibliography)
» 2009 «
Fischer, Gerhard, Jennings, Pamela, Maher, Mary Lou, Resnick, Mitchel and Shneiderman, Ben (2009): Creativity challenges and opportunities in social computing. In: Proceedings of ACM CHI 2009 Conference on Human Factors in Computing Systems 2009. pp. 3283-3286. Available online
“There is a convergence in recent theories of creativity that go beyond characteristics and cognitive processes of individuals to recognize the importance of the social construction of creativity. In parallel, there has been a rise in social computing supporting the collaborative construction of knowledge. The panel will discuss the challenges and opportunities from the confluence of these two developments by bringing together the contrasting and controversial perspective of the individual panel members. It will synthesize from different perspectives an analytic framework to understand these new developments, and how to promote rigorous research methods and how to identify the unique challenges in developing evaluation and assessment methods for creativity research.”
Copyrights may apply
Resnick, Mitchel, Flanagan, Mary, Kelleher, Caitlin, MacLaurin, Matthew, Ohshima, Yoshiki, Perlin, Ken and Torres, Robert (2009): Growing up programming: democratizing the creation of dynamic, interactive media. In: Proceedings of ACM CHI 2009 Conference on Human Factors in Computing Systems 2009. pp. 3293-3296. Available online
“Young people interact with games, animations, and simulations all of the time. But few of them are able to create interactive media. The obstacle: traditional programming languages are too difficult to learn and understand. This panel brings together a group of researchers, developers, and educators who are aiming to democratize the activity of programming. They are developing a new generation of programming environments that enable children and teens to create their own interactive games, stories, animations, and simulations. Panelists will discuss and critique their programming environments, then set up interactive demonstration stations for focused exploration and small-group discussion. Audience members will also have the opportunity to download the environments onto their own laptops, so that they can experiment in greater depth.”
Copyrights may apply
» 2008 «
Monroy-Hernández, Andrés and Resnick, Mitchel (2008): Empowering kids to create and share programmable media. In Interactions, 15 (2) pp. 50-53
» 2007 «
Resnick, Mitchel (2007): All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten. In: Proceedings of the 2007 Conference on Creativity and Cognition 2007, Washington DC, USA. pp. 1-6. Available online
“This paper argues that the "kindergarten approach to learning" -- characterized by a spiraling cycle of Imagine, Create, Play, Share, Reflect, and back to Imagine -- is ideally suited to the needs of the 21st century, helping learners develop the creative-thinking skills that are critical to success and satisfaction in today's society. The paper discusses strategies for designing new technologies that encourage and support kindergarten-style learning, building on the success of traditional kindergarten materials and activities, but extending to learners of all ages, helping them continue to develop as creative thinkers.”
Copyrights may apply
» 2006 «
Shneiderman, Ben, Fischer, Gerhard, Czerwinski, Mary, Resnick, Mitchel, Myers, Brad A., Candy, Linda, Edmonds, Ernest, Eisenberg, Michael, Giaccardi, Elisa, Hewett, Tom, Jennings, Pamela and Kules, Bill (2006): Creativity Support Tools: Report From a U.S. National Science Foundation Sponsored Workshop. In International Journal of Human-Computer Interaction, 20 (2) pp. 61-77
“Creativity support tools is a research topic with high risk but potentially very high payoff. The goal is to develop improved software and user interfaces that empower users to be not only more productive but also more innovative. Potential users include software and other engineers, diverse scientists, product and graphic designers, architects, educators, students, and many others. Enhanced interfaces could enable more effective searching of intellectual resources, improved collaboration among teams, and more rapid discovery processes. These advanced interfaces should also provide potent support in hypothesis formation, speedier evaluation of alternatives, improved understanding through visualization, and better dissemination of results. For creative endeavors that require composition of novel artifacts (e.g., computer programs, scientific papers, engineering diagrams, symphonies, artwork), enhanced interfaces could facilitate exploration of alternatives, prevent unproductive choices, and enable easy backtracking. This U.S. National Science Foundation sponsored workshop brought together 25 research leaders and graduate students to share experiences, identify opportunities, and formulate research challenges. Two key outcomes emerged: (a) encouragement to evaluate creativity support tools through multidimensional in-depth longitudinal case studies and (b) formulation of 12 principles for design of creativity support tools.”
Copyrights may apply
» 2005 «
Resnick, Mitchel and Silverman, Brian (2005): Some reflections on designing construction kits for kids. In: Proceedings of ACM IDC05: Interaction Design and Children 2005. pp. 117-122. Available online
“In this paper, we present ten guiding principles for designing construction kits for kids, informed by our experiences over the past two decades:* Design for Designers* Low Floor and Wide Walls* Make Powerful Ideas Salient -- Not Forced* Support Many Paths, Many Styles* Make it as Simple as Possible -- and Maybe Even Simpler* Choose Black Boxes Carefully* A Little Bit of Programming Goes a Long Way* Give People What They Want -- Not What They Ask For* Invent Things That You Would Want to Use Yourself* Iterate, Iterate -- then Iterate AgainWhile these principles apply especially to the development of construction kits, we believe that they could be useful for everyone who designs new technologies for kids.”
Copyrights may apply
Zuckerman, Oren, Arida, Saeed and Resnick, Mitchel (2005): Extending tangible interfaces for education: digital montessori-inspired manipulatives. In: Proceedings of ACM CHI 2005 Conference on Human Factors in Computing Systems 2005. pp. 859-868. Available online
“This paper introduces a new framework for thinking about tangible interfaces in education, with specific focus on abstract problem domains. Manipulatives are physical objects specifically designed to foster learning. We offer a new classification of Manipulatives: "Froebel-inspired Manipulatives" (FiMs) and "Montessori-inspired Manipulatives" (MiMs). We argue that FiMs are design materials, fostering modeling of real-world structures, while MiMs foster modeling of more abstract structures. We show that our classification extends to computationally enhanced versions of manipulatives. We present Digital MiMs - computationally enhanced building blocks. We describe two prototypical members of the Digital MiMs class: FlowBlocks and SystemBlocks, physical, modular interactive systems that serve as general-purpose modeling and simulation tools for dynamic behavior. We present findings from qualitative studies, and conclude that digital MiMs are accessible to young children, engaging, and encourage learning of abstract structures of dynamic behavior through an iterative process of hands-on modeling, simulating, and analogizing.”
Copyrights may apply
» 2004 «
Zuckerman, Oren and Resnick, Mitchel (2004): Hands-on modeling and simulation of systems. In: Proceedings of ACM IDC04: Interaction Design and Children 2004. pp. 157-158. Available online
“We present the latest prototype of System Blocks, a new interactive learning environment that facilitates hands-on modeling and simulation of systems concepts. System Blocks, by making processes visible and manipulable, can help students learn about the core concepts of systems at a younger age. K-12 schools rarely introduce students to core concepts of systems such as interconnectedness, positive and negative feedback, stocks and flows, or time delay. These concepts are considered "too hard" for pre-college students. Using System Blocks, 5th grade students with no prior instruction in systems were able to model and simulate systems, to interact with concepts such as net-flow dynamics and positive feedback, and to successfully connect the simulations to real-life examples.”
Copyrights may apply
» 2001 «
Borovoy, Rick, Silverman, Brian, Gorton, Tim, Notowidigdo, Matt, Knep, Brian, Resnick, Mitchel and Klann, Jeff (2001): Folk Computing: Revisiting Oral Tradition as a Scaffold for Co-Present Communities. In: Beaudouin-Lafon, Michel and Jacob, Robert J. K. (eds.) Proceedings of the ACM CHI 2001 Human Factors in Computing Systems Conference March 31 - April 5, 2001, Seattle, Washington, USA. pp. 466-473. Available online
“In this paper, we introduce Folk Computing: an approach for using technology to support co-present community building inspired by the concept of folklore. We also introduce a new technology, called "i-balls," whose design helped fashion this approach. The design of the i-ball environment is explained in terms of our effort to simultaneously preserve what works about folklore while also using technology to expand its power as a medium for community building.”
Copyrights may apply
Resnick, Mitchel (2001): Closing the fluency gap. In Communications of the ACM, 44 (3) pp. 144-145
» 1999 «
Mikhak, Bakhtiar, Martin, Fred, Resnick, Mitchel, Berg, Robert and Silverman, Brian (1999): The Children's Machines: Handheld and Wearable Computers Too. In: Gellersen, Hans-Werner (ed.) Handheld and Ubiquitous Computing - First International Symposium - HUC99 September 27-29, 1999, Karlsruhe, Germany. pp. 31-43. Available online
Soloway, Elliot, Grant, Wayne C., Tinger, Robert, Roschelle, Jeremy, Mills, Mike, Resnick, Mitchel, Berg, Robert and Eisenberg, Michael (1999): Science in the Palms of Their Hands. In Communications of the ACM, 42 (8) pp. 21-26
» 1998 «
Resnick, Mitchel, Martin, Fred, Berg, Robert, Borovoy, Rick, Colella, Vanessa, Kramer, Kwin and Silverman, Brian (1998): Digital Manipulatives: New Toys to Think With. In: Karat, Clare-Marie, Lund, Arnold, Coutaz, Joëlle and Karat, John (eds.) Proceedings of the ACM CHI 98 Human Factors in Computing Systems Conference April 18-23, 1998, Los Angeles, California. pp. 281-287. Available online
“In many educational settings, manipulative materials (such as Cuisenaire Rods and Pattern Blocks) play an important role in children's learning, enabling children to explore mathematical and scientific concepts (such as number and shape) through direct manipulation of physical objects. Our group at the MIT Media Lab has developed a new generation of "digital manipulatives" -- computationally-enhanced versions of traditional children's toys. These new manipulatives enable children to explore a new set of concepts (in particular, "systems concepts" such as feedback and emergence) that have previously been considered "too advanced" for children to learn. In this paper, we discuss four of our digital manipulatives -- computationally-augmented versions of blocks, beads, balls, and badges.”
Copyrights may apply
Borovoy, Rick, Martin, Fred, Vemuri, Sunil, Resnick, Mitchel, Silverman, Brian and Hancock, Chris (1998): Meme Tags and Community Mirrors: Moving from Conferences to Collaboration. In: Poltrock, Steven and Grudin, Jonathan (eds.) Proceedings of the 1998 ACM conference on Computer supported cooperative work November 14 - 18, 1998, Seattle, Washington, United States. pp. 159-168. Available online
“Meme Tags are part of a body of research on GroupWear: a wearable technology that supports people in the formative stages of cooperative work. Conference participants wear Meme Tags that allow them to electronically share memes -- succinct ideas or opinions -- with each other. Alongside of the person-to-person transactions, a server system collects information about the memetic exchanges and reflects it back to the conference-goers in Community Mirrors -- large, public video displays that present real-time visualizations of the unfolding community dynamics. This paper presents results from a proof-of-concept trial of the Meme Tag technology undertaken at a MIT Media Laboratory conference.”
Copyrights may apply
» 1996 «
Resnick, Mitchel, Bruckman, Amy S. and Martin, Fred (1996): Pianos Not Stereos: Creating Computational Construction Kits. In Interactions, 3 (5) pp. 40-50
» 1993 «
Resnick, Mitchel (1993): Behavior Constrction Kits. In Communications of the ACM, 36 (7) pp. 64-71
» 1987 «
Eisenberg, Michael, Resnick, Mitchel and Turbak, Franklyn A. (1987): Understanding Procedures as Objects. In: Olson, Gary M., Sheppard, Sylvia B. and Soloway, Elliot (eds.) Empirical Studies of Programmers - Second Workshop December 7-8 1987, 1987, Washington, DC. pp. 14-32.
“Programming languages that treat procedures as "object-like" entities (for example, allowing procedures to be passed as arguments to other procedures) offer major advantages in semantic power and syntactic elegance. In this paper, we examine how novice programmers appropriate the idea of procedures as objects. Based on a series of structured interviews with students in the introductory computer-science course at MIT, we develop a model of the students' ontology of procedures. We conclude that many students view procedures as inherently active entities, with few "object-like" properties. We speculate on the implications of these results for the design and teaching of languages that treat procedures as objects.”
Copyrights may apply
SHOW THIS LIST ON YOUR HOMEPAGE
What do YOU think?
Give us your opinion! Do you have any comments/additions
that you would like other visitors to see?
You say:
Mar 20th, 2010
Changes to this page (author)
23 Feb 2010: Enabled abstracts to be shown on Mitchel Resnick's author page.18 Aug 2009: Author was edited 18 Aug 2009: Author was edited
18 Aug 2009: Author was edited
03 Jun 2009: Author was edited
30 May 2009: Author was edited
09 May 2009: Author was edited
09 May 2009: Author was edited
26 Jul 2007: Author was added to the bibliography
24 Jul 2007: Author was edited
29 Jun 2007: Author was edited
23 Jun 2007: Author was edited
23 Jun 2007: Author was edited
28 Apr 2003: Added the author to the bibliography
