Construction and Community
| 1.3 | What is a MUD? |
| 1.3.1 | MUD History |
| 1.3.2 | Personas |
| 1.3.3 | Places |
| 1.3.4 | Objects |
| 1.4 | Prior Work: MediaMOO |
| 1.5 | The MOOSE Crossing Project |
| 1.6 | Outline |
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| 2. | The Day After Net Day: Approaches to Educational Use of the Internet |
| 2.1 | The Hype and the Reality |
| 2.2 | Distance Education |
| 2.3 | Information Retrieval |
| 2.3.1 | Children Accessing Controversial Information |
| 2.4 | Knowledge-Building Communities |
| 2.4.1 | Global Science |
| 2.4.2 | CSILE |
| 2.4.3 | Professional Communities |
| 2.4.4 | Real-Time Writing |
| 2.5 | Technological Samba Schools |
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| 3. |
Designing Enabling Technologies: The MOOSE Language and the MacMOOSE Client |
| 3.1 | The Need for a New Language |
| 3.2 | The Design of the MOOSE Language |
| 3.2.1 | A Gently-Sloping Learning Curve |
| 3.2.2 | Intuitive Simplicity Versus Formal Elegance |
| 3.2.3 | Be Forgiving |
| 3.2.4 | Leveraging Natural-Language Knowledge |
| 3.2.5 | Avoid Non-Alphanumeric Characters |
| 3.2.6 | Make Essential Info Visible and Easily Changeable |
| 3.2.7 | It’s OK to have Limited Functionality |
| 3.2.8 | Hide Nasty Things Under the Bed |
| 3.2.9 | A Design Philosophy |
| 3.3 | The Need for a New Programming Environment |
| 3.4 | The Design of the MacMOOSE Client |
| 3.4.1 | A Tour of MacMOOSE |
| 3.4.2 | Equal Access for Few Versus Unequal Access for Many |
| 3.5 | Designing Empowering Technologies |
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| 4. |
Collaborative Learning Strategies: Storm’s Weekend with Rachael |
| 4.1 | Storm’s Weekend with Rachael |
| 4.2 | Friday: Diving In |
| 4.3 | Saturday: Independent Progress |
| 4.4 | Sunday: More Mutual Reinforcement |
| 4.5 | Monday: Camaraderie Combats Frustration |
| 4.6 | Tuesday: Collaboration |
| 4.7 | Seven Months Later: Meeting Face to Face |
| 4.8 | Conclusion: Integrating Technological and Social Contexts |
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| 5. |
Community Support for Construction |
| 5.1 | Uzi’s Frustration |
| 5.2 | Pilot Study: Programming for Fun |
| 5.3 | "Did You Really Make This?": The Importance of Role Models |
| 5.4 | Situated, Ubiquitous Project Models |
| 5.5 | Emotional and Technical Support |
| 5.6 | An Appreciative Audience |
| 5.7 | Local Community and Online Community |
| 5.8 | An Extended Example: Lady's First Script |
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| 6. |
Constructionist Culture |
| 6.1 | A Felicitous Type of Community |
| 6.2 | "Television Fans and Participatory Culture |
| 6.3 | Objects of Construction |
| 6.4 | Worlds Made by Their Inhabitants |
| 6.5 | Sharing Scarce Resources |
| 6.6 | Believing in Users |
| 6.7 | Construction and Community |
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| 7. |
Conclusion: Constructionism and Virtual Communities |
| 7.1 | Open Research Questions |
| 7.1.1 | The Social Implications of Distributed Systems |
| 7.1.2 | The Cognitive Implications of Graphical Media |
| 7.1.3 | Gender, Technology, and Learning Styles |
| 7.2 | Contributions |
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