Teaching children digital literacy through design-based learning with digital toolkits in schools

Probably not a substantial claim: may not pass S2 (checkable).

Design-based learning in the classroom can only be successful when various criteria are integrated coherently into the entire process.

“These sessions made us realize that design-based learning in the classroom can only be successful when integrating various criteria coherently into the entire process.”

Classified as probably not a substantial claim.

Applying the Reflective Transformative Design Process (RTDP) over 10 years in industrial design education supports the development of various 21st century skills, including digital literacy, collaboration, problem solving, creativity and critical thinking.

“Applying this approach over the last 10 years, we have experienced it supports the development of various 21st century skills; next to digital literacy the approach also enhances collaboration, problem solving, creativity and critical thinking.”

May combine two claims.

Arduino is more modular but more difficult to use to quickly create a conceptual design.

“Arduino is more modular, but more difficult to use to quickly create a conceptual design.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

The manner in which support for learning is provided differs between primary and secondary school: primary school has more structure and more class activities, while secondary school shows a shift to self-directed learning.

“The manner in which support for learning is provided differs: at primary school there is more structure and more classactivities, while in secondary school we see a shift to selfdirected learning.”

May combine two claims.

Working together had children practice discussion about design considerations and negotiating about contributions from all children.

“Subsequently, working together had them practice discussion about design considerations and negotiating about contributions from all children.”

May combine two claims.

littleBits supports creating conceptual designs in a short amount of time and teaches some aspects of digital literacy linked to learning goals of Science and Technology.

“littleBits supports creating conceptual designs in a short amount of time, and also teaches some aspects of digital literacy, linked to learning goals of Science and Technology.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Design-based learning usually targets a number of learning goals at the same time.

“In fact, designbased learning usually targets a number of learning goals at the same time, for example a group working on designing an energyawareness lamp might learn about energy usage and properties of light, while at the same time improving meta-level skills such as collaboration and problem-solving.”

May combine two claims.

In usability tests with children, the Spark! toolkit challenged children both on the conceptual design level and in learning about lower level topics.

“In the usability tests with children it was observed children were challenged both on the conceptual design level and in learning about lower level topics.”

• Also stated in: § 5.1. Insights on teaching digital literacy using digital toolkits at school · plain

  “This was also observed by the teacher in the third usability test.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Makey Makey is less modular, having only one input sensor to link to concepts of learning goals.

“Makey Makey is less modular, e.g. it only has one input sensor to link to concepts of learning goals.”

Probably not a substantial claim: may not pass S2 (checkable).

More structure is needed for younger pupils, at least at first, to guide them through the design process.

“More structure is needed for younger pupils, at least at first, to guide them through the design process.”

Classified as probably not a substantial claim.

The RDBL framework outlines the complex web of stakeholders and criteria that need to be considered for design-based learning in the classroom, particularly when using technology tools such as electronics toolkits, programming environments and digital fabrication techniques.

“This led to the development of the RDBL framework (see Fig. 1), aimed to outline the complex web of stakeholders and criteria that need to be considered for design-based learning in the classroom, particularly when using technology tools such as electronics toolkits, programming environments and digital fabrication techniques.”

May combine two claims.

The RDBL framework extends the Design-based Learning (DBL) model of Gomez et al. by adding a reflective learning component and more attention to the digital properties of the learning environment.

“In this section we lay out the motivation for the Reflective Design-based Learning (RDBL) framework, which extends the existing Design-based Learning (DBL) model presented by Gomez et al. [9] by adding a specific Reflective learning component (The 'R' in RDBL) and more attention to the digital properties of the learning environment.”

• cites Gomez et al. [9] 9. S.M. Gómez Puente, M.W. Eijck, W.M.G. van & Jochems, Empirical validation of characteristics of design-based learning in higher education, Int. J. Eng. Educ. 29 (2) (2013) 491-503.Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Design processes are not so much rational problem solving processes but rather reflection-on-action processes.

“This is in line with the assumption that design processes are not so much rational problem solving processes [12], but rather reflection-on-action processes, as described by Schön [13].”

• cites [12] 12. H.A. Simon, The Sciences of the Artificial, MIT Press, Cambridge, MA, 1969.Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Schön [13] 13. D.A. Schön, The Reflective Practitioner, Basic Books, New York, 1983.Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Good support needs to be provided about how to plan, manage and assess the progress in design-based learning processes for teachers.

“Furthermore, good support needs to be provided about how to plan, manage and assess the progress in design-based learning processes for teachers.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

RDBL can be applied to understand the relationships between the various requirements and can be used to create and evaluate solutions for a school context.

“RDBL can be applied to understand the relationships between the various requirements and can be used to create and evaluate solutions for a school context.”

May combine two claims.

In DBL processes, traditional forms of teaching form only a minor part of the teacher's tasks; the major role of the teacher is to coach the student by scaffolding the process, asking questions, inspiring the student, and guiding reflection.

“In DBL processes, traditional forms of teaching (such as wholeclass instructions) form only a minor part of the teacher's tasks.The major role of the teacher in DBL is to 'coach' [18] the student by scaffolding the process, asking questions [9], inspiring the student, guiding reflection [18].”

• cites [18] 18. J.L. Kolodner, Learning by design TM : Iterations of design challenges for better learning of science skills, Jpn. Bull. Cognit. Sci. (2002). sourceNot checked — no full text of the source
• cites [9] 9. S.M. Gómez Puente, M.W. Eijck, W.M.G. van & Jochems, Empirical validation of characteristics of design-based learning in higher education, Int. J. Eng. Educ. 29 (2) (2013) 491-503.Not checked — no full text of the source

Classified as probably not a substantial claim.

Combining digital literacy skills with design-based learning activities can address teaching children to be critical about how and when to apply digital solutions.

“By combining digital literacy skills with design-based learning activities, we can also address teaching children to be critical about how and when to apply digital solutions.”

Probably not a substantial claim: may not pass S3 (load-bearing).

What is shown and exposed in a digital toolkit influences where the learning challenges are (selective exposure).

“Blikstein [25] describes that what you show and expose in a digital toolkit influences where the learning challenges are.This is called selective exposure and is related to Resnick and Silverman's [22] suggestion to choose your building blocks (or black boxes) carefully.”

• cites Blikstein [25]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Resnick and Silverman's [22]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

Digital toolkits need to support learning goals at different levels to appeal to children with different motivations for learning about technology.

“The digital toolkits need to support learning goals at different levels to appeal to children with different motivations for learning about technology.”

• AssumptionRests on an assumption: Children have different motivations for learning about technology.

Classified as probably not a substantial claim. May combine two claims.

Existing platforms such as LittleBits and Makey Makey provide support for sharing lessons, but it is difficult for teachers and schools to get started and plan a process for how to adopt and integrate an extensive RDBL approach in schools.

“While existing platforms such as LittleBits and Makey Makey provide support for sharing lessons, it is difficult for teachers and schools to get started and plan a process for how to adopt and integrate an extensive RDBL approach in schools.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

For younger children, the design brief should be appealing and meaningful, understandable in context and importance, provide diverse opportunities in terms of learning goals, and balance openness with scoping and direction.

“As an additional factor that may specifically apply to a younger target group, Resnick and Silverman [22] illustrate how the design brief should be appealing and meaningful for the child.”

• Also stated in: § 2.5. Design brief and project characteristics (dimension D in Fig. 1) · plain

  “Also, children should be able to understand the context of the design challenge and the importance of finding a solution [23].It should provide diverse opportunities in terms of learning goals and should have the right balance between being open, but still providing some scoping and direction [23].”

• cites Resnick and Silverman [22]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites [23] 23. M. Resnick, B. Silverman, Some reflections on designing construction kits for kids, in: Proceedings of Interaction Design and Children Conference, ACM, Boulder, CO, New York, NY, USA, 2005, pp. 117-122. sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Design briefs in higher education usually deliberately describe ill-defined problems, to which there can be numerous solutions, and this enhances creativity and problem-solving skills.

“As described by Gomez et al. [9], design briefs in higher education usually deliberately describe ill-defined problems, to which there can be numerous solutions.This enhances creativity and problem-solving skills.”

• cites Gomez et al. [9] 9. S.M. Gómez Puente, M.W. Eijck, W.M.G. van & Jochems, Empirical validation of characteristics of design-based learning in higher education, Int. J. Eng. Educ. 29 (2) (2013) 491-503.Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Pupils can be interested in technology for different reasons, including fundamental, career-oriented, or human-oriented interest.

“Pupils can be interested in technology for different reasons, e.g. they might be fundamentally interested or have a careeroriented or human-oriented interest [5].”

• cites [5] 5. Youngworks Motivaction, BètaMentality 2011-2016 Jongeren boeien voor bèta en techniek, BetaMentality 2011-2016 Getting children interested in science and technology, November 2010.Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S3 (load-bearing).

Reflection is common in other design-based learning approaches, such as Kolodner's learning-by-design approach and Stables and Kimbell's description of switching between imagining/modelling in the head and confronting reality outside the head.

“This practice is also common in other approaches.For example, in Kolodner's [18] learning-by-design approach, learners create design diaries to reflect on their learning activities, and use whiteboarding to collectively reflect on the progress and key learning insights of a group of learners.Similar to RTDP, Stables and Kimbell [19] describe the learning process as switching between 'imagining and”

• cites Kolodner's [18] 18. J.L. Kolodner, Learning by design TM : Iterations of design challenges for better learning of science skills, Jpn. Bull. Cognit. Sci. (2002).Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Stables and Kimbell [19] 19. K. Stables, R. Kimbell, Evidence through the looking glass: developing performance and assessing capability, in: 13th International Conference on Thinking: Curious Minds Think and Learn by Exploring the Unknown, Norrköping, Sweden, June 17-21, 2007.Not checked — no full text of the source

Classified as probably not a substantial claim.

In a reflective design-based learning approach with the right tools and materials, children of different interest categories can all find an angle that fits their interest.

“In a reflective design-based learning approach with the right tools and materials, children of these different categories can all find an angle that fits their interest.”

Classified as probably not a substantial claim. May combine two claims.

Through the explorations, the authors found that it is important to support teachers in creating design challenges related to school-related learning goals and in creating learning activities related to the steps of the design process and the level of design thinking of the children.

“Through our explorations we furthermore found that it is also important to support teachers in creating design challenges that are related to school related learning goals and in creating learning activities related to the steps of the design process and the level of design thinking of the children.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

The complexity of the design problem, and thus the design thinking skills practised, need to be adjusted to the appropriate level.

“The complexity of the design problem, and thus the design thinking skills practised need to be adjusted to the appropriate level.”

Classified as probably not a substantial claim. May combine two claims.

The reflective design process is an iterative process that combines learning with designing, follows steps that support diverging and converging and understanding the context of use, and examines open-ended design problems requiring a good combination of a product with specific working principles that has value for the user.

“In summary, the reflective design process is an iterative process that combines learning with designing, that follows steps that support diverging and converging and getting an understanding of the context of use, and that examines open-ended design problems that require coming up with a good combination of a product with specific working principles that has value for the user.”

Probably not a substantial claim: may not pass S3 (load-bearing).

In the design research exploration, the authors' view might have been subject to bias because many of the stakeholders involved were already interested in this approach.

“Finally, in our design research exploration, our view might have been subject to bias: Many of the stakeholders involved were already interested in this approach.”

May combine two claims.

The Stanford d-school design thinking rubrics do not contain process management skills or framing skills.

“the rubrics do not contain process management skills, or framing skills [17].”

• cites [17] 17. K. Dorst, The core of 'design thinking' and its application, Des. Stud. 32 (2011) 521-532. sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

For open-ended design problems, the required reasoning involves the WHAT (the thing) and the HOW (the working principle) which together lead to the VALUE (that which is aspired).

“The reasoning required for such open-ended design problems is described by Dorst [17] who considers the WHAT (the thing) and the HOW (the working principle) which together lead to the VALUE (that which is aspired).”

• cites Dorst [17] 17. K. Dorst, The core of 'design thinking' and its application, Des. Stud. 32 (2011) 521-532. sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Digital toolkits should take into account varying interests children may have, with some children more interested in applying technological solutions to conceptual design decisions and others in understanding details of programming or electronics.

“Additionally, as described by Douma et al. [24], such kits should take into account varying interests children may have.Some children are more interested in applying technological solutions to conceptual design decisions, while others are more interested in understanding details about the fundamental concepts of programming or electronics.”

• cites Douma et al. [24]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Three core principles in construction kits that support learning are immediate feedback, fluid experimentation and open exploration.

“They mention three core principles in construction kits that support learning: immediate feedback, fluid experimentation and open exploration.”

• cites Resnick and Rosenbaum [26]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Construction kits should be easy to understand (low floor) but also general enough to be used for diverse things (wide walls).

“Resnick and Silverman [22] state the importance of construction kits being easy to understand (which they call low floor), but also general enough so that they can be used for diverse things (which they call wide walls).”

• cites Resnick and Silverman [22]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

The learning goals have to be adjusted to the appropriate level for the children.

“The learning goals have to be adjusted to the appropriate level for the children.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The choice of the basic building block of a toolkit influences what is explored and learned; for example, a building block containing a motor means children do not have to learn how the motor itself works but can create things with the motor as a component.

“Furthermore, they mention it is important to decide on the basic building block of the toolkit, as this influences what is explored and learned.For example, having a building block that contains a motor, children do not have to learn how the motor itself works, but can create things with the motor as one of the components.”

• cites Resnick and Silverman [22]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

When applying the RDBL framework to the last two classes of primary school and the first two classes of secondary school, differences can be seen.

“Some differences can be seen when applying it to the last two classes of the primary school and the first two classes at secondary schools.”

Classified as probably not a substantial claim.

Teachers need support to develop and adapt design challenges with relevant and feasible learning goals.

“Teachers (item E) need support to develop and adapt design challenges (item D) with relevant and feasible learning goals (item C).”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Creating a good design-based learning solution to teach digital literacy and design thinking at schools requires considering a wide range of issues described in the RDBL framework.

“In summary, creating good design-based learning solution to teach digital literacy and design thinking at schools requires considering a wide range of issues described in the RDBL framework.”

Classified as probably not a substantial claim. May combine two claims.

The authors adapted the model provided by Gomez et al. [9] to describe design-based learning at primary and secondary school level, and added components specific to the role of digital materials in a design-based learning approach.

“We have adapted the model provided by Gomez et al. [9] to describing design-based learning at primary and secondary school level, and added components that are specific to the role of digital materials in a design-based learning approach.”

• cites [9] 9. S.M. Gómez Puente, M.W. Eijck, W.M.G. van & Jochems, Empirical validation of characteristics of design-based learning in higher education, Int. J. Eng. Educ. 29 (2) (2013) 491-503.Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

To allow children to create powerful ideas, rather than focusing only on learning to program, construction toolkits have to consider what the basic building blocks are that allow children to create tangible solutions.

“He argues that to allow children to create powerful ideas, rather than focusing only on learning to program, construction toolkits have to consider what the basic building blocks are that allow children to create tangible solutions.”

• cites Blikstein [25]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In the Reflective Transformative Design Process (RTDP), reflection plays a central role, with design students reflecting on their actions both during the process and between steps to support their learning.

“In the reflective transformative design process (RTDP, Hummels and Frens [11]), developed as a method for design education at universities, reflection plays a central role.Design students conducting RTDP reflect on their actions both during the process and in between various steps, to support and facilitate the students' learning process.”

• cites Hummels and Frens [11] 11. C.C.M. Hummels, J.W. Frens, Designing for the unknown : a design process for the future generation of highly interactive systems and products, in: Proceedings of the 10th International Conference on Engineering and Product Design Education, Ideo 2015, Definition of design thinking; Retrieved April 2015, 2008, pp. 204-209. http://www.ideo.com/about/.Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Simple tools to support basic programming can provide children with the opportunity to create interesting designs without having to know the details of programming.

“Simple tools to support basic programming can provide children with the opportunity to create interesting designs, without having to know the details of programming.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Design briefs in higher education are often connected to industry, enhancing the authenticity of the described problem and enabling engagement of real stakeholders in the process.

“Additionally such briefs are often connected to industry, enhancing the authenticity of the described problem and enabling engagement of real stakeholders (role models for the students) in the process [9].”

• cites [9] 9. S.M. Gómez Puente, M.W. Eijck, W.M.G. van & Jochems, Empirical validation of characteristics of design-based learning in higher education, Int. J. Eng. Educ. 29 (2) (2013) 491-503.Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The authors were not able to explore in detail the best manner to teach design thinking, nor what different levels of design thinking skills for different years in schools need to be assessed.

“We have neither been able to explore in detail what the best manner in which to teach design thinking, nor what different levels of design thinking skills for different years in the schools need to be assessed.”

Probably not a substantial claim: may not pass S3 (load-bearing).

To support children's reflection process, the manual needed prompt questions for reflection.

“To support children's reflection process, the manual needed prompt questions for reflection.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The RDBL approach needs to address and consider the relationships between a wide variety of elements in a school context in order to be successfully applied.

“In summary, the RDBL approach needs to address and consider the relationships between a wide variety of elements (see Fig. 1) in a school context in order to be successfully applied.”