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Abstract This paper outlines the potential gains for Constructionist research and praxis in modelling that might be obtained by recognising the power of the Patch—a humble computational being in the NetLogo modelling environment that has been overshadowed by its more popular fellow agent, the Turtle. To contextualise this opportunity, I describe how Constructionist modelling has thrived by promoting forms of learning that rely on learners’ identifying with agents. I argue that patches are a neglected agent type in this multi‐agent modelling tradition, and that the possibilities for learners to adopt the patch perspective in support of exploratory forms of modelling and aesthetic expression have been under‐researched. Nevertheless, I show there are a variety of powerful ways for learners––both individually and in groups––to identify with patches. I describe ongoing research showing how taking an aesthetic approach to patches has the potential to support individuals and groups in powerful forms of learning with and about multi‐agent modelling. Practitioner notesWhat is already known about this topicTurtles (movable agents in Logo and Constructionist environments descended from Logo) can be ‘transitional objects’ that provide learners a way to make powerful ideas their own.These agents can be powerful ‘objects‐to‐think‐with’ in large part because they encourage learners to identify with them in a form of learning known as ‘syntonic learning’.Expressive activities that draw on learners’aestheticinterests can support their learning with and about computational representations.Multi‐agent modelling is a powerful extension of Logo‐based learning environments that provides access to powerful ideas about complex systems and their emergent properties.In the multi‐agent setting, individual learners and/or groups of learners can identify syntonically with agents to provide entry points for reasoning about complexity.What this paper addsPatches (non‐movable agents in the NetLogo modelling environment) are under‐represented in the research on multi‐agent modelling, and the potential for learners to adopt the patches’ perspective has been neglected.An aesthetically driven approach to patches can ground students’ understanding of their expressive value.Participatory activities in which learners play the role of patches (called ‘Stadium Card’ activities) can ground the patch perspective, so that learners can achieve a form of syntonicity and/or collectively adopt the perspective of patches in the aggregate.Participatory activities that blend intrinsic and extrinsic perspectives on the patch grid can further enhance learners’ facility with programming for patches and their understanding of patches’ collective expressive power.Implications for practice and/or policyBalancing the focus between turtles and patches can enrich the modelling toolbox of learners new to agent‐based modelling.Patchesdocapture important aspects of individual and collective experience, and so can be good objects‐to‐think‐with, especially when conceptualising phenomena at a larger scale.The expressive potential of the patch grid is an important topic for computer science as well (eg, through 2D cellular automata). This is a rich context for learning in itself, which can be made accessible to groups of learners through physical or virtual participatory role‐play.Moreover, physical or virtual grids of people‐patches may exhibit novel aggregate computational properties that could in turn become interesting areas for research in computer science.
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Patches as an Expressive Medium for AgentBased Modelling and Programming
Agent-based modelling (ABM) is a powerful approach for simulating complexity and for understanding the emergent phenomena core to multiple disciplines across the physical and social sciences (Wilensky, 2001). ABM is thus often understood as an innovation in STEM education, providing a representational infrastructure for understanding complexity by “growing it” (Epstein & Axtell, 1996; Wilensky & Papert, 2010). While this is certainly true, we argue that expressive and artistic uses of “swarms” of computational agents can also provide accessible entry points for learners and can support them in developing a range of intuitions about the kinds of phenomena that they might simulated with ABM. This offers a “STEAM” oriented introduction to modelling, connecting artistic perspectives with scientific perspectives in fundamental ways. In this paper we describe the iterative design and implementation of activities that highlight the expressive potential and social syntonicity (Brady et al, 2016) of one of the fundamental types of agent in the ABM toolkit (the “patches”). We describe a setting in which we have done design-based research over two years, in summer camps (entitled “Code Your Art”) and school-year activities involving rising fifth through eighth grade students (participants aged from 10-15) attending school in a mid-sized urban district in the southeastern USA with a high proportion of traditionally underserved and minoritized youth.
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- Award ID(s):
- 1742257
- PAR ID:
- 10311216
- Editor(s):
- Tangney, B; Byrne, J.R.; Girvan, C.
- Date Published:
- Journal Name:
- Constructionism 2020
- Volume:
- 1
- Issue:
- 1
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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