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== Definition == | == Definition == | ||
Logo is a type of [[programming microworld]] that emerged in the mid-1960s. | Logo is a type of [[programming microworld]] that emerged in the mid-1960s. It was created by Wally Feurzeig and Seymour Papert. | ||
* ''Logo'' is also associated with a philosophy of education related to [[discovery learning]] and it is a generic name for a continually evolving family of computer languages. | * ''Logo'' is also associated with a philosophy of education related to [[discovery learning]] and it is a generic name for a continually evolving family of computer languages. | ||
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The Logo language was not designed with the principal aim to teach programming. Its learning environments articulate the principle that giving people personal control over powerful computational resources can enable them to establish intimate contact with profound ideas from science, from mathematics, and from the art of intellectual model building. | The Logo language was not designed with the principal aim to teach programming. Its learning environments articulate the principle that giving people personal control over powerful computational resources can enable them to establish intimate contact with profound ideas from science, from mathematics, and from the art of intellectual model building. | ||
However, this did not happen. Logo wound up being "just" the first programming language taught to children | However, this did not happen. Logo wound up being "just" the first programming language taught to children. In many places (e.g. the Geneva school system) Logo teaching is now replaced by less interesting objectives such as making web pages :( | ||
Certainly, logo did not hold up its promise as unguided exploratory learning environment. Years of LOGO practice has shown that the scenarization work by the 'teacher' determines the learning outputs. His role is to set up a environment which will provide optimal learning conditions for a given student, at a given time. Moreover, at some stages, he has to give an advice on a particular point. | |||
{{comment | ... of course, this part should be developed}} | {{comment | ... of course, this part should be developed}} | ||
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Logo was particularly distinguished from other programming languages by its use of turtle geometry. Users, as young as preschoolers, successfully learned to communicate with an object called a “turtle,” commanding it to move around the screen or on the floor using commands such as FORWARD, BACK, LEFT, and RIGHT. As the turtle moved, it could leave a trail, thus combining the user’s control of the computer with geometry and aesthetics. Logo was deliberately designed to map onto a child’s own bodily movements in space. By encouraging children to “play turtle,” thousands of children learned to control the turtle successfully in this way. | Logo was particularly distinguished from other programming languages by its use of turtle geometry. Users, as young as preschoolers, successfully learned to communicate with an object called a “turtle,” commanding it to move around the screen or on the floor using commands such as FORWARD, BACK, LEFT, and RIGHT. As the turtle moved, it could leave a trail, thus combining the user’s control of the computer with geometry and aesthetics. Logo was deliberately designed to map onto a child’s own bodily movements in space. By encouraging children to “play turtle,” thousands of children learned to control the turtle successfully in this way. | ||
Later, Logo was interfaced with LEGO bricks (although later Lego decided to use an other language in the commercial [[LEGO | There are over 130 implementations and dialects, some extinct, some open source or free (or both), some commercial. | ||
Later, Logo was interfaced with LEGO bricks (although later Lego decided to use an other language in the commercial [[LEGO Mindstorms]] products. An interface also exists for Cricket robots. | |||
Most recent developments (e.g. in the MIT Media Lab) include [[augmented reality]], [[ubiquitous computing]], etc. in their designs. | Most recent developments (e.g. in the MIT Media Lab) include [[augmented reality]], [[ubiquitous computing]], etc. in their designs. | ||
See also: [[Miroworld]s | See also: [[Miroworld]s | ||
== Links == | |||
* [http://en.wikipedia.org/wiki/Logo_programming_language Wikipedia Logo (programming language)] | |||
==References== | ==References== | ||
* Abelson, H. (1982). Logo for the Apple II. Peterborough. NH: BYTE/McGraw Hill. | * Abelson, H. (1982). Logo for the Apple II. Peterborough. NH: BYTE/McGraw Hill. | ||
* Mendelsohn P., Green T.R.G. & Brna P. (1990) - Programming Languages In Education: The Search For An Easy Start. In T. Green; J.M. Hoc, R. Samurcay, D. Gilmore. "Psychology of programming" (175-194). New York: Academic Press. | |||
* Mendelsohn, P. (1991) - Logo, Qu'est Ce Qui Se Développe? In: J.L. Gurtner Et J: Retschitzki (Eds) Logo Et Apprentissage Avec L'ordinateur (pp. 50-60). Neuchâtel: Delachaux et Niestlé. | |||
* Papert, S. (1980), Mindstorm: Children, Computers and Powerful Ideas, New York: Basic Books. | * Papert, S. (1980), Mindstorm: Children, Computers and Powerful Ideas, New York: Basic Books. | ||
Revision as of 23:02, 4 October 2006
Definition
Logo is a type of programming microworld that emerged in the mid-1960s. It was created by Wally Feurzeig and Seymour Papert.
- Logo is also associated with a philosophy of education related to discovery learning and it is a generic name for a continually evolving family of computer languages.
- The logo family computer languages are designed to transform computers into flexible tools to aid in learning, in playing, and in exploring. (Abelson, 1982, p. ix)
Discussion
The Logo language was not designed with the principal aim to teach programming. Its learning environments articulate the principle that giving people personal control over powerful computational resources can enable them to establish intimate contact with profound ideas from science, from mathematics, and from the art of intellectual model building.
However, this did not happen. Logo wound up being "just" the first programming language taught to children. In many places (e.g. the Geneva school system) Logo teaching is now replaced by less interesting objectives such as making web pages :(
Certainly, logo did not hold up its promise as unguided exploratory learning environment. Years of LOGO practice has shown that the scenarization work by the 'teacher' determines the learning outputs. His role is to set up a environment which will provide optimal learning conditions for a given student, at a given time. Moreover, at some stages, he has to give an advice on a particular point.
- ... of course, this part should be developed
Essentials of the logo language
Logo was particularly distinguished from other programming languages by its use of turtle geometry. Users, as young as preschoolers, successfully learned to communicate with an object called a “turtle,” commanding it to move around the screen or on the floor using commands such as FORWARD, BACK, LEFT, and RIGHT. As the turtle moved, it could leave a trail, thus combining the user’s control of the computer with geometry and aesthetics. Logo was deliberately designed to map onto a child’s own bodily movements in space. By encouraging children to “play turtle,” thousands of children learned to control the turtle successfully in this way.
There are over 130 implementations and dialects, some extinct, some open source or free (or both), some commercial.
Later, Logo was interfaced with LEGO bricks (although later Lego decided to use an other language in the commercial LEGO Mindstorms products. An interface also exists for Cricket robots.
Most recent developments (e.g. in the MIT Media Lab) include augmented reality, ubiquitous computing, etc. in their designs.
See also: [[Miroworld]s
Links
References
- Abelson, H. (1982). Logo for the Apple II. Peterborough. NH: BYTE/McGraw Hill.
- Mendelsohn P., Green T.R.G. & Brna P. (1990) - Programming Languages In Education: The Search For An Easy Start. In T. Green; J.M. Hoc, R. Samurcay, D. Gilmore. "Psychology of programming" (175-194). New York: Academic Press.
- Mendelsohn, P. (1991) - Logo, Qu'est Ce Qui Se Développe? In: J.L. Gurtner Et J: Retschitzki (Eds) Logo Et Apprentissage Avec L'ordinateur (pp. 50-60). Neuchâtel: Delachaux et Niestlé.
- Papert, S. (1980), Mindstorm: Children, Computers and Powerful Ideas, New York: Basic Books.
- Rieber, L. P. (1996) Microworlds, in Jonassen, David, H. (ed.) Handbook of research on educational communications and technology. Handbook of Research for Educational Communications and Technology. Second edition. Simon and Schuster, 583-603 ISBN 0-02-864663-0