Abstract

Open peer commentary on the article “Creativity in Solving Short Tasks for Learning Computational Thinking” by Valentina Dagienė, Gerald Futschek & Gabrielė Stupurienė.: The target article presents an interesting addition to microlearning tasks by introducing a physically manipulable representation of computing problems, allowing students to engage in constructionist learning. While I applaud the authors’ approach, and while I find their overall argument compelling, I still see some tensions in their design work, both as it relates to the connection to constructionism in general, and as a starting point for computing education in the long term. In this commentary I challenge the authors to elaborate on these critical aspects of their work, and on how it might affect their future design work.