Abstract
This contribution explores the interplay between design culture and constructionist pedagogy, highlighting how practices based on making, tinkering, and learning by doing can foster creative, collaborative, reflective, and critical learning in increasingly interconnected educational contexts. Following in the footsteps of the work and research carried out by Papert, Stager, and other scholars, it emphasizes the necessity of an inclusive, transdisciplinary approach in line with the challenges posed by the future of design education. After a brief theoretical overview—citing “designerly ways of knowing” and underscoring the importance of a dialogic, project-based epistemology—the paper presents an educational-design experience developed within the Inter/Abit/Azione project. This effort culminated in the creation of a robotic “artist” arm and an “algorithmic-narrative machine” for the Casa/Grotta in Vico Solitario, Matera, during the city’s tenure as the 2019 European Capital of Culture. Developed at a school in the Modena area, the initiative drew on Papert/Stager’s Constructionist Learning Laboratories and the Wunderfab experience in Bolzano. It was an experimental educational project that combined the pedagogical experimentation of a “dialogic-constructionist” lab with design culture and practices aimed at connecting technologies, communities, and cultural heritage. Through this experience, the principles and methods that foster collaboration across diverse fields came to light, addressing tensions and challenges amid growing social and technological complexity. The result was a model of design education intertwining knowledge with real-world contexts, where errors and critical thinking serve as drivers for sustainable innovation and widespread civic responsibility. The ultimate goal was to build new possible connections between the present and the future, paving the way for an “Intertwinia” in which design becomes a catalyst for knowledge and social transformation
DOI
https://doi.org/10.21606/drslxd.2025.076
Citation
Monterosso, F.(2025) Algorithmic-narrative machine. Micro-history of a dialogic-constructionist design lab, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.076
Creative Commons License
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Conference Track
Statement of Pedagogy
Algorithmic-narrative machine. Micro-history of a dialogic-constructionist design lab
This contribution explores the interplay between design culture and constructionist pedagogy, highlighting how practices based on making, tinkering, and learning by doing can foster creative, collaborative, reflective, and critical learning in increasingly interconnected educational contexts. Following in the footsteps of the work and research carried out by Papert, Stager, and other scholars, it emphasizes the necessity of an inclusive, transdisciplinary approach in line with the challenges posed by the future of design education. After a brief theoretical overview—citing “designerly ways of knowing” and underscoring the importance of a dialogic, project-based epistemology—the paper presents an educational-design experience developed within the Inter/Abit/Azione project. This effort culminated in the creation of a robotic “artist” arm and an “algorithmic-narrative machine” for the Casa/Grotta in Vico Solitario, Matera, during the city’s tenure as the 2019 European Capital of Culture. Developed at a school in the Modena area, the initiative drew on Papert/Stager’s Constructionist Learning Laboratories and the Wunderfab experience in Bolzano. It was an experimental educational project that combined the pedagogical experimentation of a “dialogic-constructionist” lab with design culture and practices aimed at connecting technologies, communities, and cultural heritage. Through this experience, the principles and methods that foster collaboration across diverse fields came to light, addressing tensions and challenges amid growing social and technological complexity. The result was a model of design education intertwining knowledge with real-world contexts, where errors and critical thinking serve as drivers for sustainable innovation and widespread civic responsibility. The ultimate goal was to build new possible connections between the present and the future, paving the way for an “Intertwinia” in which design becomes a catalyst for knowledge and social transformation