Paper Circuit Computing

An Exploratory Study of the Experience and Practice of Participating in Paper Circuit Computing Education

Workshop: SUWON Museum of Art

The purposes of the study were to investigate the participation of artists in paper circuit computing education and to conduct an in-depth study on the formation and development of practical knowledge. To do this, we selected as research participants six artists who participated in the educational program of an art museum and used various methods such as pre-open questionnaires, participation observation, and individual interviews to collect data. The artists participated in the education based on a desire to use new technology or find a new work production method for interacting with their audiences. In addition, the artists actively formed practical knowledge in the curriculum and tried to apply paper circuit computing to their works. To continuously apply and develop paper circuit computing, participants formed a study group or set up a practical goal through planned exhibitions. The results of this study can provide implications for practical approaches to, and utilization of, paper circuit computing.

Community of Practice (CoP)

A community of practice as proposed by Wenger (1998) is based on situated learning theory (Lave, 1991). From the viewpoint of situated learning theory, learning is a continuous social practice. The newcomers learn the language, values, and norms of the community as they engage in legitimate peripheral participation, and achieve complete participation. In other words, learning is a social process in which people become aware of the tacit understanding of the community’s specific perspectives, capabilities, and practices as they are participating in the community.