exploring the movement of maker culture in education
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Exploring the Movement of “Maker Culture” in
EducationAnn-Louise Davidson PhD
Giuliana Cucinelli PhD David Price Nadia Naffi Ivan Ruby
Tristan Matheson Nathalie Duponsel
Margarida Romero PhD Roland van Oostveen PhD
Evan Light PhD
Context• Learning to code in schools (Dredge, 2014; Lucas, 2015; Romero,
2015)
• 21st century competencies (Conference Board of Canada, 2001; World Economic Forum, 2016)
• Co-creative activities for 21st century kids (Romero & Vallerand, 2016): collaboration, creativity, problem solving, computational thinking, critical thinking
• Push from STEM to STEAM to STEAMED
• Popularity of makerspaces
• Experiential learning
Literature• Proof of concept (Abaya, Basa, Sy, Abad, & Dadios, 2014; Amir, Siddiqui,
Ahmed, & Chowdhry, 2014; Graven & Samuelsen, 2013; Hamidi, et al., 2014; Lamine & Abid, 2014; Nguyen, et al., 2015; Nikhade, 2015; Paramanathan et al., 2014; Pereira, Fernandes, & Sequeira, 2014; Sahani, Rout, Sharan, & Dutta, 2014; Sandeep, Gopal, Naveen, Amudhan, & Kumar, 2015; Sundaram et al., 2013; Sivaranjani & Sumathi, 2015; Vamsikrishna, Kumar, Hussain, & Naidu, 2015; Vujovic & Maksimovic, 2014)
• Schools (Cohen, Jones, Smith, & Calandra, 2016; Pringle, 2016; Romero, Davidson, Cucinelli, Ouellet, & Arthur, 2016;Silcoff, 2016; Sheridan et al., 2014; Somanath, Morrison, Hughes, Sharlin, & Sousa, 2016; Stager, 2013,)
• “Maker” movement (Andersson, 2015; Burker, 2015; Charny, 2012; Fox, Ulgado, & Rosner, 2015; Harris & Cooper, 2015; Haug, 2014; Sheridan et al., 2014)
• Social Innovation (Joyce, 2015; Nathan, 2015; Szczys, 2015; Taylor, Hurley, & Connolly, 2016)
Activity Theory
Outcome
Tools
Division of labor
Subject
Community
Object
Activity theory -Engeström
Rules
Vygotsky: ZPD
The zone of proximal development is the gap between two levels of development
a b
a: where the learner is (able to accomplish without any help) b: where the learner could be (cannot accomplish alone)
ZPD: able to accomplish with the help of a more knowledgeable other
Objectives1) Study the collaborative learning processes within digital "making" workshops demonstrated by learners from secondary school, college (CEGEP) and university;
2) Analyze learner perceptions of digital "making" workshops to better understand their experiences and challenges in converting academic knowledge into digital fabrication and problem-solving skills; 3) Develop a course for an institute of digital "making" to assist educators with integrating tiny and affordable technologies into educational experiences that engage learners as participants and problem-solvers using the emerging Internet of Things (IoT).
• Collaborative action-research tools and techniques
• Informal interviews
• Semi-structured interviews
• Observations
Methodology
Participants• Students from elementary, secondary, CEGEP
(college) and university
• Community members (7 to 77)
• Community centres
• Libraries
• Makerspaces
Findings1. Advantages and pitfalls
of collaborative problem-solving
2. Insight on the basic knowledge needed to engage in digital “making”
3. Vignettes on collaborative learning processes that underlie digital “making”
4. Elements of a typology for 21st century skills to innovate, tinker and engage in maker culture
1. Advantages and pitfalls of collaborative problem-solving:
•Feeling of group safety •Feeling safe to make
errors •Feeling interdependent •Feeling challenged •Changing group
dynamics
2. Insight on the basic knowledge needed to engage in digital “making” •analyzing problem •determining desired
outcomes and needed inputs and outputs
•sequencing required processing
•prototyping •diagnosing failures
3. Vignettes on collaborative learning processes that underlie digital “making” •Mini Maker Faire •Maker Jams •Prototyping workshops •Arcade Tables •3D Printer •Accessibility challenge
Maker FaireDiscovering Experimenting
Maker JamsDeveloping basic maker skills Building a community of makers
PrototypingCollaborating Testing
Arcade TablesMultidisciplinary challenge Development of perception ofself-efficacy
3D PrinterScaffolding Team work Complex challenge
Accessibility ChallengeFrom ideas to reality
4. Elements of a typology for 21st century skills to innovate, tinker and engage in maker culture
Technical skills
Foundational skills
Social skills
Personal management skills
Conclusion
• Shift from passive consumers of commercial resources to active contributors of information and participation in the production of objects
• Conditions required for risk-taking in education (to tinker and innovate)
• 21st century skills
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