Exploring the Movement of Maker Culture in Education
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Transcript of 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
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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
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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)
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Activity Theory
Outcome
Tools
Division of labor
Subject
Community
Object
Activity theory -Engeström
Rules
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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
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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).
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• Collaborative action-research tools and techniques
• Informal interviews
• Semi-structured interviews
• Observations
Methodology
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Participants• Students from elementary, secondary, CEGEP
(college) and university
• Community members (7 to 77)
• Community centres
• Libraries
• Makerspaces
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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
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1. Advantages and pitfalls of collaborative problem-solving:
•Feeling of group safety •Feeling safe to make
errors •Feeling interdependent •Feeling challenged •Changing group
dynamics
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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
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3. Vignettes on collaborative learning processes that underlie digital “making” •Mini Maker Faire •Maker Jams •Prototyping workshops •Arcade Tables •3D Printer •Accessibility challenge
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Maker FaireDiscovering Experimenting
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Maker JamsDeveloping basic maker skills Building a community of makers
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PrototypingCollaborating Testing
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Arcade TablesMultidisciplinary challenge Development of perception ofself-efficacy
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3D PrinterScaffolding Team work Complex challenge
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Accessibility ChallengeFrom ideas to reality
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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
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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