The Maker Activity Program
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Transcript of The Maker Activity Program
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A Case Study of the Maker Activity Program Among Undergraduate Students in Mexico
Oswaldo Castro-Romero Kyung Hee University / Graduate School of Education
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Content
▸ Introduction
▸ Theoretical background
▸ Research methodology
▸ Results
▸ Conclusions
2
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Introduction
A growing number of people around the world engage together
for producing personal objects, into physical and digital forms
3
(Martinez & Stager, 2013)
(Halverson & Sharidan, 2014)
Democratization of access to:
• Tools• Technologies• Materials• Resources
1990DIY
2002FIRST
FABLAB
2005MAKE
MAGAZINE
2006MAKER FAIRE
2009FIRST
HACKERSPACE
2014MAKERFAIREWHITE HOUSE
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Introduction4
There is a growing interest in majors as
For many years, there is a tradition of studiesin social sciences and humanities
(IMCO, 2016)
IN LATINAMERICA
HOWEVER,
• Engineering• Information technologies• Computer sciences
Jordi Muñoz (Cofounder of 3d Robotics)
Art Crafts workshops Social movements
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Introduction5
have appeared in the local communities.
Many makerspaces
makerspaces are created by engineers and computer scientists, but now also by:
Frequently,
• Industrial designers
• Architects
• Educators
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Introduction6
THE PROBLEM
There is the difficulty of access to digital platforms and Internet and the implementation of innovative educational methods enhancing maker activities.
(Herrera, 2016; Rodriquez-Barrios and Pellizzoni, 2016)
THE QUESTIONS
How to create sustainable collaborative spaces that support maker activities?Q1Q1
Q2Q2 What is the potential of implementing makerspaces in education?
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Theoretical background7
WHAT IS THE MAKER MOVEMENT?
▸(Martinez & Stager, 2013)
▸(Peppler & Bender, 2013)
Makers play, experiment, fail and success by constructing sharable knowledge
Maker movement is an innovative way to reimagine education
&Hacker CultureDIY Culture
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Theoretical background8
“Students learn better by making tangible objects in the real world.”
(Papert, 1980)
The maker movement has a strong foundation of Papert’s constructionism theory. (Donaldson, 2014)
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Theoretical background9
MakeractivitiesMaker activitiesconsist in giving to students the opportunity for:
▸ developing interest▸ new identities, and▸ content knowledge
(Martin, 2015)
Learners learn better working with:
▸ meaningful products▸ affordable materials▸ appropriated learning environments
(Falbel, 1993)
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Theoretical background10
Makerspaces
are informal and open places wherein makers can explore their ideas, combining STEAM disciplines and developing technical skills to create new products.
(Sheridan, et al. 2014)
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Program implementation:22 undergraduate students First and fourth year Korean Studies major
Research Methodology
72%
28%
Years in average
20
No experience in making
60%electricity class or repairing own stuffs
13%Yes
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Research Methodology
Durationof the program
One-day(6 hours) • Photos• Videotaping• Reflective journals
Data collection
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Tinkering Making Sharing Improving
CONCEPTUALIZATIONENCOURAGE INTEREST AND MOTIVATION
EMBODYING IDEASBUILDING PERSONAL PRODUCTS
SHARING OF PRODUCTS AND PROCESS
IMPROVEMENT AND REFLECTION
Research Methodology
TMSI model ▸(Hwang, Kang and Kim, 2016)
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Results14
Deconstruction of electronic
appliances and building products in
teams
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Results15
“it was interesting to see how others think,even I have never interacted at all with them at school”
Melanie,19 years
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Results16
They built products getting ideaswhen talked and collaborated with
others
Students exchanged materials and moved around the classroom
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Results17
Miztli, 24 years
“I discovered that an electronic water heater contains sand to conduct the heat throughout the tube”
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Results18
“From a computer we don’t use, we can get different ideas to
create something new”
Itzel, 24 years
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Results19
“we can make anything… ideas
come when we play with things”
Daniela, 21 years
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20 Results
Desk lamp
Key holder
Glasses
Zen Garden
Car
Toy
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Conclusions21
01Maker activity is a friendly way to access and learn how to use technology tools and diverse materials while people enjoying reciprocal support.
02In hands-on activities, students can embody their abstract ideas into concrete products.
03It is suggested to diversify maker activities to other fields in education enhancing exploration, inquiring and problem-solving for better learning experiences.
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THANK [email protected]