Collaboration and Co-regulation in Invention Projects

Seitamaa-Hakkarainen, Pirita; Sormunen, Kati; Davies, Sini; Matilainen, Jenni; Hakkarainen, Kai

doi:10.4324/9781003287360-5

Cited by 3 publications

(5 citation statements)

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“…In the realm of makerspaces, students actively participate in the design and creation of shared epistemic objects (i.e., knowledge objects) [25]. Emergent epistemic objects can be ideas, visions, and artifacts in making and are subject to negotiation and co-definition by the students, remaining open-ended in nature [15,25]. Working on shared epistemic objects creates opportunities for students to draw on diverse knowledge [16,26,27].…”

Section: Theoretical Perspectives To Collective Knowledge Creation In...mentioning

confidence: 99%

“…Involvement in such collective, creative processes necessitates students cultivating a shared understanding of how different digital tools, tangible materials, and the workspace can contribute to the creation of emergent epistemic objects. This calls for students to negotiate their individual ideas and visions and monitor and leverage their own and each other's knowledge [6,25]. Moreover, during their participation, students need to apply their existing knowledge and take responsibility for their learning activities, for example, by coordinating joint work, exploring new ideas, and using the various resources available in the learning en-vironment [30].…”

Section: Theoretical Perspectives To Collective Knowledge Creation In...mentioning

confidence: 99%

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Making Experts: The Boundary Crossing of Knowledge and the Emergence of Relational Expertise in a School Makerspace

Leskinen,

Kumpulainen,

Kajamaa

2024

Education Sciences

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Existing research has illuminated the multidimensional nature of knowledge creation in school makerspaces. Yet, limited research exists on the boundary crossing of knowledge in makerspaces and how it can lead to the emergence of relational expertise. Using video records of interactions between 10–13-year-old students and their teachers in a school makerspace, this ethnographic case study applied mediated discourse analysis to investigate the boundary crossing of knowledge and the emergence of relational expertise—i.e., engaging with one’s own expertise, while recognizing, responding to, and building on others’ expertise. The results demonstrate how relational expertise emerged through boundary crossing of knowledge, with increased opportunities for students to identify themselves as experts. The boundary crossing of knowledge was mediated by participating students and teachers as well as material objects, evidencing the social and material nature of relational expertise in the makerspace. By recognizing the makerspace as a boundary object and an epistemic tool, the study enhances current understanding of the boundary crossing of knowledge and the emergence of relational expertise within creative and digitally enhanced learning environments.

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Section: Theoretical Perspectives To Collective Knowledge Creation In...mentioning

confidence: 99%

Section: Theoretical Perspectives To Collective Knowledge Creation In...mentioning

confidence: 99%

Making Experts: The Boundary Crossing of Knowledge and the Emergence of Relational Expertise in a School Makerspace

Leskinen,

Kumpulainen,

Kajamaa

2024

Education Sciences

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“…By working together in small groups, students are expected to engage in active communication and the exchange of ideas, expertise, and prior knowledge (Hennessy and Murphy, 1999), as well as take responsibility for their learning (Damşa et al, 2010). Through teamwork, students not only develop ideas and artifacts but also their collaborative skills, as they need to make decisions and compromise, negotiate roles and responsibilities, and plan and monitor joint activities (Seitamaa-Hakkarainen et al, 2022). While design-oriented pedagogy emphasizes emergent processes that are formed and modified by students in the course of pursuing them, teachers nevertheless play a critical role in orchestrating these collaborative efforts (Viilo, 2020).…”

Section: Pedagogical Frameworkmentioning

confidence: 99%

“…Furthermore, within a classroom setting, fostering peer scaffolding can be a costeffective and efficient means of providing support to all learners (Belland, 2014). Yet, collaboration and providing constructive peer scaffolding typically require guidance and collaboration scripts (Kim et al, 2019) to help students in a team to work together productively, engage in respectful discourses, and take shared responsibility for the advancement of collaborative work (Seitamaa-Hakkarainen et al, 2022).…”

Section: On-demand Scaffoldingmentioning

confidence: 99%

Pedagogical framework for cultivating children's data agency and creative abilities in the age of AI

Kahila,

Vartiainen,

Tedre

et al. 2024

Informatics in Education

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The integration of artificial intelligence (AI) topics into K–12 school curricula is a relatively new but crucial challenge faced by education systems worldwide. Attempts to address this challenge are hindered by a serious lack of curriculum materials and tools to aid teachers in teaching AI. This article introduces the theoretical foundations and design principles for implementing co-design projects in AI education, empirically tested in 12 Finnish classrooms. The article describes a project where 4th- and 7th-graders (N = 213) explored the basics of AI by creating their own AI-driven applications. Additionally, a framework for distributed scaffolding is presented, aiming to foster children's agency, understanding, creativity, and ethical awareness in the age of AI.

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“…The ensuing experience of contributing to something greater (e.g., maker movement) leads to a feeling of purpose and meaning that provides a sustainable experience and promotes the subject's well-being throughout the whole process [67]. The digital fabrication paradigm, particularly makerspaces and FabLabs, creates a sense of contribution among participant makers [68], as well as a sense of empowerment [69]. In the case of sustainability in digital fabrication design education, such a sense of contribution can be achieved in two directions:…”

Section: Sustainable Experiences With Digital Fabricationmentioning

confidence: 99%

Sustainability Considerations in Digital Fabrication Design Education

Georgiev

Nanjappan

2023

Sustainability

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Design education utilising digital fabrication is characterised by a dynamic project-based learning environment in which ideas are embodied in prototypes. This environment affects the way design and fabrication activities are taught, including sustainability considerations in the process and the outcomes. With the objectives of refining the sustainability indicators in the context of digital fabrication design education and identifying educational interventions for improving sustainability, we analyse the processes and outcomes of a digital fabrication course. We further develop a conceptual framework for sustainable prototyping based on the prototyping and testing stages in the design thinking model. The sustainability considerations in the prototyping process and outcomes in the design education context in FabLab are exemplified. The findings will help enhance sustainability and develop interventions in the context of design education.

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Collaboration and Co-regulation in Invention Projects

Cited by 3 publications

References 0 publications

Making Experts: The Boundary Crossing of Knowledge and the Emergence of Relational Expertise in a School Makerspace

Making Experts: The Boundary Crossing of Knowledge and the Emergence of Relational Expertise in a School Makerspace

Pedagogical framework for cultivating children's data agency and creative abilities in the age of AI

Sustainability Considerations in Digital Fabrication Design Education

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