Design thinking for digital fabrication in education

Smith, Rachel Charlotte; Iversen, Ole Sejer; Hjorth, Mikkel

doi:10.1016/j.ijcci.2015.10.002

Cited by 156 publications

(136 citation statements)

References 9 publications

Supporting

Mentioning

119

Contrasting

Unclassified

Order By: Relevance

“…However, children's digital technology development skills have remained quite neglected so far. As regards the development skills, moreover, it is not only the computational aspects that are significant but also the design of and innovation in and with digital technology (Bekker, Bakker, Douma, van der Poel, & Scheltenaar, ; Blikstein, ; Smith, Iversen, & Hjorth, ). Overall, digital technology education should empower children to make and shape digital technology to suit their purposes and interests (Blikstein, ; Cornwall & Gaventa, ; Heeley & Damodaran, ; Mariën & Prodnik, ).…”

Section: Introductionmentioning

confidence: 99%

Exclusions in social inclusion projects: Struggles in involving children in digital technology development

Iivari

Kinnula

Molin-Juustila

et al. 2018

Information Systems Journal

View full text Add to dashboard Cite

While social inclusion projects have centred on digital technology for a long time now, they have remained silent about educating and empowering children to act as technology makers and shapers, not merely passive users. We have organized, together with children, digital technology projects that we now critically examine from the perspective of inclusion/exclusion. The paper shows that in social inclusion projects, there is exclusion taking place in a multitude of forms, shaped by a variety of rules and powers. We use nexus analysis as a theoretical and methodological tool that guides us to study inclusion/exclusion as processes, within which both discourses and concrete actions are to be acknowledged as well as historical and interactional aspects-both at individual level and at the level of social structures. Our study shows that inclusion and exclusion may be intentionally accomplished by children themselves, those may result without any intentional effort because of circumstances and those may also be done for children by various kinds of adults.Although children's empowerment and agency are significant, also adults play a decisive role. Implications for social inclusion and digital technology education research and practice are discussed. Nexus analysis is suggested as a useful means for revealing and managing the complexity involved in social inclusion/exclusion.

show abstract

Section: Introductionmentioning

confidence: 99%

Exclusions in social inclusion projects: Struggles in involving children in digital technology development

Iivari

Kinnula

Molin-Juustila

et al. 2018

Information Systems Journal

View full text Add to dashboard Cite

show abstract

“…FabLab@School.dk projektet er et eksempel på systematisk arbejde med designprocesser i en dansk undervisningskontekst på basis af konstruktionistisk laeringsteori og designteori. For eksempel er Aarhus universitets designcirkel (Hjorth et al, 2016;Smith et al, 2015) (fig. 2) et af de helt centrale resultater af FabLab@School.dk-forsøgsperioden.…”

Section: Teoretisk Baggrundunclassified

Anslaget som afsæt for designprocessen

Lembcke¹,

Pilgaard

2019

LOM

View full text Add to dashboard Cite

I denne artikel diskuterer vi lærerens rammesætning af elevers arbejde med komplekse, virkelighedsnære problemstillinger i skolen. Vi har undersøgt, hvordan starten af et undervisningsforløb kan tilrettelægges som et anslag. Anslaget er elevernes første møde med en designudfordring og det afsæt, der ansporer eleverne til at gå ind en designproces. I filmteori anvendes anslaget om en begivenhed i filmens indledning, ’the point of attack’ (Schiff, 2010) der sætter handlingen i gang. På baggrund af systematisk gennemførte interventioner i folkeskolen har vi undersøgt undervisning, som lærere har tilrettelagt som en designproces med et anslag i en kompleks problemstilling. Komplekse problemstillinger er ofte problemer uden én færdig løsning, såkaldte 'wicked problems' (Rittel & Webber 1973; Buchanan, 1992) og kræver en rammesætning, når de skal gøres til genstand for undervisning. Undersøgelsen peger på, at et anslag i form af et wicked problem har betydning for lærerens muligheder for at navigere i krydsfeltet mellem målstyring og åbne procesorienterede forløb. Artiklen er et bidrag til at belyse lærerens rammesætning og didaktiske stilladsering af designprocesser og digital fabrikation i undervisning.

show abstract

“…Further, a recent study by Smith et al. () suggested that researchers and educators should develop educational environments that support motivation and collaboration when working with digital fabrication (2015, 28). As Iversen et al.…”

Section: Setting the Stage: Digital Fabrication In Museumsmentioning

confidence: 99%

Using 3D Printing to Enhance Understanding and Engagement with Young Audiences: Lessons from Workshops in a Museum

Turner¹,

Resch²,

Southwick³

et al. 2017

Curator The Museum Journal

View full text Add to dashboard Cite

This paper details findings from a collaborative research project that studied children learning to 3D print in a museum, and provides an overview of the study design to improve related future programs. We assessed young visitors' capacity to grasp the technical specificities of 3D printing, as well as their engagement with the cultural history of shoemaking through the museum's collection. Combining the museum's existing pedagogical resources with hands-on technology experiences designed by Semaphore researchers, this study enabled both researchers and museum education staff to evaluate the use of 3Ddriven curriculum and engagement materials designed for children visiting cultural heritage museums. This study raises critical questions regarding the practicality of deploying 3D media to engage young learners in museums, and this paper illuminates the challenges in developing models for children to put historical and contextual information into practice. quently, there is a scarcity of research that addresses how museums can fruitfully engage younger audiences in cultural programming through the use of emerging 3D technologies. This paper documents a collaboration between the Bata Shoe Museum in Toronto, Canada, and researchers from the Semaphore Research Cluster on Inclusive Design in Mobile Hannah Turner (hannah_turner@sfu.ca) PhD, is a Postdoctoral Fellow in the School of Interactive Arts and Technology (SIAT) at Simon Fraser University (SFU). Gabby Resch (gabby.resch@utoronto.ca) PhD Candidate,

show abstract

Design thinking for digital fabrication in education

Cited by 156 publications

References 9 publications

Exclusions in social inclusion projects: Struggles in involving children in digital technology development

Exclusions in social inclusion projects: Struggles in involving children in digital technology development

Anslaget som afsæt for designprocessen

Using 3D Printing to Enhance Understanding and Engagement with Young Audiences: Lessons from Workshops in a Museum

Contact Info

Product

Resources

About