Learning practices of making

Wardrip, Peter Samuelson; Brahms, Lisa

doi:10.1145/2771839.2771920

Cited by 46 publications

(27 citation statements)

References 12 publications

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“…This is a model that is quite scalable but overlooks process. Chang et al (2015) and Wardrip and Brahms (2015) take more process centric approaches by closely considering the artifacts that students create and the behaviors that they exhibit. The Maker Ed Open Portfolio initiative (Chang et al, 2015) popularized the use of portfolios to surface the breadth and depth of student learning and provide materials for both learners and educators to evaluate.…”

Section: Assessment In Makerspacesmentioning

confidence: 99%

Exploring ideation strategies as an opportunity to support and evaluate making

Worsley

2021

ILS

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Purpose This paper aims to compare two types of prompts, encouraging participants to think about real-world examples or engineering principles to show how these two approaches can result in vastly different design practices. Design/methodology/approach Two studies (N = 20, N = 40) examine the impact of two different prompts. Non-expert students, from high school and university, completed a hands-on, engineering design task in pairs. Half were prompted to ideate using real-world examples, while the other half were prompted to ideate using engineering principles. The findings are based on human coding and artifact analyses. Findings In both studies, and across multiple measures, students in the principle-based condition performed better than students in the example-based condition. Research limitations/implications A seemingly small difference in how students are prompted or encouraged to approach a problem can have a significant impact on their experience. The findings also suggest that leveraging engineering principles, even when those principles are only loosely formed, can be effective even for non-experts. Finally, the findings motivate identifying student reasoning strategies over time as a potential means for assessment in Makerspaces. Practical implications Encouraging makers to think about different ways for approaching problems can be an important way to help them succeed. It may also be a useful way to chronicle their learning pathway. Originality/value To the author's knowledge, explicitly looking at ideation strategies has not been widely discussed within the Maker community as a way to support learners, or as a way to evaluate learning.

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Section: Assessment In Makerspacesmentioning

confidence: 99%

Exploring ideation strategies as an opportunity to support and evaluate making

Worsley

2021

ILS

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“…Perhaps, the most characteristic to making are tinker, which describes the learners' purposeful play with the resources, and hack and repurpose, which describes the harnessing and salvaging of resources by learners in enhancing or creating a product. All seven learning practices can however arise when going through the process of making (Wardrip & Brahms, 2015).…”

Section: Theorymentioning

confidence: 99%

Making and Implementing a Mathematics Day Challenge as a Makerspace for Teams of Students

Doorman

Bos

Haan

et al. 2019

Int J of Sci and Math Educ

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This study reports on a way to address twenty-first-century skills in mathematics education by organizing one-day mathematics challenges in the Netherlands. During such a day, students work in teams in school on an open-ended problem which aims to elicit skills like problem-solving, modeling, collaboration, and communication. The framework and the methodological approach of the maker movement are used to describe and analyze the design of these learning spaces for students and the practices they become engaged in. In this study, two design teams are interviewed and two assignments, including student work, are analyzed. The results show that the maker perspective bears similarities with the problem-solving perspective, but also enriches the problem-solving perspective by emphasizing the importance of tinkering, making something, and working as a community of practice. Emerging task characteristics that afford students' making processes are the use of a context that is meaningful for students, the low-floor-high-ceiling character of the open problem, and the request for a product. The extent to which the requested product is more context-related or more mathematical depends on the intentions of the task and the interest of the target group. Maker characteristics of the design teams elicit the importance of brainstorms with professionals, time for tinkering with the problem situation, and time for exploring possible student strategies, before the final assignment is developed.

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“…ough previous empirical studies in the area of educational Makerspaces [35][36][37][38][39][40][41][42] answer pertinent questions regarding the implementation and assessment in Makerspace environments, no particular work captures the meaning of Making, and more narrowly Making in educational environments. With this work, we synthesize 53 sources representing Makerspaces in informal and formal settings to propose a conceptual framework to make meaning of educational Making.…”

Section: Rationalementioning

confidence: 99%

“…e activities aspect is the most-studied aspect of Makerspaces so far. e literature has helped shed light on opportunities for Makerspaces at libraries [35], potential learning opportunities [40,42], diverse exemplar sites for Making [41], and examples of tinkering at such spaces [36]. However still, the activities aspect of educational Makerspaces will benefit from clearly defined curriculum, best practices, and an understanding of the efficacy of different educational activities with respect to different learners.…”

Section: Directions For Future Researchmentioning

confidence: 99%

People, Means, and Activities: A Conceptual Framework for Realizing the Educational Potential of Makerspaces

Hira

Hynes

2018

Education Research International

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Makerspaces are environments where individuals use technologies to make physical artifacts within a community of fellow Makers. ere has been growing interest in the educational potential of Making activities which has resulted in many schools procuring tools and technologies to set up their Makerspaces. However, there is scant research investigating the efficacy of Making these newly emerging Makerspaces intended for learning. In our work, we narrow this gap in knowledge between the claimed educational potential of Making and its attainment. By synthesizing prior work and publically available data on Makerspaces, we introduce a framework to situate the educational considerations for Makerspaces and recommend directions for future research on educational Makerspaces. Being cognizant of the Maker culture having emerged outside of the academic literature, we synthesize publically available data from 53 untraditional but relevant sources. ese sources include definitions of Making forwarded by 3 well-established Maker initiatives (Makerspace, Hackerspace, and Fab Lab), 18 relevant sites of Making activities across the United States, 17 sites from other countries (namely, China, India, Morocco, and Spain), and 15 Maker initiatives at schools in the United States. After proposing and detailing the framework, we recommend directions for future research to attain the potential of educational Making.

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Learning practices of making

Cited by 46 publications

References 12 publications

Exploring ideation strategies as an opportunity to support and evaluate making

Exploring ideation strategies as an opportunity to support and evaluate making

Making and Implementing a Mathematics Day Challenge as a Makerspace for Teams of Students

People, Means, and Activities: A Conceptual Framework for Realizing the Educational Potential of Makerspaces

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