Exploring the Movement of Maker Culture in Education
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The document explores the integration of 'maker culture' in education, emphasizing collaborative learning processes and the importance of developing 21st-century competencies like creativity and problem-solving through digital 'making' workshops. It outlines objectives to understand learner experiences and propose a course for educators to help incorporate technology in learning. Findings reveal advantages and challenges of collaborative problem-solving, essential skills for digital making, and the impact of community engagement on innovation and skill development.
Exploring the Movement of Maker Culture in Education
- 1. Exploring the Movement of “Maker Culture” in Education Ann-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
- 2. 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
- 3. 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)
- 4. Activity Theory Outcome Tools Division of labor Subject Community Object Activity theory -Engeström Rules
- 5. 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
- 6. Objectives 1) 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).
- 7. • Collaborative action- research tools and techniques • Informal interviews • Semi-structured interviews • Observations Methodology
- 8. Participants • Students from elementary, secondary, CEGEP (college) and university • Community members (7 to 77) • Community centres • Libraries • Makerspaces
- 9. Findings 1. 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
- 10. 1. Advantages and pitfalls of collaborative problem- solving: •Feeling of group safety •Feeling safe to make errors •Feeling interdependent •Feeling challenged •Changing group dynamics
- 11. 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
- 12. 3. Vignettes on collaborative learning processes that underlie digital “making” •Mini Maker Faire •Maker Jams •Prototyping workshops •Arcade Tables •3D Printer •Accessibility challenge
- 14. Maker Jams Developing basic maker skills Building a community of makers
- 16. Arcade Tables Multidisciplinary challenge Development of perception of self-efficacy
- 17. 3D Printer Scaffolding Team work Complex challenge
- 19. 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
- 20. 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