The poster describes the research steps made to create SugarCAD and In3Dire. The intention is to give schools the possibility of drawing 3D object and print them, even in absence of a good DSL connection using a brand new, open source, low cost framework. The research is part of the Maker@School project led by INDIRE, National Institute for Documentation, Innovation and Educational Research.
{"title":"SugarCAD and in3Dire: a standalone system to 3D design, 3D print and manage the content of the class","authors":"Lorenzo Guasti, A. Ferrini, L. Bassani","doi":"10.1145/3213818.3213839","DOIUrl":"https://doi.org/10.1145/3213818.3213839","url":null,"abstract":"The poster describes the research steps made to create SugarCAD and In3Dire. The intention is to give schools the possibility of drawing 3D object and print them, even in absence of a good DSL connection using a brand new, open source, low cost framework. The research is part of the Maker@School project led by INDIRE, National Institute for Documentation, Innovation and Educational Research.","PeriodicalId":173347,"journal":{"name":"Proceedings of the Conference on Creativity and Making in Education","volume":"101 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120826033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Sharma, Sofia Papavlasopoulou, M. Giannakos, M. L. Jaccheri
We present a study in the context of coding activities for children. Our main focus is towards understanding the relation between children's attitudes towards coding and their behaviour while coding. Forty-four school children participated in this study solving different coding problems. We used mixed methods to capture attitude and behaviour of the children participating in the study. The attitudes towards learning to program were recorded using the self-reporting questionnaires and the behaviour was captured using the eye-trackers. The results show that the gaze-behaviour of the children moderates the relationship among the different attitudes towards coding.
{"title":"Kid Coding Games and Artistic Robots: Attitudes and Gaze Behavior","authors":"K. Sharma, Sofia Papavlasopoulou, M. Giannakos, M. L. Jaccheri","doi":"10.1145/3213818.3220126","DOIUrl":"https://doi.org/10.1145/3213818.3220126","url":null,"abstract":"We present a study in the context of coding activities for children. Our main focus is towards understanding the relation between children's attitudes towards coding and their behaviour while coding. Forty-four school children participated in this study solving different coding problems. We used mixed methods to capture attitude and behaviour of the children participating in the study. The attitudes towards learning to program were recorded using the self-reporting questionnaires and the behaviour was captured using the eye-trackers. The results show that the gaze-behaviour of the children moderates the relationship among the different attitudes towards coding.","PeriodicalId":173347,"journal":{"name":"Proceedings of the Conference on Creativity and Making in Education","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122589062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Georgios Mylonas, Dimitrios Amaxilatis, Lidia Pocero, I. Markelis, Jörg Hofstätter, P. Koulouris
The use of maker community tools and IoT technologies inside classrooms is spreading in an increasing number of education and science fields. GAIA is a European research project focused on achieving behavior change for sustainability and energy awareness in schools. In this work, we report on how a large IoT deployment in a number of educational buildings and real-world data from this infrastructure, are utilized to support a "maker" lab kit activity inside the classroom, together with a serious game. We also provide some insights to the integration of these activities in the school curriculum, along with a discussion on our feedback so far from a series of workshop activities in a number of schools. Our initial results show strong acceptance by the school community.
{"title":"Using an Educational IoT Lab Kit and Gamification for Energy Awareness in European Schools","authors":"Georgios Mylonas, Dimitrios Amaxilatis, Lidia Pocero, I. Markelis, Jörg Hofstätter, P. Koulouris","doi":"10.1145/3213818.3213823","DOIUrl":"https://doi.org/10.1145/3213818.3213823","url":null,"abstract":"The use of maker community tools and IoT technologies inside classrooms is spreading in an increasing number of education and science fields. GAIA is a European research project focused on achieving behavior change for sustainability and energy awareness in schools. In this work, we report on how a large IoT deployment in a number of educational buildings and real-world data from this infrastructure, are utilized to support a \"maker\" lab kit activity inside the classroom, together with a serious game. We also provide some insights to the integration of these activities in the school curriculum, along with a discussion on our feedback so far from a series of workshop activities in a number of schools. Our initial results show strong acceptance by the school community.","PeriodicalId":173347,"journal":{"name":"Proceedings of the Conference on Creativity and Making in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114603368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to encourage participation of women who are novices in digital fabrication, this poster proposes to pay attention to correlation between learners' interest development and triggers originated from an instructional design and a teacher. Our findings contribute to understanding of triggers and triggering process among women in digital fabrication context, which promote women's engagement in digital fabrication activities.
{"title":"Triggering Women's Interest in Digital Fabrication","authors":"Chaeah Park, Pirkko Siklander","doi":"10.1145/3213818.3213831","DOIUrl":"https://doi.org/10.1145/3213818.3213831","url":null,"abstract":"In order to encourage participation of women who are novices in digital fabrication, this poster proposes to pay attention to correlation between learners' interest development and triggers originated from an instructional design and a teacher. Our findings contribute to understanding of triggers and triggering process among women in digital fabrication context, which promote women's engagement in digital fabrication activities.","PeriodicalId":173347,"journal":{"name":"Proceedings of the Conference on Creativity and Making in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130955756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Session details: Design Thinking and Coding","authors":"E. Eriksson","doi":"10.1145/3258718","DOIUrl":"https://doi.org/10.1145/3258718","url":null,"abstract":"","PeriodicalId":173347,"journal":{"name":"Proceedings of the Conference on Creativity and Making in Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132003093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Osazuwa Okundaye, Sharon Lynn Chu Yew Yee, Francis K. H. Quek, Alexander Berman, Malini Natarajarathinam, Matthew Kuttolamadom
This paper proposes Micro-Manufacture (M2), a model of Making that extends its practice to include aspects of engineering concerns of production and reproducibility. A longitudinal study was conducted with six high school students engaging in the M2 model within the scope of a two-year long Career and Technical Education class. We investigated the potential of M2 to convey educational benefits and to affect Making and Engineering self-concepts. Quantitative results showed that the students generally made positive gains in Making and Engineering self-efficacy, but that the real-world requirements of M2 caused Maker mindset perceptions to be more negative. Qualitative findings however showed that M2 requirements served to focus the students, and enabled them to develop skills that they may not have otherwise developed by simply engaging in conventional Making activities.
{"title":"From Making to Micro-Manufacture: Catalyzing STEM Participation in Rural High Schools","authors":"Osazuwa Okundaye, Sharon Lynn Chu Yew Yee, Francis K. H. Quek, Alexander Berman, Malini Natarajarathinam, Matthew Kuttolamadom","doi":"10.1145/3213818.3213822","DOIUrl":"https://doi.org/10.1145/3213818.3213822","url":null,"abstract":"This paper proposes Micro-Manufacture (M2), a model of Making that extends its practice to include aspects of engineering concerns of production and reproducibility. A longitudinal study was conducted with six high school students engaging in the M2 model within the scope of a two-year long Career and Technical Education class. We investigated the potential of M2 to convey educational benefits and to affect Making and Engineering self-concepts. Quantitative results showed that the students generally made positive gains in Making and Engineering self-efficacy, but that the real-world requirements of M2 caused Maker mindset perceptions to be more negative. Qualitative findings however showed that M2 requirements served to focus the students, and enabled them to develop skills that they may not have otherwise developed by simply engaging in conventional Making activities.","PeriodicalId":173347,"journal":{"name":"Proceedings of the Conference on Creativity and Making in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132233614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ari Tuhkala, Marie-Louise Wagner, Nick Nielsen, O. Iversen, T. Kärkkäinen
We account for the first research results from a governmentinitiated experiment that scales Making to a national discipline. The Ministry of Education, in Denmark, has introduced Technology Comprehension as a new discipline for lower secondary education. Technology Comprehension is first experimented as an elective subject in 13 schools. The discipline combines elements from computing, design, and the societal aspect of technology and, thus, resonates with the existing FabLearn and Making initiatives in Scandinavia. We report the identified opportunities and challenges based on interviews, surveys, and a theme discussion with experienced teachers from the 13 schools. The main takeaways are: First, the teachers did not perceive Technology Comprehension as a distinguished discipline, which calls for more research on how Making is scaled into a national discipline. Second, Technology Comprehension opens up for interdisciplinary and engaging learning activities, but teachers need scaffolding and support to actualise these opportunities. Third, Technology Comprehension challenges teachers' existing competencies in relation to the discipline and students' prerequisites and needs. Teachers need pedagogical means to take the societal aspect into account within the discipline. Finally, we argue for further research on supporting teachers when scaling Technology Comprehension on a national level.
{"title":"Technology Comprehension: Scaling Making into a National Discipline","authors":"Ari Tuhkala, Marie-Louise Wagner, Nick Nielsen, O. Iversen, T. Kärkkäinen","doi":"10.1145/3213818.3213828","DOIUrl":"https://doi.org/10.1145/3213818.3213828","url":null,"abstract":"We account for the first research results from a governmentinitiated experiment that scales Making to a national discipline. The Ministry of Education, in Denmark, has introduced Technology Comprehension as a new discipline for lower secondary education. Technology Comprehension is first experimented as an elective subject in 13 schools. The discipline combines elements from computing, design, and the societal aspect of technology and, thus, resonates with the existing FabLearn and Making initiatives in Scandinavia. We report the identified opportunities and challenges based on interviews, surveys, and a theme discussion with experienced teachers from the 13 schools. The main takeaways are: First, the teachers did not perceive Technology Comprehension as a distinguished discipline, which calls for more research on how Making is scaled into a national discipline. Second, Technology Comprehension opens up for interdisciplinary and engaging learning activities, but teachers need scaffolding and support to actualise these opportunities. Third, Technology Comprehension challenges teachers' existing competencies in relation to the discipline and students' prerequisites and needs. Teachers need pedagogical means to take the societal aspect into account within the discipline. Finally, we argue for further research on supporting teachers when scaling Technology Comprehension on a national level.","PeriodicalId":173347,"journal":{"name":"Proceedings of the Conference on Creativity and Making in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132518482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Session details: Initiatives focusing in K-12 Schools","authors":"Sofia Papavlasopoulou","doi":"10.1145/3258717","DOIUrl":"https://doi.org/10.1145/3258717","url":null,"abstract":"","PeriodicalId":173347,"journal":{"name":"Proceedings of the Conference on Creativity and Making in Education","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114647123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Padfield, Mads Hobye, Michael Haldrup, Jason Knight, Maja Fagerberg Ranten
Traditional crafts and the Maker movement have in the last decade to some extent been evolving in parallel, with little intermingling. We held an experimental five day workshop with six experienced craftspeople - "traditional" glassblowers - while providing modern digital Fablab production apparatus; specifically 3D printers and CNC (Computer Numerical Control) routers - to explore possibilities and synergies in working with a traditional craft in conjunction with new generalized digital production possibilities. This paper summarizes seven generalisable takeaways that highlight relevant reflections on the potential for cross-fertilization and learning, enriching the repertoire of both the "traditional" craft and the Fablab, based on a shared interest in exploring aesthetic material exploration and production.
{"title":"Creating synergies between traditional crafts and Fablab Making: Exploring digital mold-making for glassblowing","authors":"N. Padfield, Mads Hobye, Michael Haldrup, Jason Knight, Maja Fagerberg Ranten","doi":"10.1145/3213818.3213821","DOIUrl":"https://doi.org/10.1145/3213818.3213821","url":null,"abstract":"Traditional crafts and the Maker movement have in the last decade to some extent been evolving in parallel, with little intermingling. We held an experimental five day workshop with six experienced craftspeople - \"traditional\" glassblowers - while providing modern digital Fablab production apparatus; specifically 3D printers and CNC (Computer Numerical Control) routers - to explore possibilities and synergies in working with a traditional craft in conjunction with new generalized digital production possibilities. This paper summarizes seven generalisable takeaways that highlight relevant reflections on the potential for cross-fertilization and learning, enriching the repertoire of both the \"traditional\" craft and the Fablab, based on a shared interest in exploring aesthetic material exploration and production.","PeriodicalId":173347,"journal":{"name":"Proceedings of the Conference on Creativity and Making in Education","volume":"100 30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125991675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gökçe Elif Baykal, M. Mechelen, T. Göksun, A. Yantaç
To date, the developmental needs and abilities of children under 4 years old have been insufficiently taken into account in the early stages of interaction design. This paper addresses this gap in the research by exploring how children between the ages of 26 and 43 months interact with spatial manipulatives. To this end, we modified intervention techniques for early spatial learning found in cognitive developmental studies and combined these with design methods used in Child-Tangible Interaction (CTI). From the former we borrowed the Preschool Embedded Figures Test (PEFT), and from the latter a storytelling approach incorporated into structured tasks with hands-on tools. In this paper, we first discuss related work on early spatial learning and CTI methods. Then, we describe a case study conducted with 14 parent-child dyads. Finally, we present the results, which offer insight into young children's mental rotation skills, different rotation action strategies and parental input requirements. Our findings contribute to design methods to elicit age specific knowledge about young children's hands-on learning, and set forth techniques and design considerations for evidence-based CTI to scaffold early spatial thinking skills.
{"title":"Designing with and for Preschoolers: A Method to Observe Tangible Interactions with Spatial Manipulatives","authors":"Gökçe Elif Baykal, M. Mechelen, T. Göksun, A. Yantaç","doi":"10.1145/3213818.3213825","DOIUrl":"https://doi.org/10.1145/3213818.3213825","url":null,"abstract":"To date, the developmental needs and abilities of children under 4 years old have been insufficiently taken into account in the early stages of interaction design. This paper addresses this gap in the research by exploring how children between the ages of 26 and 43 months interact with spatial manipulatives. To this end, we modified intervention techniques for early spatial learning found in cognitive developmental studies and combined these with design methods used in Child-Tangible Interaction (CTI). From the former we borrowed the Preschool Embedded Figures Test (PEFT), and from the latter a storytelling approach incorporated into structured tasks with hands-on tools. In this paper, we first discuss related work on early spatial learning and CTI methods. Then, we describe a case study conducted with 14 parent-child dyads. Finally, we present the results, which offer insight into young children's mental rotation skills, different rotation action strategies and parental input requirements. Our findings contribute to design methods to elicit age specific knowledge about young children's hands-on learning, and set forth techniques and design considerations for evidence-based CTI to scaffold early spatial thinking skills.","PeriodicalId":173347,"journal":{"name":"Proceedings of the Conference on Creativity and Making in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122085325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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