In this paper, we present an electronic textiles project called the "bracelet hack" that is intended to facilitate the introduction of making activities into classrooms. The project's design significantly decreases the costs and amount of classroom time that must be spent on the construction aspects of the project while still engaging students in design challenges. To test our hypothesis that the bracelet hack would allow just as much introduction to coding as more complicated, sewn LilyPad Arduino projects, we introduced the bracelet hack in the context of a professional development workshop for middle school science teachers. We analyzed teachers' audio recorded interactions while completing the bracelet hack and found that teachers were able to learn computational concepts, practices, and perspectives through the activity.
{"title":"The E-Textiles Bracelet Hack: Bringing Making to Middle School Classrooms","authors":"Kristin A. Searle, Colby Tofel-Grehl, V. Allan","doi":"10.1145/3003397.3003416","DOIUrl":"https://doi.org/10.1145/3003397.3003416","url":null,"abstract":"In this paper, we present an electronic textiles project called the \"bracelet hack\" that is intended to facilitate the introduction of making activities into classrooms. The project's design significantly decreases the costs and amount of classroom time that must be spent on the construction aspects of the project while still engaging students in design challenges. To test our hypothesis that the bracelet hack would allow just as much introduction to coding as more complicated, sewn LilyPad Arduino projects, we introduced the bracelet hack in the context of a professional development workshop for middle school science teachers. We analyzed teachers' audio recorded interactions while completing the bracelet hack and found that teachers were able to learn computational concepts, practices, and perspectives through the activity.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114414947","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}
Daniel Cardoso Llach, Ardavan Bidgoli, Shokofeh Darbari
This paper explores ways to incorporate robots into design education, especially in architecture, in ways that privilege students' visual, tactile and spatial engagement with design problems. The paper is informed by constructionist theories of learning and studies of science and technology (STS) re-thinking agency as relational and distributed. We use these lenses to document two introductory learning experiences in architectural robotics, conducted as part of an architecture graduate course. The exercises combine robotics, scripting, model-making and sketching in ways that emphasize, and take advantage of, designers' visual, spatial, and material sensibilities, as well as the contingent nature of human-robot encounters.
{"title":"Of Hands and Robots: Creativity and Learning in Architectural Robotics","authors":"Daniel Cardoso Llach, Ardavan Bidgoli, Shokofeh Darbari","doi":"10.1145/3003397.3003406","DOIUrl":"https://doi.org/10.1145/3003397.3003406","url":null,"abstract":"This paper explores ways to incorporate robots into design education, especially in architecture, in ways that privilege students' visual, tactile and spatial engagement with design problems. The paper is informed by constructionist theories of learning and studies of science and technology (STS) re-thinking agency as relational and distributed. We use these lenses to document two introductory learning experiences in architectural robotics, conducted as part of an architecture graduate course. The exercises combine robotics, scripting, model-making and sketching in ways that emphasize, and take advantage of, designers' visual, spatial, and material sensibilities, as well as the contingent nature of human-robot encounters.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122184335","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}
Sagit Betser, Colin Dixon, Lee M. Martin, R. Durán, J. McBeath, David J. Sañosa, Barbara Drucker, Hirsch Perlman, Casey Reas, B. Refuerzo, Aparna Sharma
In this collection of posters, we add to the community conversation on equity and access in making by considering the work of four UC Links sites. UC Links is a network of university-community partnerships with a long-standing focus on equity.
{"title":"University-Community Partnerships and Equity in Making","authors":"Sagit Betser, Colin Dixon, Lee M. Martin, R. Durán, J. McBeath, David J. Sañosa, Barbara Drucker, Hirsch Perlman, Casey Reas, B. Refuerzo, Aparna Sharma","doi":"10.1145/3003397.3003413","DOIUrl":"https://doi.org/10.1145/3003397.3003413","url":null,"abstract":"In this collection of posters, we add to the community conversation on equity and access in making by considering the work of four UC Links sites. UC Links is a network of university-community partnerships with a long-standing focus on equity.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128307527","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}
Learning to use a construction kit to design, make, and program electronic textiles (e-textiles) has been found to be a rich context for students' learning of crafting, engineering and programming. We propose the development of what we call a 'deconstruction' kit---the design of faulty e-textile artifacts that students need to de- and reconstruct---as an alternative to gain insights into students' learning. We designed e-textile projects with strategically poor crafting, non-functional circuitry, and insufficient coding to investigate high school students' understanding of coding, circuit design and creation (through sewing) with the LilyPad Arduino. We videotaped and analyzed ten students collaborating in pairs as they engaged in debugging, or fixing, various problems in provided e-textile artifacts. Our findings indicate that these deconstruction kit projects are not only promising tools for evaluating students' understanding of e-textiles but can also become valuable learning tools on their own, especially when peer collaboration is taken into account.
{"title":"Deconstruction Kits for Learning: Students' Collaborative Debugging of Electronic Textile Designs","authors":"D. Fields, Kristin A. Searle, Y. Kafai","doi":"10.1145/3003397.3003410","DOIUrl":"https://doi.org/10.1145/3003397.3003410","url":null,"abstract":"Learning to use a construction kit to design, make, and program electronic textiles (e-textiles) has been found to be a rich context for students' learning of crafting, engineering and programming. We propose the development of what we call a 'deconstruction' kit---the design of faulty e-textile artifacts that students need to de- and reconstruct---as an alternative to gain insights into students' learning. We designed e-textile projects with strategically poor crafting, non-functional circuitry, and insufficient coding to investigate high school students' understanding of coding, circuit design and creation (through sewing) with the LilyPad Arduino. We videotaped and analyzed ten students collaborating in pairs as they engaged in debugging, or fixing, various problems in provided e-textile artifacts. Our findings indicate that these deconstruction kit projects are not only promising tools for evaluating students' understanding of e-textiles but can also become valuable learning tools on their own, especially when peer collaboration is taken into account.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125999167","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}
Prototyping is critical for refining designs, but to advance to this stage requires openness to changing ideas. We examine two cases of 14-year old children constructing and playtesting physical prototypes of digital games: one group characterized as flexible in their ideas, and the other characterized as fixated. Field notes, audio recordings, and design artifacts show how one team's flexibility allowed them to discover material constraints and affordances through prototyping; while the other's fixation influenced his prototyping strategy and limited his learning from it. We explore how questions from facilitators helped both teams to elaborate and generate ideas. This study has implications for supporting children in game design.
{"title":"Questions as prototypes: Facilitating children's discovery and elaboration during game design","authors":"C. Matuk, Rinat Levy-Cohen, S. Pawar","doi":"10.1145/3003397.3003417","DOIUrl":"https://doi.org/10.1145/3003397.3003417","url":null,"abstract":"Prototyping is critical for refining designs, but to advance to this stage requires openness to changing ideas. We examine two cases of 14-year old children constructing and playtesting physical prototypes of digital games: one group characterized as flexible in their ideas, and the other characterized as fixated. Field notes, audio recordings, and design artifacts show how one team's flexibility allowed them to discover material constraints and affordances through prototyping; while the other's fixation influenced his prototyping strategy and limited his learning from it. We explore how questions from facilitators helped both teams to elaborate and generate ideas. This study has implications for supporting children in game design.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128297126","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}
Teaching programming in elementary schools is becoming popular nowadays so that students can acquire logical thinking and programming abilities as 21st century skills. However, it remains unclear what students actually learn when they engage in programming. In this study, I describe student learning in the two types of programming workshops that I conducted at an elementary school in Japan, referring to half a century of research history on using programming as a way to learn how to learn.
{"title":"What did students learn in programming workshops?: Comparison of students' reports from two programming workshops in Japan","authors":"Hideki Mori","doi":"10.1145/3003397.3003415","DOIUrl":"https://doi.org/10.1145/3003397.3003415","url":null,"abstract":"Teaching programming in elementary schools is becoming popular nowadays so that students can acquire logical thinking and programming abilities as 21st century skills. However, it remains unclear what students actually learn when they engage in programming. In this study, I describe student learning in the two types of programming workshops that I conducted at an elementary school in Japan, referring to half a century of research history on using programming as a way to learn how to learn.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134260420","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}
Digital technology is central to the maker movement. However, the current field of education technology maintains an unquestioned dependence on technology [6]. This paper aims at exploring the affordances that different kinds of technologies have on collaborative interactions among students in grades 3-6, within a design based learning environment. We analyzed patterns of interaction among the student groups and conducted microanalysis within a group at different time points as they shifted technologies. We found that different technologies facilitate different kinds of interactions. Pervasive digital technologies led to less personal interactions.
{"title":"A Comparative Analysis of the Collaboration Process Across Different Technologies","authors":"Dhvani Toprani, Shulong Yan, Marcela Borge","doi":"10.1145/3003397.3003407","DOIUrl":"https://doi.org/10.1145/3003397.3003407","url":null,"abstract":"Digital technology is central to the maker movement. However, the current field of education technology maintains an unquestioned dependence on technology [6]. This paper aims at exploring the affordances that different kinds of technologies have on collaborative interactions among students in grades 3-6, within a design based learning environment. We analyzed patterns of interaction among the student groups and conducted microanalysis within a group at different time points as they shifted technologies. We found that different technologies facilitate different kinds of interactions. Pervasive digital technologies led to less personal interactions.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125977341","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}
This research presents two case studies on how human-centered design process can help the students find their purpose in making and designing in a constructionist learning-environment. Human-centered design guides students to deeper understanding of others' needs and encourages them to think and act collaboratively and creatively. When the students are making prototypes, they are creating objects-to-think-with, which enables them to express themselves, learn, explore and experiment with new knowledge and boundaries. The research is implemented through the Little Builders program, a month long four-day program in Bangkok, Thailand. Its design builds upon the constructionist framework with the support of human-centered design process, providing 8th grade students in a Thai urban school the opportunity to design and build social innovations as a team in an after school setting.
{"title":"Using Human-centered design and social inventions to find the purposes in making","authors":"Sawaros Thanapornsangsuth","doi":"10.1145/3003397.3003400","DOIUrl":"https://doi.org/10.1145/3003397.3003400","url":null,"abstract":"This research presents two case studies on how human-centered design process can help the students find their purpose in making and designing in a constructionist learning-environment. Human-centered design guides students to deeper understanding of others' needs and encourages them to think and act collaboratively and creatively. When the students are making prototypes, they are creating objects-to-think-with, which enables them to express themselves, learn, explore and experiment with new knowledge and boundaries. The research is implemented through the Little Builders program, a month long four-day program in Bangkok, Thailand. Its design builds upon the constructionist framework with the support of human-centered design process, providing 8th grade students in a Thai urban school the opportunity to design and build social innovations as a team in an after school setting.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128584701","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}
The maker movement holds great promise to improve the educational experiences of all learners, regardless of age, race/ethnicity, gender, home language, ability, or socioeconomic class. This paper describes how we sought to fulfill this promise by creating a new after school making program serving working class and low-income youth of color in East Oakland. Building on our prior efforts investigating equity-oriented tinkering in after school settings [1, 2], the work described here is part of a larger study led by the Research + Practice Collaboratory (see www.researchandpractice.org). The Collaboratory formed a partnership with the Lighthouse Community Charter School of East Oakland to examine how afterschool tinkering programs support the development of student learning outcomes that are valued during the school day, specifically the development of learning dispositions, creative problem solving, and deeper understanding of STEM concepts and practices. After describing pedagogical strategies (in program/curriculum design and teaching moves) our program used to build a creative making culture, we share a detailed case describing what learning outcomes looked like for a Latina 5th grader (Katrina) who had never been in a making program, never worked with circuitry or soldering, and did not initially identify as a "maker."
{"title":"Equity-Oriented Pedagogical Strategies and Student Learning in After School Making","authors":"Jean J. Ryoo, Lianna Kali, Bronwyn Bevan","doi":"10.1145/3003397.3003404","DOIUrl":"https://doi.org/10.1145/3003397.3003404","url":null,"abstract":"The maker movement holds great promise to improve the educational experiences of all learners, regardless of age, race/ethnicity, gender, home language, ability, or socioeconomic class. This paper describes how we sought to fulfill this promise by creating a new after school making program serving working class and low-income youth of color in East Oakland. Building on our prior efforts investigating equity-oriented tinkering in after school settings [1, 2], the work described here is part of a larger study led by the Research + Practice Collaboratory (see www.researchandpractice.org). The Collaboratory formed a partnership with the Lighthouse Community Charter School of East Oakland to examine how afterschool tinkering programs support the development of student learning outcomes that are valued during the school day, specifically the development of learning dispositions, creative problem solving, and deeper understanding of STEM concepts and practices. After describing pedagogical strategies (in program/curriculum design and teaching moves) our program used to build a creative making culture, we share a detailed case describing what learning outcomes looked like for a Latina 5th grader (Katrina) who had never been in a making program, never worked with circuitry or soldering, and did not initially identify as a \"maker.\"","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124214415","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}
Mikkel Hjorth, R. C. Smith, D. Loi, O. Iversen, Kasper Skov Christensen
Design thinking and digital technologies are increasingly introduced in education to develop children's design literacy. This shift demands a change in teachers' mindsets, capabilities and approaches to design and technology as well as new teaching practices. This paper reports on a research-based master's course developed to address and study the challenges that educators experience when teaching design in K-12 classes. We investigate three aspects that we argue are crucial when developing teachers' capability to teach design literacy to children: (1) ability to navigate a complex design process, (2) managing digital and analogue design materials and (3) balancing different modes of teaching. This paper demonstrates how a combination of design theory, in-school practice and peer-to-peer learning created a framework towards educating design educators -- a framework that allowed us to investigate K-12 teachers' development of core competencies for bringing design and digital fabrication to diverse students. In addition, the study shows how the framework can facilitate and support co-development of new teaching practices.
{"title":"Educating the Reflective Educator: Design Processes and Digital Fabrication for the Classroom","authors":"Mikkel Hjorth, R. C. Smith, D. Loi, O. Iversen, Kasper Skov Christensen","doi":"10.1145/3003397.3003401","DOIUrl":"https://doi.org/10.1145/3003397.3003401","url":null,"abstract":"Design thinking and digital technologies are increasingly introduced in education to develop children's design literacy. This shift demands a change in teachers' mindsets, capabilities and approaches to design and technology as well as new teaching practices. This paper reports on a research-based master's course developed to address and study the challenges that educators experience when teaching design in K-12 classes. We investigate three aspects that we argue are crucial when developing teachers' capability to teach design literacy to children: (1) ability to navigate a complex design process, (2) managing digital and analogue design materials and (3) balancing different modes of teaching. This paper demonstrates how a combination of design theory, in-school practice and peer-to-peer learning created a framework towards educating design educators -- a framework that allowed us to investigate K-12 teachers' development of core competencies for bringing design and digital fabrication to diverse students. In addition, the study shows how the framework can facilitate and support co-development of new teaching practices.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115543726","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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