Imaginative play is a rich source of learning and development for early childhood. Constructionist theory also highlights the benefits of play involving programmable elements and the process of construction and building. In this paper, we describe a new educational tool, the Curious Construction Kit (CCK), a building platform that allows children to become fully immersed in their creative, constructive play. We believe that young children will be able to engage deeply in design when using the CCK, both allowing for representations to emerge and planning for them. Design features of the CCK are explained, as well as hypothetical use cases. Future work and theoretical considerations are also discussed.
{"title":"Curious Construction Kit: A programmable building kit for early childhood","authors":"Miki Vizner, Amanda Strawhacker","doi":"10.1145/3003397.3003412","DOIUrl":"https://doi.org/10.1145/3003397.3003412","url":null,"abstract":"Imaginative play is a rich source of learning and development for early childhood. Constructionist theory also highlights the benefits of play involving programmable elements and the process of construction and building. In this paper, we describe a new educational tool, the Curious Construction Kit (CCK), a building platform that allows children to become fully immersed in their creative, constructive play. We believe that young children will be able to engage deeply in design when using the CCK, both allowing for representations to emerge and planning for them. Design features of the CCK are explained, as well as hypothetical use cases. Future work and theoretical considerations are also discussed.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"131 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":"122763615","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 paper presents LINKKI, a kinetic construction toy based on a planar linkage mechanism with which users can design movements, make kinetic arts, and learn basic STEM subjects through hands-on play. Consisting of a modular box, bars and circles, and active/interactive modules, LINKKI simplifies the technical construction toy to such an extent as to look minimal but still retains the versatility of construction blocks as an educational tool and designer's prototyping tool. The simplicity of LINKKI not only allows intuitive play, but also enables users to easily tweak and create custom parts for themselves, thus making it easy to incorporate raw material in addition to the existing parts for prototyping use. Paying attention to the aesthetic side, it is also intended to encourage a demographic with possibly less exposure to technical toys (casual users, young girls, etc.) to be engaged in motion design and STEM subjects. In this paper, I describe the features of a functioning LINKKI prototype and discuss the adaptability of the toy through diverse usage examples and a user study.
{"title":"LINKKI: A planar linkage-based kinetic toy as a tool for education and design","authors":"Eun Young Park","doi":"10.1145/3003397.3003411","DOIUrl":"https://doi.org/10.1145/3003397.3003411","url":null,"abstract":"This paper presents LINKKI, a kinetic construction toy based on a planar linkage mechanism with which users can design movements, make kinetic arts, and learn basic STEM subjects through hands-on play. Consisting of a modular box, bars and circles, and active/interactive modules, LINKKI simplifies the technical construction toy to such an extent as to look minimal but still retains the versatility of construction blocks as an educational tool and designer's prototyping tool. The simplicity of LINKKI not only allows intuitive play, but also enables users to easily tweak and create custom parts for themselves, thus making it easy to incorporate raw material in addition to the existing parts for prototyping use. Paying attention to the aesthetic side, it is also intended to encourage a demographic with possibly less exposure to technical toys (casual users, young girls, etc.) to be engaged in motion design and STEM subjects. In this paper, I describe the features of a functioning LINKKI prototype and discuss the adaptability of the toy through diverse usage examples and a user study.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"9 5 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":"116445076","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 paper presents a robot-Visual Programming Environment (VPE) interface that can support K-12 students to learn science, technology, engineering, and math (STEM) concepts. Specifically, we employ Google's Blockly VPE to construct a blocks-based visual programming tool to facilitate easy programming of and interaction with physical robots. Through a careful and intentional integration of the Blockly VPE and physical robots, we illustrate that many K-12 level STEM concepts, which are traditionally treated through lectures and problem-solving, can be explored in a hands-on manner. The use of Blockly VPE obviates the need for prior experience with computer programming or familiarity with advanced programming concepts. Moreover, it permits students to learn various programming constructs, sequentially, starting from the fundamentals and gradually progressing to advanced concepts. The web-based Blockly VPE provides an interface that allows the user to browse through a block library and construct a block code for which a corresponding C program is automatically generated. The default web-based Blockly interface has been modified to permit the user to edit the resulting C program or to create an entirely new C program. Moreover, the Blockly VPE allows the user to wirelessly upload the C program to a Linux server running on a Raspberry Pi computer hosted on the robot. The Raspberry Pi compiles the received C program and serially transfers corresponding instructions to the robot's embedded hardware. The efficacy of the proposed robot-VPE interface is examined through students' experiences in conducting several illustrative robot-based STEM learning activities. The results of content quizzes and surveys show gains in students' understanding of STEM concepts after participation in robotics activities with the VPE interface.
{"title":"Using A Visual Programming Environment and Custom Robots to Learn C Programming and K-12 STEM Concepts","authors":"S. Krishnamoorthy, V. Kapila","doi":"10.1145/3003397.3003403","DOIUrl":"https://doi.org/10.1145/3003397.3003403","url":null,"abstract":"This paper presents a robot-Visual Programming Environment (VPE) interface that can support K-12 students to learn science, technology, engineering, and math (STEM) concepts. Specifically, we employ Google's Blockly VPE to construct a blocks-based visual programming tool to facilitate easy programming of and interaction with physical robots. Through a careful and intentional integration of the Blockly VPE and physical robots, we illustrate that many K-12 level STEM concepts, which are traditionally treated through lectures and problem-solving, can be explored in a hands-on manner. The use of Blockly VPE obviates the need for prior experience with computer programming or familiarity with advanced programming concepts. Moreover, it permits students to learn various programming constructs, sequentially, starting from the fundamentals and gradually progressing to advanced concepts. The web-based Blockly VPE provides an interface that allows the user to browse through a block library and construct a block code for which a corresponding C program is automatically generated. The default web-based Blockly interface has been modified to permit the user to edit the resulting C program or to create an entirely new C program. Moreover, the Blockly VPE allows the user to wirelessly upload the C program to a Linux server running on a Raspberry Pi computer hosted on the robot. The Raspberry Pi compiles the received C program and serially transfers corresponding instructions to the robot's embedded hardware. The efficacy of the proposed robot-VPE interface is examined through students' experiences in conducting several illustrative robot-based STEM learning activities. The results of content quizzes and surveys show gains in students' understanding of STEM concepts after participation in robotics activities with the VPE interface.","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":"130537687","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 study was developed as a thesis project for the MFA in Transdisciplinary Design, at Parsons The New School for Design (New York), and presents how design and social-emotional learning can support students, teachers and school leadership investigate their sense of agency and possibility, in which students are empowered to create the futures they want to be a part of. It was created around the concept of social dreaming and the question of how we might democratize learning from teacher-centered to student-led and create time for sense-making within classrooms. Insights were collected from seven workshops in three countries (India, China, and the U.S.) and a series of prototypes with middle schools in New York City, during the year 2015/16. It uses model-making and systems thinking to translate insights into design principles, and then, prototypes. It ultimately positions the role of design in supporting the creation of systems of learning that are based on the emerging future, through which, learners have the opportunity of exploring and understanding how they can become a part of the story of the future rather than holding onto and embodying the story of the past.
{"title":"Designing Learning Environments for Social Dreaming: From Inquiry to Insight, and Action","authors":"R. Goncalves, Sonali Ojha","doi":"10.1145/3003397.3003402","DOIUrl":"https://doi.org/10.1145/3003397.3003402","url":null,"abstract":"This study was developed as a thesis project for the MFA in Transdisciplinary Design, at Parsons The New School for Design (New York), and presents how design and social-emotional learning can support students, teachers and school leadership investigate their sense of agency and possibility, in which students are empowered to create the futures they want to be a part of. It was created around the concept of social dreaming and the question of how we might democratize learning from teacher-centered to student-led and create time for sense-making within classrooms. Insights were collected from seven workshops in three countries (India, China, and the U.S.) and a series of prototypes with middle schools in New York City, during the year 2015/16. It uses model-making and systems thinking to translate insights into design principles, and then, prototypes. It ultimately positions the role of design in supporting the creation of systems of learning that are based on the emerging future, through which, learners have the opportunity of exploring and understanding how they can become a part of the story of the future rather than holding onto and embodying the story of the past.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"588 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113966782","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 this paper, we describe a new approach for exploring individual participants' engagement in youth maker activities. Participants were outfitted with wearable first person point-of-view still-image cameras and wrist-based electrodermal sensors. The researchers analyzed the recorded electrodermal data stream for surges in skin conductivity and compared them with the corresponding photographs based on their time-stamp. In following with prior work, these surges were interpreted as moments of engagement. A comparison sample was created to look at moments that lacked this psychophysiological marker. Results indicated that the two participants had both shared and divergent engagement with activities such as soldering, assembling, and programming.
{"title":"Measuring Electrodermal Activity to Capture Engagement in an Afterschool Maker Program","authors":"Ryan Cain, Victor R. Lee","doi":"10.1145/3003397.3003409","DOIUrl":"https://doi.org/10.1145/3003397.3003409","url":null,"abstract":"In this paper, we describe a new approach for exploring individual participants' engagement in youth maker activities. Participants were outfitted with wearable first person point-of-view still-image cameras and wrist-based electrodermal sensors. The researchers analyzed the recorded electrodermal data stream for surges in skin conductivity and compared them with the corresponding photographs based on their time-stamp. In following with prior work, these surges were interpreted as moments of engagement. A comparison sample was created to look at moments that lacked this psychophysiological marker. Results indicated that the two participants had both shared and divergent engagement with activities such as soldering, assembling, and programming.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"65 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":"127452886","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}
Alexander Berman, Brittany M. Garcia, Beth Nam, Sharon Lynn Chu Yew Yee, Francis K. H. Quek
As Making moves from informal settings, such as museums and libraries to formal learning contexts, such as the classroom, questions arise with regard to the sustainability of the practice of Making. Learning in the classroom is continuous over time, while the integration of Making currently tend to be necessarily insular and in snapshot interventions. The development of a Making community of practice among students in the classroom is important for classroom-based Making to be sustainable. Grounded in literature on Lave and Wenger's communities of practice and Vygotsky's zone of proximal development, the work presented in this paper investigate the social aspects of Making in 5th grade science classes as indicators of the possible formation of a Making community of practice among the students. Our findings elicited different types of social roles that the students adopted, and various ways by which learning was socially mediated, and showed how help received and given varied according to student roles and over time. We discuss and conclude with the importance of pursuing further research into this topic area for Making into the classroom.
{"title":"Toward a Making Community of Practice: The Social Aspects of Elementary Classroom-Based Making","authors":"Alexander Berman, Brittany M. Garcia, Beth Nam, Sharon Lynn Chu Yew Yee, Francis K. H. Quek","doi":"10.1145/3003397.3003399","DOIUrl":"https://doi.org/10.1145/3003397.3003399","url":null,"abstract":"As Making moves from informal settings, such as museums and libraries to formal learning contexts, such as the classroom, questions arise with regard to the sustainability of the practice of Making. Learning in the classroom is continuous over time, while the integration of Making currently tend to be necessarily insular and in snapshot interventions. The development of a Making community of practice among students in the classroom is important for classroom-based Making to be sustainable. Grounded in literature on Lave and Wenger's communities of practice and Vygotsky's zone of proximal development, the work presented in this paper investigate the social aspects of Making in 5th grade science classes as indicators of the possible formation of a Making community of practice among the students. Our findings elicited different types of social roles that the students adopted, and various ways by which learning was socially mediated, and showed how help received and given varied according to student roles and over time. We discuss and conclude with the importance of pursuing further research into this topic area for Making into the classroom.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"451 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":"116406718","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}
Edna Tan, Angela Calabrese Barton, Myunghwan Shin, Carmen Turner
In this paper we investigated the role youth participatory ethnography played as a pedagogical approach to supporting youth in making. To do so, we examined in-depth cases of youth makers from traditionally marginalized communities in two makerspace clubs in two different mid-sized US cities over the course of three years. Drawing from mobilities of learning studies and participatory frameworks, our findings indicate that participatory ethnography as pedagogical practice repositioned youth and making by helping to foreground youths' relationality to people, communities, activities and timescales in collaborative, critical and connected ways. This pedagogical stance centralized co-making (including the co-production of design problems and solutions with a wide range of stake holders across setting and time). Three pedagogical principles emerged from analysis of these two interrelated findings: Participatory ethnography as pedagogy 1) emphasized youth participation, not just as respondents, but as people who contribute to the research by bringing in their concerns; 2) situated knowledge production within local contexts in decolonizing ways, and 3) contributed to the improvement of conditions for youth. We conclude with a discussion of how these pedagogical principles can inform the equity agenda in making.
{"title":"Probing participatory partnerships: Equitably-consequential making by, for and with marginalized youth","authors":"Edna Tan, Angela Calabrese Barton, Myunghwan Shin, Carmen Turner","doi":"10.1145/3003397.3003398","DOIUrl":"https://doi.org/10.1145/3003397.3003398","url":null,"abstract":"In this paper we investigated the role youth participatory ethnography played as a pedagogical approach to supporting youth in making. To do so, we examined in-depth cases of youth makers from traditionally marginalized communities in two makerspace clubs in two different mid-sized US cities over the course of three years. Drawing from mobilities of learning studies and participatory frameworks, our findings indicate that participatory ethnography as pedagogical practice repositioned youth and making by helping to foreground youths' relationality to people, communities, activities and timescales in collaborative, critical and connected ways. This pedagogical stance centralized co-making (including the co-production of design problems and solutions with a wide range of stake holders across setting and time). Three pedagogical principles emerged from analysis of these two interrelated findings: Participatory ethnography as pedagogy 1) emphasized youth participation, not just as respondents, but as people who contribute to the research by bringing in their concerns; 2) situated knowledge production within local contexts in decolonizing ways, and 3) contributed to the improvement of conditions for youth. We conclude with a discussion of how these pedagogical principles can inform the equity agenda in making.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"7 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":"130091524","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 this paper, we describe an event where 33 pre-service elementary school teachers planned and facilitated a School Maker Faire as part of their elementary science teaching methods course. We focus on one group of four pre-service teachers who facilitated a balloon rocket station and examine the decisions they made when facilitating children's interactions at the stations and how these decisions led to constraining or creating opportunities for children to engage in engineering design.
{"title":"Educating Teachers for the Maker Movement: Pre-service Teachers' Experiences Facilitating Maker Activities","authors":"Sean O'Brien, A. Hansen, Danielle B. Harlow","doi":"10.1145/3003397.3003414","DOIUrl":"https://doi.org/10.1145/3003397.3003414","url":null,"abstract":"In this paper, we describe an event where 33 pre-service elementary school teachers planned and facilitated a School Maker Faire as part of their elementary science teaching methods course. We focus on one group of four pre-service teachers who facilitated a balloon rocket station and examine the decisions they made when facilitating children's interactions at the stations and how these decisions led to constraining or creating opportunities for children to engage in engineering design.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"21 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":"125242306","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}
Aditi Wagh, B. Gravel, Eli Tucker-Raymond, Susan Klimczack
For educators, making has become a compelling activity for creating expansive learning opportunities in STEM. Less well known are the ways in which disciplinary learning unfolds over time for makers. We explore critical junctures in the ongoing journey of one project from a youth maker, Nasir. For this project, Nasir decided to design and build a set of interlocking gears to represent his ideas about the tensions between Black Lives Matter and "all lives matter" discourses. We postulate that tensions between three dimensions or within any one dimension serve to drive his engagement: a) Ideas he wanted to express through the project (e.g., about the Black Lives Matter movement); b) the envisioned aesthetics, (e.g., does it look good?); and c) technics, (e.g., features of the tools and materials in use). We argue that in grappling with and negotiating tensions between or within these dimensions, Nasir engages deep disciplinary practices, particularly in mathematics and engineering. We then discuss the implications of this theoretical model.
{"title":"Negotiating tensions between aesthetics, meaning and technics as opportunities for disciplinary engagement","authors":"Aditi Wagh, B. Gravel, Eli Tucker-Raymond, Susan Klimczack","doi":"10.1145/3003397.3003405","DOIUrl":"https://doi.org/10.1145/3003397.3003405","url":null,"abstract":"For educators, making has become a compelling activity for creating expansive learning opportunities in STEM. Less well known are the ways in which disciplinary learning unfolds over time for makers. We explore critical junctures in the ongoing journey of one project from a youth maker, Nasir. For this project, Nasir decided to design and build a set of interlocking gears to represent his ideas about the tensions between Black Lives Matter and \"all lives matter\" discourses. We postulate that tensions between three dimensions or within any one dimension serve to drive his engagement: a) Ideas he wanted to express through the project (e.g., about the Black Lives Matter movement); b) the envisioned aesthetics, (e.g., does it look good?); and c) technics, (e.g., features of the tools and materials in use). We argue that in grappling with and negotiating tensions between or within these dimensions, Nasir engages deep disciplinary practices, particularly in mathematics and engineering. We then discuss the implications of this theoretical model.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"5 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":"133877484","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}
Debora Lui, Breanne K. Litts, Sari Widman, Justice T. Walker, Y. Kafai
The majority of electronic textile (e-textile) activities for beginners focus on making and coding individual projects rather than collaborative designs, which often excludes potentially fruitful collaborations. In this paper, we report on findings from an e-textile workshop in which high school youth (16-17 years old) worked in pairs to design interactive display pieces using LilyPad Arduino, LEDs, sensors, conductive thread and fabric. Drawing on artifacts, fieldnotes, and interviews, we report on the range of work approaches that students took toward collaborative e-crafting. Specifically, we examine key aspects of this collaboration: pairs' role negotiations and communication strategies. Finally, we discuss the challenges and opportunities of adopting collaborative e-crafting when introducing coding and making activities in classrooms.
{"title":"Collaborative Maker Activities in the Classroom: Case Studies of High School Student Pairs' Interactions in Designing Electronic Textiles","authors":"Debora Lui, Breanne K. Litts, Sari Widman, Justice T. Walker, Y. Kafai","doi":"10.1145/3003397.3003408","DOIUrl":"https://doi.org/10.1145/3003397.3003408","url":null,"abstract":"The majority of electronic textile (e-textile) activities for beginners focus on making and coding individual projects rather than collaborative designs, which often excludes potentially fruitful collaborations. In this paper, we report on findings from an e-textile workshop in which high school youth (16-17 years old) worked in pairs to design interactive display pieces using LilyPad Arduino, LEDs, sensors, conductive thread and fabric. Drawing on artifacts, fieldnotes, and interviews, we report on the range of work approaches that students took toward collaborative e-crafting. Specifically, we examine key aspects of this collaboration: pairs' role negotiations and communication strategies. Finally, we discuss the challenges and opportunities of adopting collaborative e-crafting when introducing coding and making activities in classrooms.","PeriodicalId":296670,"journal":{"name":"Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education","volume":"6 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":"114360591","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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