This study investigates the theoretical conception of the maker mindset in a making and tinkering afterschool program using Squishy Circuits. With a qualitative case study methodology, we analyzed the discourse and interaction of one learner guided by two analytical frameworks. Our finding shows the importance of providing making activities with various learning orientations (design, technology, collaboration, play) that challenge learners beyond their preferred engagement style to foster the development of all aspects of the maker mindset. Our finding highlights the need for a more nuanced analytical framework for characterizing how the three dimensions of a maker mindset interlock and diverge through making activities.
{"title":"Towards a Stronger Conceptualization of the Maker Mindset: A Case Study of an After school Program with Squishy Circuits","authors":"S. Kim, H. Zimmerman","doi":"10.1145/3141798.3141815","DOIUrl":"https://doi.org/10.1145/3141798.3141815","url":null,"abstract":"This study investigates the theoretical conception of the maker mindset in a making and tinkering afterschool program using Squishy Circuits. With a qualitative case study methodology, we analyzed the discourse and interaction of one learner guided by two analytical frameworks. Our finding shows the importance of providing making activities with various learning orientations (design, technology, collaboration, play) that challenge learners beyond their preferred engagement style to foster the development of all aspects of the maker mindset. Our finding highlights the need for a more nuanced analytical framework for characterizing how the three dimensions of a maker mindset interlock and diverge through making activities.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122759721","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}
1There are increasing calls to introduce computational thinking (CT) practices at the K-12 level. These calls are motivated by a consensus that CT practices can be valuable for everyone. This work is based on the assertion that making, or the personal construction of objects employing digital and/or analog technologies, can provide a rich context for enacting CT practices. This paper investigates the activities of a group of beginning youth makers creating an interactive digital/ physical water piano to ask: What forms of CT practices do they enact, and in what ways are these practices further developed in their work? Data includes qualitative ethnographic data including observations, recordings and interviews. We explore the ways youth encounter new, yet relatable and intriguing practices---like debugging to isolate an issue---and appropriate them within particular contexts and for particular goals, often to deal with the immediate challenges they are facing. We end by offering conjectures for ways to support beginning youth makers in appropriating CT practices.
{"title":"The Role of Computational Thinking Practices in Making: How Beginning Youth Makers Encounter & Appropriate CT Practices in Making","authors":"Aditi Wagh, B. Gravel, Eli Tucker-Raymond","doi":"10.1145/3141798.3141808","DOIUrl":"https://doi.org/10.1145/3141798.3141808","url":null,"abstract":"1There are increasing calls to introduce computational thinking (CT) practices at the K-12 level. These calls are motivated by a consensus that CT practices can be valuable for everyone. This work is based on the assertion that making, or the personal construction of objects employing digital and/or analog technologies, can provide a rich context for enacting CT practices. This paper investigates the activities of a group of beginning youth makers creating an interactive digital/ physical water piano to ask: What forms of CT practices do they enact, and in what ways are these practices further developed in their work? Data includes qualitative ethnographic data including observations, recordings and interviews. We explore the ways youth encounter new, yet relatable and intriguing practices---like debugging to isolate an issue---and appropriate them within particular contexts and for particular goals, often to deal with the immediate challenges they are facing. We end by offering conjectures for ways to support beginning youth makers in appropriating CT practices.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122003050","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 purpose of this paper is to analyze the effectiveness of an equity-oriented Makeathon designed to foster maker mindsets and maker identities in high school girls by engaging them with diverse tools, materials, mentorship, collaborative prototyping, and creative computing. The central theme of the University of British Columbia (UBC) Girls' Makeathon emphasized Tech for Change. Teams were challenged to make a mobile app related to an issue that teen girls face in local or global communities throughout the world. Participants learned how to identify a complex problem, design effective solutions, and change the world for the better by communicating their ideas (via apps and a pitch to a panel of experts). The results from the girls' design experiences, team presentations, surveys, and interviews show gains in their understandings of greening making and pro-social change making. Findings underscore the matter concerning how, why, and where do girls learn to become makers, coders, and inventors of media and technology (thereby overturning traditional gender and generational stereotypes)? The lessons learned in empowering girls to tackle inequality and create the futures they want to be part of will be useful for teachers and researchers who are interested in working with youth to design apps and innovative maker activities for environmental and sustainable education, research, and/or outreach.
{"title":"App Making for Pro-Social and Environmental Change at an Equity-Oriented Makeathon","authors":"P. MacDowell, Rachel Ralph, David Ng","doi":"10.1145/3141798.3141806","DOIUrl":"https://doi.org/10.1145/3141798.3141806","url":null,"abstract":"The purpose of this paper is to analyze the effectiveness of an equity-oriented Makeathon designed to foster maker mindsets and maker identities in high school girls by engaging them with diverse tools, materials, mentorship, collaborative prototyping, and creative computing. The central theme of the University of British Columbia (UBC) Girls' Makeathon emphasized Tech for Change. Teams were challenged to make a mobile app related to an issue that teen girls face in local or global communities throughout the world. Participants learned how to identify a complex problem, design effective solutions, and change the world for the better by communicating their ideas (via apps and a pitch to a panel of experts). The results from the girls' design experiences, team presentations, surveys, and interviews show gains in their understandings of greening making and pro-social change making. Findings underscore the matter concerning how, why, and where do girls learn to become makers, coders, and inventors of media and technology (thereby overturning traditional gender and generational stereotypes)? The lessons learned in empowering girls to tackle inequality and create the futures they want to be part of will be useful for teachers and researchers who are interested in working with youth to design apps and innovative maker activities for environmental and sustainable education, research, and/or outreach.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128217134","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}
Kristin A. Searle, Teresa Casort, Breanne K. Litts, Stephanie R. Benson
Attending to issues of equity in making1 demands that we work closely with communities, focusing on what it is made, how it is made, for whom, and in what contexts. Rather than exploring making exclusively as a pathway to STEM learning, we examine how Indigenous youth learned about and documented community-based making using the Augmented Reality and Interactive Storytelling (ARIS) platform. Drawing on a range of qualitative data, we asked: (1) What did youth learn about makers, materials, and cultural meanings in their community? (2) What were the making processes of small groups of Native American youth tasked with developing games located in their community? Findings highlight how Indigenous youth learned about and incorporated cultural knowledge into their ARIS games. In the discussion, we address how beginning and ending with community-based making contributes to ongoing discussions about culturally responsive making and what others might learn from our experiences.
{"title":"Connecting Space and Narrative in Culturally Responsive Making in ARIS with Indigenous Youth","authors":"Kristin A. Searle, Teresa Casort, Breanne K. Litts, Stephanie R. Benson","doi":"10.1145/3141798.3141818","DOIUrl":"https://doi.org/10.1145/3141798.3141818","url":null,"abstract":"Attending to issues of equity in making1 demands that we work closely with communities, focusing on what it is made, how it is made, for whom, and in what contexts. Rather than exploring making exclusively as a pathway to STEM learning, we examine how Indigenous youth learned about and documented community-based making using the Augmented Reality and Interactive Storytelling (ARIS) platform. Drawing on a range of qualitative data, we asked: (1) What did youth learn about makers, materials, and cultural meanings in their community? (2) What were the making processes of small groups of Native American youth tasked with developing games located in their community? Findings highlight how Indigenous youth learned about and incorporated cultural knowledge into their ARIS games. In the discussion, we address how beginning and ending with community-based making contributes to ongoing discussions about culturally responsive making and what others might learn from our experiences.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132031042","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}
A variety of technologies--exciting, troubling, controversial--are emerging for the purposes of extending or augmenting the biological capabilities of human beings. These technologies include (among others) sensory augmentation devices, brain-machine interfaces, robotic exoskeletons or prostheses, and techniques of genetic alteration; in every case, the intent of the technology is to allow people to perform activities beyond the traditional boundaries of body, mind, and genome. The advent of these technologies augurs new and difficult questions for the maker/education community. What body- and mind-changing artifacts could, or should, be available to children and teenagers? To what extent-whether for educational or social purposes--will, or should, democratized "making" apply to the physical and cognitive limitations of the maker? This paper explores some plausible future pathways for the educational maker movement in the light of this imminent development in technology1.
{"title":"Self-Made: The Body as Frontier for the Maker Movement in Education","authors":"M. Eisenberg","doi":"10.1145/3141798.3141800","DOIUrl":"https://doi.org/10.1145/3141798.3141800","url":null,"abstract":"A variety of technologies--exciting, troubling, controversial--are emerging for the purposes of extending or augmenting the biological capabilities of human beings. These technologies include (among others) sensory augmentation devices, brain-machine interfaces, robotic exoskeletons or prostheses, and techniques of genetic alteration; in every case, the intent of the technology is to allow people to perform activities beyond the traditional boundaries of body, mind, and genome. The advent of these technologies augurs new and difficult questions for the maker/education community. What body- and mind-changing artifacts could, or should, be available to children and teenagers? To what extent-whether for educational or social purposes--will, or should, democratized \"making\" apply to the physical and cognitive limitations of the maker? This paper explores some plausible future pathways for the educational maker movement in the light of this imminent development in technology1.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"452 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122827961","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}
M. McLean, Tyler Susko, Danielle B. Harlow, Julie Bianchini
We describe the benefits of a collaborative and creative mentorsupported engineering program conducted between a group of fifth- and sixth-grade students and engineering undergraduate students. The elementary students and undergraduates collaborated in small teams to design and build robots that would dance together. The program was augmented with mentors from the Society of Women Engineers who helped run weekly after school sessions at the elementary school. This program engaged elementary students in engineering design with a collaborative gender-neutral project. Moreover, this program exposed a group of elementary students with a predominantly masculine perception of engineering to female engineer mentors for the first time. By the end of the program, students developed a more comprehensive understanding of engineering and everyone considered engineering as a possible career.
{"title":"Dancing Robots: A Collaboration Between Elementary School and University Engineering Students","authors":"M. McLean, Tyler Susko, Danielle B. Harlow, Julie Bianchini","doi":"10.1145/3141798.3141817","DOIUrl":"https://doi.org/10.1145/3141798.3141817","url":null,"abstract":"We describe the benefits of a collaborative and creative mentorsupported engineering program conducted between a group of fifth- and sixth-grade students and engineering undergraduate students. The elementary students and undergraduates collaborated in small teams to design and build robots that would dance together. The program was augmented with mentors from the Society of Women Engineers who helped run weekly after school sessions at the elementary school. This program engaged elementary students in engineering design with a collaborative gender-neutral project. Moreover, this program exposed a group of elementary students with a predominantly masculine perception of engineering to female engineer mentors for the first time. By the end of the program, students developed a more comprehensive understanding of engineering and everyone considered engineering as a possible career.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129240383","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}
Parisa Roshan Khanapour, Kayla Desportes, Z. Cochran, Betsy Disalvo
Drawing from over 50 interviews with diverse individuals who identify as makers we explored ways that communities were shaped the physical or online structures they occupy and a shared understanding of behaviors within the community. We identified two key dimensions to maker communities --- fluid and structured, and --- regulated and unregulated. We looked at these dimensions and how they impacted collaboration and learning, and togetherness in various maker communities.
{"title":"Framing Makerspace Communities","authors":"Parisa Roshan Khanapour, Kayla Desportes, Z. Cochran, Betsy Disalvo","doi":"10.1145/3141798.3141814","DOIUrl":"https://doi.org/10.1145/3141798.3141814","url":null,"abstract":"Drawing from over 50 interviews with diverse individuals who identify as makers we explored ways that communities were shaped the physical or online structures they occupy and a shared understanding of behaviors within the community. We identified two key dimensions to maker communities --- fluid and structured, and --- regulated and unregulated. We looked at these dimensions and how they impacted collaboration and learning, and togetherness in various maker communities.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"594 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120846375","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}
1Recent discussions have focused on rich STEM learning opportunities and various equity challenges in setting up and researching out-of-school makerspaces and activities. In turning to school classrooms, we want to understand the critical practices that teachers employ in broadening and deepening access to making. In this paper, we investigate two high school teachers' approaches in implementing the Exploring Computer Science curriculum using a novel 8-week, electronic textiles unit where students designed wearable textile projects with a microcontroller, sensors and LED lights. Drawing on observations and interviews with teachers and students, we share emergent practices that teachers used in transforming their classrooms into a makerspace, including modeling in-progress artifacts, valuing expertise from students, and promoting connections in personalized work. We discuss in which ways these teaching practices succeeded in broadening access to making while deepening participation in computing and establishing home-school connections.
{"title":"Teaching Practices for Making E-Textiles in High School Computing Classrooms","authors":"D. Fields, Y. Kafai, Tomoko M. Nakajima, J. Goode","doi":"10.1145/3141798.3141804","DOIUrl":"https://doi.org/10.1145/3141798.3141804","url":null,"abstract":"1Recent discussions have focused on rich STEM learning opportunities and various equity challenges in setting up and researching out-of-school makerspaces and activities. In turning to school classrooms, we want to understand the critical practices that teachers employ in broadening and deepening access to making. In this paper, we investigate two high school teachers' approaches in implementing the Exploring Computer Science curriculum using a novel 8-week, electronic textiles unit where students designed wearable textile projects with a microcontroller, sensors and LED lights. Drawing on observations and interviews with teachers and students, we share emergent practices that teachers used in transforming their classrooms into a makerspace, including modeling in-progress artifacts, valuing expertise from students, and promoting connections in personalized work. We discuss in which ways these teaching practices succeeded in broadening access to making while deepening participation in computing and establishing home-school connections.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130715637","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}
We1 introduce a framework to describe visitor engagement at an interactive museum exhibit where visitors build and test ball roller coasters. Our framework consists of two dimensions. The first is levels of engagement, which describe what visitors are doing and how they are interacting with the exhibit. The second dimension is practices of learning, which are derived from other research and policy documents such as the Next Generation Science Standards (NGSS). Our matrix links those practices of learning with observed types of engagement.
{"title":"Roll It Wall: Developing a Framework for Evaluating Practices of Learning","authors":"Danielle B. Harlow, Ron Skinner, Sean O'Brien","doi":"10.1145/3141798.3141813","DOIUrl":"https://doi.org/10.1145/3141798.3141813","url":null,"abstract":"We1 introduce a framework to describe visitor engagement at an interactive museum exhibit where visitors build and test ball roller coasters. Our framework consists of two dimensions. The first is levels of engagement, which describe what visitors are doing and how they are interacting with the exhibit. The second dimension is practices of learning, which are derived from other research and policy documents such as the Next Generation Science Standards (NGSS). Our matrix links those practices of learning with observed types of engagement.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"118 43","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131913314","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}
Foad Hamidi, Shawn Grimes, Stephanie Grimes, Christopher Wong, A. Hurst
Afterschool maker and tinkerer programs for youth have gained popularity due to their ability to engage participants and support their creativity, teamwork and digital literacy. However, there are still many questions on designing the best measurement tools to assess the outcomes of these programs. We investigated the potential of two existing quantitative assessment tools, Grit-S and Alternative Uses Test (AUT), to assess attitude and creativity in the context of a youth afterschool maker program. We describe the results from these assessments and investigate youth attitudes towards them based on interviews with staff.
{"title":"Assessment Tools for an Afterschool Youth Maker Program","authors":"Foad Hamidi, Shawn Grimes, Stephanie Grimes, Christopher Wong, A. Hurst","doi":"10.1145/3141798.3141811","DOIUrl":"https://doi.org/10.1145/3141798.3141811","url":null,"abstract":"Afterschool maker and tinkerer programs for youth have gained popularity due to their ability to engage participants and support their creativity, teamwork and digital literacy. However, there are still many questions on designing the best measurement tools to assess the outcomes of these programs. We investigated the potential of two existing quantitative assessment tools, Grit-S and Alternative Uses Test (AUT), to assess attitude and creativity in the context of a youth afterschool maker program. We describe the results from these assessments and investigate youth attitudes towards them based on interviews with staff.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134483780","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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