Sharon Lynn Chu Yew Yee, Francis K. H. Quek, Sourabh Bhangaonkar, Alexander Berman
The Maker phenomenon revolves around the technology-enabled hands-on production of artifacts, and has been consistently proposed as a vehicle for STEM education and to inculcate a 'Maker mindset' in children. While Making is physical and activities for children typically take place in physical venues like Maker camps and workshops, much information about Making resides online. To understand how virtual online resources may support inherently physical Making activity, we investigate the landscape of Maker websites for children through a perception-based study and a content analysis study. Our findings showed that Maker websites for children are of 3 types: associated with a fixed space, a transient space, or without any physical presence. These provide different support structures for learning and Maker mindset development. Further research is needed to extend the experience of children in Making activities beyond the limitations of physical visits to Makerspaces.1
{"title":"Physical Making Online: A Study of Children's Maker Websites","authors":"Sharon Lynn Chu Yew Yee, Francis K. H. Quek, Sourabh Bhangaonkar, Alexander Berman","doi":"10.1145/3141798.3141803","DOIUrl":"https://doi.org/10.1145/3141798.3141803","url":null,"abstract":"The Maker phenomenon revolves around the technology-enabled hands-on production of artifacts, and has been consistently proposed as a vehicle for STEM education and to inculcate a 'Maker mindset' in children. While Making is physical and activities for children typically take place in physical venues like Maker camps and workshops, much information about Making resides online. To understand how virtual online resources may support inherently physical Making activity, we investigate the landscape of Maker websites for children through a perception-based study and a content analysis study. Our findings showed that Maker websites for children are of 3 types: associated with a fixed space, a transient space, or without any physical presence. These provide different support structures for learning and Maker mindset development. Further research is needed to extend the experience of children in Making activities beyond the limitations of physical visits to Makerspaces.1","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"109 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":"132881402","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 short paper will present findings from a research study on how a group of early adolescents and their facilitators created a figured world where the youth could do the work of "figuring" their identity around technology. The figured world explored in this study was a game design class offered as part of an after-school enrichment program at a school serving a typically underrepresented population in STEM fields, both professional and hobbyist.1
{"title":"MakerSpaces as Figured Worlds","authors":"Jennifer Wyld","doi":"10.1145/3141798.3141820","DOIUrl":"https://doi.org/10.1145/3141798.3141820","url":null,"abstract":"This short paper will present findings from a research study on how a group of early adolescents and their facilitators created a figured world where the youth could do the work of \"figuring\" their identity around technology. The figured world explored in this study was a game design class offered as part of an after-school enrichment program at a school serving a typically underrepresented population in STEM fields, both professional and hobbyist.1","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"129 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":"123982800","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}
Douglas Ball, Colby Tofel-Grehl, Kristin A. Searle
Maker-projects have often been implemented in K-12 schools to foster the emergence of identity, develop maker mindsets, fuel creation, and master STEM skills and content. This paper explores the ability of an electronic textiles, or e-textile, maker project to develop deeper science learning within a unit where computer science, technology, engineering, design, and physics intersect. Maker-project learning is often dedicated to bridging the areas that make up STEM, namely science, technology, engineering and mathematics. However, the content areas of science and mathematics are often less explored pillars within STEM while implementing maker-projects in a K-12 classroom. We look at how a unit on electricity in a high school physics classroom is taught using the programming of an Arduino microcontroller and electronic textile construction. In this way, the science in computer science is emphasized and understood from a physics perspective.
{"title":"Sustaining Making in the Era of Accountability: STEM Integration Using E-Textiles Materials in a High School Physics Class","authors":"Douglas Ball, Colby Tofel-Grehl, Kristin A. Searle","doi":"10.1145/3141798.3141801","DOIUrl":"https://doi.org/10.1145/3141798.3141801","url":null,"abstract":"Maker-projects have often been implemented in K-12 schools to foster the emergence of identity, develop maker mindsets, fuel creation, and master STEM skills and content. This paper explores the ability of an electronic textiles, or e-textile, maker project to develop deeper science learning within a unit where computer science, technology, engineering, design, and physics intersect. Maker-project learning is often dedicated to bridging the areas that make up STEM, namely science, technology, engineering and mathematics. However, the content areas of science and mathematics are often less explored pillars within STEM while implementing maker-projects in a K-12 classroom. We look at how a unit on electricity in a high school physics classroom is taught using the programming of an Arduino microcontroller and electronic textile construction. In this way, the science in computer science is emphasized and understood from a physics perspective.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"1 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":"125794578","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. Hansen, Eric R. Hansen, Taylor Hall, M. Fixler, Danielle B. Harlow
This paper describes the design process of 5 middle school students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Students were tasked with designing and fabricating a personalized fidget---a small hand-held object to use in a classroom with the goal of increasing focus---by following the process of engineering design described in the Next Generation Science Standards. Students teamed with a local science museum to access tools and expertise. Analysis of student interviews and recorded design sessions revealed that students accurately defined the problem and design constraints. Further, despite issues in measurement precision, students successfully optimized their design solution over time through multiple rounds of revision.
{"title":"Fidgeting with Fabrication: Students with ADHD Making Tools to Focus","authors":"A. Hansen, Eric R. Hansen, Taylor Hall, M. Fixler, Danielle B. Harlow","doi":"10.1145/3141798.3141812","DOIUrl":"https://doi.org/10.1145/3141798.3141812","url":null,"abstract":"This paper describes the design process of 5 middle school students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Students were tasked with designing and fabricating a personalized fidget---a small hand-held object to use in a classroom with the goal of increasing focus---by following the process of engineering design described in the Next Generation Science Standards. Students teamed with a local science museum to access tools and expertise. Analysis of student interviews and recorded design sessions revealed that students accurately defined the problem and design constraints. Further, despite issues in measurement precision, students successfully optimized their design solution over time through multiple rounds of revision.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"1 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":"132726935","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, Emma Anderson, Y. Kafai, Gayithri Jayathirtha
In this paper, we present the development of a "reconstruction kit" for e-textiles, which transforms fixed-state construction kits---maker tools and technologies that focus on the creation of semi-permanent projects---into flex-state construction kits that allow for endless deconstruction and reconstruction. The kit uses modular pieces that allow students to both solve and create troubleshooting and debugging challenges, which we call "DebugIts." We tested our prototype in an after-school workshop with ten high school students, and report on how they interacted with the kit, as well as what they learned through the DebugIt activities. In the discussion, we delve into the affordances and challenges of using these kits as both learning and assessment tools. We also discuss how our pilot and prototype can inform the design of reconstruction kits in other areas of making.1
{"title":"Learning by Fixing and Designing Problems: A Reconstruction Kit for Debugging E-Textiles","authors":"Debora Lui, Emma Anderson, Y. Kafai, Gayithri Jayathirtha","doi":"10.1145/3141798.3141805","DOIUrl":"https://doi.org/10.1145/3141798.3141805","url":null,"abstract":"In this paper, we present the development of a \"reconstruction kit\" for e-textiles, which transforms fixed-state construction kits---maker tools and technologies that focus on the creation of semi-permanent projects---into flex-state construction kits that allow for endless deconstruction and reconstruction. The kit uses modular pieces that allow students to both solve and create troubleshooting and debugging challenges, which we call \"DebugIts.\" We tested our prototype in an after-school workshop with ten high school students, and report on how they interacted with the kit, as well as what they learned through the DebugIt activities. In the discussion, we delve into the affordances and challenges of using these kits as both learning and assessment tools. We also discuss how our pilot and prototype can inform the design of reconstruction kits in other areas of making.1","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"61 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":"124696884","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 examines a making project in a 9th grade English language arts (ELA) class through the lenses of multimodality and identity. Students retold popular picture books in a tactile form for an audience of children with visual impairments. They embedded audio in 3D printed pages using copper tape and Makey Makey boards that interacted with Scratch programs to play student-composed sound. Some students gravitated to certain modes and tools while designing their tactile books. As they developed expertise, they were recognized as resources within their groups and class. This study considers how giving students the opportunity to compose in multiple modes with a variety of tools during a collaborative design experience may offer opportunities for the development of expert identities.
{"title":"Texture, Buttons, Sound and Code: Modal Preference and the Formation of Expert Identities","authors":"Benjamin Walsh","doi":"10.1145/3141798.3141819","DOIUrl":"https://doi.org/10.1145/3141798.3141819","url":null,"abstract":"This paper examines a making project in a 9th grade English language arts (ELA) class through the lenses of multimodality and identity. Students retold popular picture books in a tactile form for an audience of children with visual impairments. They embedded audio in 3D printed pages using copper tape and Makey Makey boards that interacted with Scratch programs to play student-composed sound. Some students gravitated to certain modes and tools while designing their tactile books. As they developed expertise, they were recognized as resources within their groups and class. This study considers how giving students the opportunity to compose in multiple modes with a variety of tools during a collaborative design experience may offer opportunities for the development of expert identities.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"25 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":"126206901","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}
Sharon Lynn Chu Yew Yee, Francis K. H. Quek, Elizabeth Deuermeyer, Rachel Martin
An important aspect of the Making ethos is the creation of artifacts that are personally significant through technological means. Many Making activities implicitly presume that participants have the mindset needed to be able to engage in such meaning-making processes before participation. We argue that attention has to be paid to how individuals may acquire this Making literacy in the first place before being able to participate in activities that are aligned with the Making ethos as it is currently most often understood. We present an approach to inculcate Making literacy in children through prescribed Making activities that are aligned with, and thus admissible in the elementary school science curriculum. Our analysis draws from video recordings of two 4th grade classrooms in which the students, who had already participated in 1.5 years of more structured 'makified activities', engaged in an open-ended, exploration-based, playful and more personally meaningful task that was more in line with the Making ethos. Our qualitative analysis demonstrates that a prescribed approach is able to inculcate a burgeoning Making literacy in students from a public elementary school, and thus prepare them to be able to engage in the creation of personally-meaningful artifacts effectively.1
{"title":"From Classroom-Making to Functional-Making: A Study in the Development of Making Literacy","authors":"Sharon Lynn Chu Yew Yee, Francis K. H. Quek, Elizabeth Deuermeyer, Rachel Martin","doi":"10.1145/3141798.3141802","DOIUrl":"https://doi.org/10.1145/3141798.3141802","url":null,"abstract":"An important aspect of the Making ethos is the creation of artifacts that are personally significant through technological means. Many Making activities implicitly presume that participants have the mindset needed to be able to engage in such meaning-making processes before participation. We argue that attention has to be paid to how individuals may acquire this Making literacy in the first place before being able to participate in activities that are aligned with the Making ethos as it is currently most often understood. We present an approach to inculcate Making literacy in children through prescribed Making activities that are aligned with, and thus admissible in the elementary school science curriculum. Our analysis draws from video recordings of two 4th grade classrooms in which the students, who had already participated in 1.5 years of more structured 'makified activities', engaged in an open-ended, exploration-based, playful and more personally meaningful task that was more in line with the Making ethos. Our qualitative analysis demonstrates that a prescribed approach is able to inculcate a burgeoning Making literacy in students from a public elementary school, and thus prepare them to be able to engage in the creation of personally-meaningful artifacts effectively.1","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"18 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":"115685131","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}
Makerspaces are situated in diverse settings and engage in differing projects. Consequently, it appears that there is variation in what activities are engaged in and how time is spent in makerspaces. To date, the time-use of these activities within makerspaces has yet to be explored. The present paper identifies seven primary activity categories and discusses how time is devoted to these activities across three maker camps.
{"title":"How Time Gets Used in Afterschool Maker Programs","authors":"Liam Fischback, Victor R. Lee","doi":"10.1145/3141798.3141810","DOIUrl":"https://doi.org/10.1145/3141798.3141810","url":null,"abstract":"Makerspaces are situated in diverse settings and engage in differing projects. Consequently, it appears that there is variation in what activities are engaged in and how time is spent in makerspaces. To date, the time-use of these activities within makerspaces has yet to be explored. The present paper identifies seven primary activity categories and discusses how time is devoted to these activities across three maker camps.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"1 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":"130520770","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}
Making and makerspaces have largely proliferated as an out-of-school, informal activity that mostly self-selects interested participants. To take up equity concerns seriously, we need to consider the ways in which classroom teaching is both an historicized and relational activity, and how classroom STEM teaching and learning, under which making is subsumed, has long alienated youth of color. The construct of rightful presence is one way to consider more systemically how to make sense of the historicized and relational nature of teaching and learning. We show how integrating an equity-oriented design approach, community ethnography as pedagogy, as a part engaging in STEM-rich making, support the emergences of three making present practices: modeling ethnographic data, re-performing injustices towards understanding and solidarity, and making change dynamic and visible through engineering practices, all of which reflect the on-going struggle youth face in their lives, write these injustices onto a longer history of struggle in the school/classroom, and allow for a refusal to be victimized.
{"title":"Designing for rightful presence in STEM-rich making: Community ethnography as pedagogy","authors":"Edna Tan, Angela Calabrese Barton","doi":"10.1145/3141798.3141807","DOIUrl":"https://doi.org/10.1145/3141798.3141807","url":null,"abstract":"Making and makerspaces have largely proliferated as an out-of-school, informal activity that mostly self-selects interested participants. To take up equity concerns seriously, we need to consider the ways in which classroom teaching is both an historicized and relational activity, and how classroom STEM teaching and learning, under which making is subsumed, has long alienated youth of color. The construct of rightful presence is one way to consider more systemically how to make sense of the historicized and relational nature of teaching and learning. We show how integrating an equity-oriented design approach, community ethnography as pedagogy, as a part engaging in STEM-rich making, support the emergences of three making present practices: modeling ethnographic data, re-performing injustices towards understanding and solidarity, and making change dynamic and visible through engineering practices, all of which reflect the on-going struggle youth face in their lives, write these injustices onto a longer history of struggle in the school/classroom, and allow for a refusal to be victimized.","PeriodicalId":345656,"journal":{"name":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","volume":"41 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":"121712890","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":"Proceedings of the 7th Annual Conference on Creativity and Fabrication in Education","authors":"","doi":"10.1145/3141798","DOIUrl":"https://doi.org/10.1145/3141798","url":null,"abstract":"","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127685478","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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