Chapter 12 - Makerspaces: Materializing, digitizing, and transforming learning (original) (raw)
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Education Research International
Makerspaces are environments where individuals use technologies to make physical artifacts within a community of fellow Makers. There has been growing interest in the educational potential of Making activities which has resulted in many schools procuring tools and technologies to set up their Makerspaces. However, there is scant research investigating the efficacy of Making these newly emerging Makerspaces intended for learning. In our work, we narrow this gap in knowledge between the claimed educational potential of Making and its attainment. By synthesizing prior work and publically available data on Makerspaces, we introduce a framework to situate the educational considerations for Makerspaces and recommend directions for future research on educational Makerspaces. Being cognizant of the Maker culture having emerged outside of the academic literature, we synthesize publically available data from 53 untraditional but relevant sources. These sources include definitions of Making fo...
Transferring makerspace activities to the classroom: a tension between two learning cultures
International Journal of Technology and Design Education
This case study aimed to investigate teachers’ reflections on the transfer of makerspace activities into classrooms. Primary and secondary STEM teachers participated in a Continuous Professional Development programme about makerspaces. Data were collected in the form of written reflections and semi-structured interviews after the teachers conducted makerspace activities in their classes. A thematic approach was used for data analysis. The results showed that teachers identified possibilities: Connections to learning objectives in STEM subjects; Motivating and engaging students; Stimulating collaboration; Stimulating creativity; and challenges: Problem of assessment; Lack of digital competence; Lack of high-tech equipment. However, the teachers did not reflect upon the cultural, ontological, and epistemological differences between makerspaces and formal schooling. Thus, we argue that it is difficult ‘to eat the cake and have it too’, i.e. to fully reconcile both the maker-culture and...
GRAVITATING TOWARDS TECHNOLOGY IN EDUCATION: PLACE OF MAKERSPACE
Based on constructivist philosophy which focuses on enabling learners to generate knowledge through interaction with physical objects, the idea of makerspace was initiated. The main essence of makerspace is to stir creativity, innovations and motivate learners towards designing and inventing. This paper is an exposition on the place of makerspace as a new approach to pedagogical activities. The 21st century is immersed in information and communication technology revolution which has necessitated a new way of learning. New generation of learners are referred to as digital natives who are naturally gravitated towards new innovations. This paper relies on recent scholarly publications to point out intricacies of makerspace, the need for educators to embrace it, the new role for educators and other stakeholders in education and the need to manage this change in the educational system. The paper also points out the challenges that this new wave encounters in areas where adoption has taken place and the benefits of adopting makerspace. Conclusion is however made that change is constant and the idea of makerspace may be the new shift that will totally revolutionize the academic world. It is suggested that Faculty and Management need to encourage studies to evaluate accruable benefits of makerspace.
AERA 2016 Division C: Learning and Instruction (Section 3a: Learning Environments) Chair: Angela Calabrese Barton, Michigan State University Discussant: Kris Gutiérrez, University of California, Berkeley Abstract Despite the growing interest and attention paid to maker spaces for transforming how we understand ‘what counts’ as learning, as a learner, and as learning environment, there is little evidence that the maker movement has been broadly successful in involving a diverse audience. Few studies have focused on the equity-oriented dimensions of makerspaces and making. Our session seeks to reverse this trend. Across the 8 papers/posters, we present examples of studies focused on designing/enacting inclusive makerspaces for young people in formal or informal education settings, provide innovative theoretical and methodological tools for better understanding learning and development of young people who participate in making, and discuss how researchers and practitioners can collaborate to build makerspaces for all.
Makerspaces in Libraries: Technology as Catalyst for Better Learning, Better Teaching
Integration of formal and informal contexts, for a better learning and a better teaching - UNESCO-UNIR ICT & Education Latam Congress 2016 Proceedings, 2016
Across disciplines, the practice of education continues to evolve; supporting organizations such as the library are responding by reworking existing and developing new practices. With roots grounded deeply in constructivist learning theory, the emerging practice of makerspaces in libraries is proving an effective step in that evolution. Examples of associated active learning activity at one such library, an early adopter and first mover among academic libraries in adopting and integrating makerspace in libraries, are presented. The product of leveraging technology as catalyst for active learning and engagement within and beyond the physical commons of the library, a blending of formal and informal learning, accented by increased innovation and entrepreneurship across disciplinary and organizational boundaries, appears a natural result.
Educational Makerspaces: Disruptive, Educative or Neither?
2017
Makerspaces are now common in schools. Their advocates argue that they improve learning; that they foster future-focused learning; and that they are, potentially, a disruptive force for good in education. This article evaluates these claims. It looks at the origins of the makerspace concept and at its uptake by educationists. It argues that, in their current form, school makerspaces are unlikely to be ‘educative’, in the Deweyan sense. Nor are they especially ‘futurefocused’ or ‘disruptive’. The makerspace idea is, however, potentially useful in educational contexts. The article puts forward two rather different ways school makerspaces could be educative and/or disruptive.
Positioning Educational Makerspaces within Schools Serving Low-Socioeconomic Status Students
2018
Educational Makerspaces are fertile grounds for students to develop innovative products infused with STEAM (Science, Technology, Engineering, Art and Math) principles, and practice social action. Yet, rarely do these Makerspaces prioritize such outcomes. Rather, they tend to revolve around the creation of novel artifacts using low- and high technology. Drawing on field observations, interviews, and artifact analysis, this qualitative study explored the experiences of low-socioeconomic students participating in a social action themed School Makerspace. Based on a transformative research perspective, the teacher-researcher sought not only to infuse STEAM and social studies into student work, but to also address the “participation divide,” a term suggesting that students of higher socioeconomic status have more opportunity to produce media creatively than their low-SES counterparts. Qualitative results indicated that students reported increased agency in effecting positive change in their world. Their creation process required extensive research and brought about social action within their communities. Their products included a cigarette smoke-detecting shirt, an edible bug stand, and handcrafted wallets and jewelry for the homeless. The study concludes with recommendations for the implementation of Educational Makerspaces in schools.
Makerspace in Education - Disruptive Technology or Just Another Passing Fad?
Teachers' Work
Makerspaces are now common in schools. This idea, which originated outside education, is being advocated as a way to improve student engagement in learning and/or to foster creativity and/or innovation. It is also linked with “future-focused” education and is seen by some as a potentially disruptive force for good in education. This paper evaluates these claims. It looks at the origins of the makerspace concept and at how and why it was taken up by educationists. Via an exploration of the ideas about knowledge, learning and education assumed by its proponents, it assesses makerspace’s general educative potential and its likely contribution to the development of future-focused education. It concludes that the makerspace idea could be usefully disruptive in terms of education’s future development, but that this is unlikely without system-wide cognitive change.
School makerspaces: Beyond the hype
Phi Delta Kappan, 2020
Makerspaces have great potential for enhancing learning, but only if educators attend to the practicalities of integrating making into their classrooms
Integrating School Makerspaces into the English Language Arts Curriculum
Middle Grades Review, 2021
School Makerspaces have shown great potential to foster powerful learning outcomes for students, including the enhancement of creative problem-solving abilities, the nurturing of "soft skills" such as grit and leadership, as well as deep STEAM knowledge development. Within the school context, however, little attention has been given to how Makerspaces can promote social activism. Students hold passionate views on issues, such as homelessness, e-cigarette smoking, domestic violence, plastic pollution, and street harassment. How can Makerspaces provide an environment that promotes personal learning and selfexpression so that these passions take form as social activism? This practitioner perspective details the implementation of a Social Action-Themed Makerspace within a New York City middle school. The author, the school's Makerspace coordinator, outlines the pedagogical practices used to promote personalized learning, namely the presentation and framing of social issues to students, the centrality of personal choice, the curation of resources to facilitate research, and the freedom of access to tools and materials for product creation. Student learning outcomes are presented, including student-produced documentaries, songs, craftwork, and art pieces. The article concludes with practical challenges for School Makerspace coordinators, as well as future directions that may increase the impact of such spaces.