making and the maker movement lee martin – lhs panel
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Making and the Maker Movement
Lee Martin – LHS Panel
Study of Maker ClubsCase study group
Group make up
Primary adult involvement
Project structure; Focal technologies
Family-based
2 girls (sisters)
2 parent-mentors Individual projects; Crafts, mechanics, sculpture
School-based
2 girls, 3 boys
1 teacher-mentor Group project; mechanics
Club-based 1
5 boys 1 parent-mentors, 2 non-parent mentors
Group project; mechanics & electronics
Club-based 2
8 boys 1 parent-mentor, 1 non-parent mentor
Individual projects; mechanics, electronics, 3d Printing
1. Observation of case study group during work sessions, at regional meet-ups, and at big regional exposition (4 months)
2. Interview with case study participants (early in ‘season’ and afterward) and with mentors and parents (afterward)
3. Survey of all participants in the region early in the season (75 respondents)
Central Questions How do we help youth become flexible,
adaptive thinkers? How do we foster curiosity, persistence, and
ability to learn in novel contexts?
Does making provide a context for the development of adaptive expertise?
Ongoing analysis How do youth respond when they get “stuck”
Individual and group-level adaptations Distributed nature of persistence
How do youth see themselves as makers, designers, etc. Many see making as a cross-contextual disposition Youth identities are dynamic Making often competes with school activities
How to assess learning through making?
Looking Forward – NSF CAREER Award1. Alternate focus between out-of-school and in-
school Years 1 & 3: Out of school Years 2 & 4: In school
2. Build a mobile maker studio Take maker tools to underserved schools and students
3. Build cognitive tools to support making and design and engineering practices, e.g.:
Scaffolds to support ideation, project reflection Device to automate photo documentation, support
reflection
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