Idea generation and knowledge creation through maker practices in an artifact-mediated collaborative invention project

Davies, Sini; Seitamaa-Hakkarainen, Pirita; Hakkarainen, Kai

doi:10.1016/j.lcsi.2023.100692

Cited by 6 publications

(14 citation statements)

References 36 publications

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“…This challenge of digitalisation of education has been acknowledged and globally addressed by policymakers, governmental education authorities, and academia. It has in turn led to numerous actions: future education foresight (Braun et al, 2020), scenarios (OECD, 2018), white papers (Griffin et al, 2012;Jenkins, 2009), curriculum renewals (e.g., National Core Curriculum for Early Childhood Education and Care, FNAE, 2022), and the development of new approaches to interdisciplinary teaching in schools (Blikstein & Krannich, 2013;Davies et al, 2023;Tuhkala et al, 2019;Vartiainen & Enkenberg, 2013). In addition, academic educational research contributes to the discussion of technologyenhanced learning (Davies et al, 2023;Dufva, 2018;Hjorth et al, 2015;Iversen et al, 2015).…”

Section: List Of Figuresmentioning

confidence: 99%

“…Learning by inventing (LI) connects to computer-supported collaborative learning and maker culture as it highlights learners of all ages working with traditional and digital fabrication techniques to create complex technology artefacts to meet intellectual, engineering, and aesthetic challenges . Davies et al (2023) consider "maker practices to be an umbrella term that combines scientific, engineering, and design practices in the context of collaborative designing, making, and inventing artifacts with the help of both traditional craft and digital fabrication technologies" (p. 3). Learning by inventing underlines learning processes, which support self-organised and non-linear invention and personal and collaborative improvisational exploration (Davies et al, 2023;.…”

Section: Constructionismmentioning

confidence: 99%

“…Davies et al (2023) consider "maker practices to be an umbrella term that combines scientific, engineering, and design practices in the context of collaborative designing, making, and inventing artifacts with the help of both traditional craft and digital fabrication technologies" (p. 3). Learning by inventing underlines learning processes, which support self-organised and non-linear invention and personal and collaborative improvisational exploration (Davies et al, 2023;. The pedagogical activities are open, flexible, and enable planning, testing, and iterating .…”

Section: Constructionismmentioning

confidence: 99%

“…These kinds of learning processes require teachers to learn to facilitate instruction for nonlinear, open-ended, and inventive study processes. They need to recognise the situations in which the students need strategic guidance, e.g., step-by-step instructions for mastering a production tool (Davies et al, 2023).…”

Section: Constructionismmentioning

confidence: 99%

“…According to Paavola et al (2012), the complexity of modern society requires interdisciplinary approaches and shared expertise to solve multifaceted problems. To address this challenge, a group of educational scholars developed a variety of pedagogical solutions that employ design methods (Davies et al, 2023;Kangas & Seitamaa-Hakkarainen, 2018;Seitamaa-Hakkarainen et al, 2012;Vartiainen & Enkenberg, 2014) to address the challenges of instruction in interdisciplinary school teaching. They particularly emphasise the use and creation of various tools and artefacts to solve complex problems, and also commonly promote collaboration with peers and participation as active agents in diverse expert communities (Vartiainen et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Open design pedagogy: Revealing openness in early childhood education with digital technology

Brinck

Leinonen

Lipponen

et al. 2023

International Journal of Education Through Art

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Today, more than any other period in time, digital fluency is regarded as a necessary life skill for both children and adults. The potential of digital tools in early childhood learning has been recognized as helping to reinforce academic skills, as a way to communicate ideas and develop social skills, to support children to learn at their own pace, to learn how to learn and to make learning fun. This article contributes to the current research by conducting a participatory study in a kindergarten in Finland over the course of one year. The empirical data are analysed to (1) identify the characteristics of educational activities that make use of digital technology in early childhood education and (2) reveal the pedagogical approaches behind these activities. The findings of this study show that pedagogical activities entailing playful interaction with technology and the production of tangible artefacts, accompanied by visual documentation and reflection, support the effective use of technology in early childhood education. The educators’ open approach towards the use of technology also played a significant part in the positive outcomes experienced by teachers and students. We call this approach open design pedagogy and propose it as a model for using digital technologies in early childhood education.

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Section: List Of Figuresmentioning

confidence: 99%

Section: Constructionismmentioning

confidence: 99%

Section: Constructionismmentioning

confidence: 99%

Section: Constructionismmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Open design pedagogy: Revealing openness in early childhood education with digital technology

Brinck

Leinonen

Lipponen

et al. 2023

International Journal of Education Through Art

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Research on K-12 maker education in the early 2020s – a systematic literature review

Davies,

Seitamaa-Hakkarainen

2024

Int J Technol Des Educ

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This systematic literature review focuses on the research published on K-12 maker education in the early 2020s, providing a current picture of the field. Maker education is a hands-on approach to learning that encourages students to engage in collaborative and innovative activities, using a combination of traditional design and fabrication tools and digital technologies to explore real-life phenomena and create tangible artifacts. The review examines the included studies from three perspectives: characteristics, research interests and findings, previous research gaps filled, and further research gaps identified. The review concludes by discussing the overall picture of the research on maker education in the early 2020s and suggesting directions for further studies. Overall, this review provides a valuable resource for researchers, educators, and policymakers to understand the current state of K-12 maker education research.

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Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects

Davies,

Seitamaa-Hakkarainen,

Hakkarainen

2024

Intern. J. Comput.-Support. Collab. Learn

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This study analyzed collaborative invention projects by teams of lower-secondary (13–14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams’ knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.

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Idea generation and knowledge creation through maker practices in an artifact-mediated collaborative invention project

Cited by 6 publications

References 36 publications

Open design pedagogy: Revealing openness in early childhood education with digital technology

Open design pedagogy: Revealing openness in early childhood education with digital technology

Research on K-12 maker education in the early 2020s – a systematic literature review

Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects

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