Maker’s Workshop: a Framework to Support Learning through Making

Sanders, Rachel Kaminski; Kopcha, Theodore J.; Neumann, Kalianne L.; Brynteson, Kristin; Bishop, Carrie

doi:10.1007/s11528-018-0328-z

Cited by 6 publications

(9 citation statements)

References 16 publications

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“…This is more necessary in a remote setting since the students are dispersed in their own home settings. This student-involved assessment can also cultivate their capacity to provide feedback to one another (Sanders et al, 2019). In addition, having students document and talk about their work as a routine builds a repository of their making projects and processes.…”

Section: Discussionmentioning

confidence: 99%

“…However, one might need to consider the prompt that launches the learner and how they build. This means viewing assessment as part of the activity design and not something that happens solely at the end of the project (Pellegrino et al, 2016;Sanders et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…In more analog-focused settings, observation tools and practices have been employed to identify evidence of learning (e.g., Gutwill et al, 2015;Kumar et al, 2019;Martin et al, 2020) as well as embedded strategies, like rubrics (Murai et al, 2020). Similarly, Sanders et al (2019) emphasized the role of student collaboration and feedback within their Maker's Workshop framework to embed feedback and reflection in the learning process.…”

Section: Assessment Of Learning In Makingmentioning

confidence: 99%

“…Maker-based learning is growing as a means of engaging students in creative, STEM-rich learning experiences (Hsu et al, 2017). As many schools have gone remote or hybrid (a combination of face-to-face and online teaching) during the pandemic, teachers have maintained a commitment to engage students in maker-based learning, or hands-on learning that is student-driven and involves old and new technologies (Wardrip & Brahms 2015;Sanders et al, 2019).…”

mentioning

confidence: 99%

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“Finding the Right Window Into What They’re Doing”: Assessment of Maker-based Learning Experiences Remotely

Wardrip

Saplan

Evancho³

2021

TechTrends

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During the pandemic, teachers whose practice depends on maker-based learning have had the added challenge of translating their hands-on lessons for remote teaching. Yet with students making remotely, how can a teacher monitor the students' progress, offer timely feedback, or infer what the students understood? In short, how are teachers assessing this work? Working with a learning community of teachers who center hands-on making in their instruction regardless of academic discipline, this study was conducted to examine how teachers are supporting and assessing maker-based learning. Our study draws on observational field notes taken during the community's meetings, interviews with four focal teachers, and artifacts from the teachers' maker projects. Taking a values-based assessment approach, our findings reveal interesting shifts in teaching practice. Specifically, teachers incorporated social-emotional goals into the activities they design and monitor, students documented their artifacts and process, and teachers adapted to using low-tech materials to ensure accessibility while engaging remote students in their learning goals. These findings imply that not only can remote maker-based experiences can influence the role of students as assessors and the tools and materials they use for making but also how these practices revealed in remote settings could inform in-person settings.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Assessment Of Learning In Makingmentioning

confidence: 99%

mentioning

confidence: 99%

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“Finding the Right Window Into What They’re Doing”: Assessment of Maker-based Learning Experiences Remotely

Wardrip

Saplan

Evancho³

2021

TechTrends

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“…This is the typical mode of action of makers (term defined below). On the other hand, in tertiary education and especially in UAS that have a strong vocational component, professors/lecturers should be able to ensure that the requirements in terms of learning outcomes are met and assessed [1][2][3]. These two rather opposite constraints can create significant tensions in terms of the nature and intensity of supervision [4].…”

Section: Introductionmentioning

confidence: 99%

Case study: the contributions of a FabLab to a Bachelor cursus in Occupational Therapy

et al. 2022

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The aim of this research is to explore the contributions of FabLabs in applied tertiary education (Bachelor University of Applied Sciences – UAS), and particularly in the form of hybrid teaching modules, combining academic subjects and maker experience. FabLabs can offer services to the professors of various academic fields to reinvent their teaching methodologies, incorporating making as a way to transmit knowledge and enhance student engagement. We have also established with higher education professors and lecturers in mind, the conditions for the implementation of such modules in order to guarantee their success. A pilot project has been conducted with occupational therapy students consisting of a one-semester module of 30 periods, dedicated to developing and prototyping in order to adapt toys and games to be used by children with cerebral palsy of the spastic hemiplegia type. The FabLab was the place where prototypes were made, but also where exchange, collaboration and creativity were catalysed. Our observations showed that the students developed three types of skills: technical (use of digital 3D CAD software and machines), occupational, in the field of occupational therapy (observation and analysis of the accessibility of the environment, solution-oriented approach aimed at increasing occupational performance and participation) and relational (creativity, agility, collaboration). Commitment and pleasure of learning were present throughout the module. The conditions for the success were the co-construction of the learning experience by both the professors and the labmanagers in charge of the FabLab, the establishment of a pedagogical scenario, and constant, open communication between them.

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Aligning with Practice: Examining the Effects of a Practice-Based Educational Technology Course on Preservice Teachers’ Potential to Teach with Technology

2021

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Maker’s Workshop: a Framework to Support Learning through Making

Cited by 6 publications

References 16 publications

“Finding the Right Window Into What They’re Doing”: Assessment of Maker-based Learning Experiences Remotely

“Finding the Right Window Into What They’re Doing”: Assessment of Maker-based Learning Experiences Remotely

Case study: the contributions of a FabLab to a Bachelor cursus in Occupational Therapy

Aligning with Practice: Examining the Effects of a Practice-Based Educational Technology Course on Preservice Teachers’ Potential to Teach with Technology

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