Students’ multimodal knowledge practices in a makerspace learning environment

Kajamaa, Anu; Kumpulainen, Kristiina

doi:10.1007/s11412-020-09337-z

Cited by 26 publications

(22 citation statements)

References 76 publications

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“…We still lack conclusive proof of to what extent teachers are committed to the idea of integrating technology into music education. What is also lacking is an extensive dialogue on the conceptual basis of including music technologies, with little effort to develop a philosophy of using technology (Kajamaa and Kumpulainen, 2020). The quantity of the research, multimedia and creative programs have increased over the past five years (Arikhan and Coban, 2021).…”

Section: Discussionmentioning

confidence: 99%

Implementation of Information Technology into the Education of Music Teachers

2022

JHETP

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The goal of the research is to study the process of introducing information technologies into the training of music teachers in Ukrainian pedagogical universities. To undertake the research, a study on the scientific literature on the professional training of music teachers in pedagogical colleges, as well as an analysis of the curricula of music pedagogy in general education schools and higher educational establishments. As a science, research on music education technologies focuses on phenomena related to music education technologies through the prism of a modern information society. There is a great interest in music technology creation in the context of constructivism. We propose to use constructivist methods as a philosophical basis for an online music education course for graduates. For Ukraine, it is necessary to study how students use this technology in preparation for a presentation in class, and the results were rated as moderately successful.

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Section: Discussionmentioning

confidence: 99%

Implementation of Information Technology into the Education of Music Teachers

2022

JHETP

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“…In the three-step analysis of the data, we paid close attention to expressive and emotional aspects of interaction that are visible and audible in the video data but are not entirely carried over to the textual transcriptions, such as body postures, physical movement, gestures, nodding, seeking eye contact etc., to deepen our analysis and interpretations of the creative process (see also Csikszentmihalyi, 1996;John-Steiner, 2000;Sawyer & deZutter, 2009). We also focused our attention on socio-material mediation and production of tools and artefacts (see also Engeström, 2014;Miettinen, 2013;Kajamaa & Kumpulainen, 2020;Riikonen et al, 2020) during the creative process. We considered an interaction episode to have ended when the participants withdrew from the discussion topic.…”

Section: Discussionmentioning

confidence: 99%

“…This necessitates multiple actors and a dialogue among them, as well as tools and artefacts to support the collaborative process (Yamazumi, 2013;Engeström, 2008. For example, some sociocultural studies conducted in educational settings show that creative learning environments within schools, which include a rich constellation of tools and artefacts such as collaborative technologies, digital tools and craft-based materials, can become powerful mediating devices for enhancing the students' creativity, knowledge creation and learning (Hakkarainen, 2009;Kajamaa et al, 2019;Kajamaa & Kumpulainen, 2020;Riikonen et al, 2020).…”

Section: Distributed Creativity and Expansive Learningmentioning

confidence: 99%

Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory

Hyrkkö

Kajamaa

2021

Palgrave Studies in Creativity and Culture

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Our chapter presents a case study of distributed creativity and expansive learning in the context of a teacher training school in Finland facing transformational needs due to a curriculum reform. We report on an analysis of a Change Laboratory (CL) process of six meetings involving a group of teachers, their headmaster and researchers. Drawing from sociocultural theories on creativity and the theory of expansive learning, we set out to explore how creative acts emerged during the CL and how the interactive creative process contributed to expansive learning. Our findings illustrate that the creative learning process was socio-materially mediated through the participants' discourse and tool use. The multiple consecutive creative acts, taken by the participants, generated "creative leaps", which contributed to expansive learning actions and the materialization of the process into creative products. Consequently, the creative process resulted in a new tangible artefact: a shared pedagogical leadership model and a new collective conceptualization of the leadership activity for the school community. Our findings point to the need to analyse creativity not purely as independent actions but also as collective activity. Our study offers a novel analytical method for analysing and conceptualizing processes of distributed creativity as a learning activity in organizations. Our study also contributes to the understanding of creativity as a distributed process intertwined with expansive learning.

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“…Design as a construct is prevalent in makerspace literature in which researchers have explored the idea in the context of: productive failure (Searle et al , 2018), choice and interest (DiGiacomo et al , 2020), identity (Authors, 2021; Fasso and Knight, 2020; Hachey et al , 2021; Kajamaa and Kumpulainen, 2020), creativity and design thinking processes (Hughes and Morrison, 2018; Hughes et al , 2019; Litts et al , 2021), embodiment (Kajamaa et al , 2020) materiality (Keune and Peppler, 2019; Litts et al , 2021) and equity (Barton et al , 2017; Fields et al , 2018 ).…”

Section: Connecting Design Epistemology To Makerspace Learning Enviro...mentioning

confidence: 99%

Exploring design discourses and liminality as features of professional learning in an elementary makerspace

Becker

Jacobsen

2022

ILS

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Purpose Using Johansson-Sköldberg et al.’s (2013) descriptions of design discourses, this study aims to analyze teacher interviews, research notes and teacher and student artifacts to determine if engagement in design practices led to changes in the teacher’s thinking. Design/methodology/approach This article presents results from a year-long study that explored how a teacher enacted design discourses to engage in curriculum learning within an elementary school makerspace. The design-based study involved a collaborative partnership where a teacher and researcher co-designed, co-enacted and co-reflected on three cycles of making featuring curriculum studies in science, mathematics and social studies. Findings The authors determined that engagement in all four design discourses led to transformative changes in the teacher’s thinking about herself as a teacher and her students as learners. The evidence suggests the school makerspace can serve as a liminal design space for professional learning, given that implicit in the makerspace is the embodiment of design practices such as problem finding, iteration and reflection. Research limitations/implications Engaging in design discourses in the makerspace can lead teachers to question the frames they hold about teaching and learning. However, teachers need ongoing support in developing discipline knowledge and prioritizing the time required for designing, iterating and reflecting on learning in the makerspace. Practical implications The makerspace provides a liminal space for teachers’ professional learning in that implicit in the makerspace is the embodiment of design practices such as problem finding, iteration and reflection. Originality/value This study is unique, in that it places the importance of teacher learning in the elementary school makerspace on equal footing with student learning, thereby creating a culture of inquiry for all.

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Students’ multimodal knowledge practices in a makerspace learning environment

Cited by 26 publications

References 76 publications

Implementation of Information Technology into the Education of Music Teachers

Implementation of Information Technology into the Education of Music Teachers

Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory

Exploring design discourses and liminality as features of professional learning in an elementary makerspace

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