The show must go on! Strategies for making and makerspaces during pandemic

Kinnula, Marianne; Milara, Iván Sánchez; Norouzi, Behnaz; Sharma, Sumita; Iivari, Netta

doi:10.1016/j.ijcci.2021.100303

Cited by 17 publications

(5 citation statements)

References 34 publications

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“…The smart object workshops overviewed in this paper were mainly conducted in the presence. However, by also considering the physical distancing restrictions imposed by the COVID-19 pandemic, alternative online and at a distance design approaches should also be considered [39,70]. Design at a distance may, for example, offer alternative opportunities for collaboration [71].…”

Section: Overview Of Smart Object Design By Childrenmentioning

confidence: 99%

“…They have difficulties in following instructions at a distance, dealing with multiple web pages, and sharing material. Moreover, their concentration can be strongly affected by their working setting, usually their homes, which offer several distractions [70]. It requires carefully selecting moderators as their expertise and experience are crucial mainly during remote workshops where both the moderator and the observers could not always be vigilant of children's mood, mostly due to at-a-distance interaction issues and children's inexperience with meeting tools, primarily designed for adults [70,71].…”

Section: Settings and Modalitiesmentioning

confidence: 99%

“…Moreover, their concentration can be strongly affected by their working setting, usually their homes, which offer several distractions [70]. It requires carefully selecting moderators as their expertise and experience are crucial mainly during remote workshops where both the moderator and the observers could not always be vigilant of children's mood, mostly due to at-a-distance interaction issues and children's inexperience with meeting tools, primarily designed for adults [70,71]. Moreover, remote settings require revising the protocol to iteratively enquire participants to deal with technical issues and avoid disengagement and frustration.…”

Section: Settings and Modalitiesmentioning

confidence: 99%

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Children’s Participation in the Design of Smart Solutions: A Literature Review

Pellegrino

Roumelioti

D’Angelo³

2022

Smart Cities

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Smart solutions are widespread and diversified. Smart cities and smart objects are example of smart solutions. Their design usually follows certain patterns so that they can detect events and react accordingly. As future citizens, children are expected to interact with them in their daily lives. It is thus crucial to provide children with the tools for understanding, creating, and possibly programming them—in short, designing them. This paper presents a literature review of workshops involving children in designing smart solutions. The review coded a total of 25 papers that met the inclusion criteria. The discussion draws a research agenda using the workshops organized by the authors, the Roobopoli workshops for smart cities and the SNaP workshops for smart objects, as reference. Whereas smart cities and smart objects are usually addressed separately, this paper binds and compares them in order to investigate what, in different settings, enables children to be part of the design of smart solutions.

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Section: Overview Of Smart Object Design By Childrenmentioning

confidence: 99%

Section: Settings and Modalitiesmentioning

confidence: 99%

Section: Settings and Modalitiesmentioning

confidence: 99%

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Children’s Participation in the Design of Smart Solutions: A Literature Review

Pellegrino

Roumelioti

D’Angelo³

2022

Smart Cities

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“…Therefore it is essential to equip parents with a tool to help them teach their children with total blindness to wash their hands. Some previous studies on assiting parents in guiding their children to wash their hands are mostly for children without disabilities (Chandonnet et al, 2017;Kinnula et al, 2021). There has been no study which developed the parents' tutorial for teaching children with total blindness in washing hand.…”

Section: Introductionmentioning

confidence: 99%

Parents’ tutorial on how to keeping hands hygiene to build healthy lifestyle among children with disabilities during the covid-19 pandemic

Wijiastuti

Andajani

Wagino

et al. 2021

JPPI

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Hands are the main pathways of germ transmission. Moreover, Palms are one of the sources of the COVID-19spreading particularly through touching various objects that carry the virus. People knowledge about hands washing and antiseptics are critical in preventing the transmission of the Covid-19. In particular, parents of children with total total blindnessness should have the understanding on maintaining hands hygiene to support the inhibiting and slowing the Covid-19. The aim of this study was to develop the video tutorial on healthy living habits to guide parents’ of children with total total blindnessness to teach their children to apply hands sanitizer. Therefore, parents could provide assistance for their children both at home and outside the home. This study applied the development research approach in producing video tutorial on how to accompany children with total total blindnessness to use hand sanitizer according to heath standards. The result from this study is an audio visual tutorial on how parent accompany children with total total blindnessness to use hand sanitizer that is available thorugh the link https://drive.google.com/file/d/.1j6JbPAqhu2b5yPELsyWHDV1L2b4Uy1 OM /view?usp=sharing with positive response from users. The conclusion is transmission and spreading of COVID-19disease can be minimized through frequent and careful hands hygiene for children with total total blindnessness.

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“…Preserving the hands-on, collaborative nature of makerspace projects became a challenge for many institutions during the COVID-19 pandemic [4] [5]. At UNC-Chapel Hill, student access to the makerspaces became limited due to occupancy restrictions and remote learning.…”

Section: Introductionmentioning

confidence: 99%

Work-In-Progress: Make It Count - Supporting Makerspace Course Outcomes With Blended Learning

Engelke

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Anna Engelke is the Education Program Manager for the BeAM network of makerspaces at the University of North Carolina -Chapel Hill. Her work focuses on developing makerspace learning environments, including maker course integration, instructional design for tool trainings, and mentor programs for makerspace staff. She is a current doctoral student in the Learning Design + Technology program at NC State University. Her research interests include communities of practice, professional development for students, and makerspace instructional design. Previously, she served as the Program Manager for Tinkering and Technology at the Museum of Life and Science in Durham, NC. She earned her master's degree in Education Technology, Innovation, and Entrepreneurship from UNC-Chapel Hill in 2017. She lives in Durham, NC, with her husband and their two terrible cats.

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The show must go on! Strategies for making and makerspaces during pandemic

Cited by 17 publications

References 34 publications

Children’s Participation in the Design of Smart Solutions: A Literature Review

Children’s Participation in the Design of Smart Solutions: A Literature Review

Parents’ tutorial on how to keeping hands hygiene to build healthy lifestyle among children with disabilities during the covid-19 pandemic

Work-In-Progress: Make It Count - Supporting Makerspace Course Outcomes With Blended Learning

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