Maker Education Meets Technology Education Reflections on Good Practices
"Book Summary In this book two fields meet, Technology Education with its long history, and Maker Education, a relative new shoot in the educational field. Both focus on learning through making and both value agency and motivation of learners. The purpose of this book is to understand and analy...
| Other Authors: | |
|---|---|
| Format: | eBook |
| Language: | Inglés |
| Published: |
Leiden, The Netherlands :
Koninklijke Brill NV
[2023]
|
| Edition: | First edition |
| Series: | International technology education studies ;
Volume 19. |
| Subjects: | |
| See on Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009841934506719 |
Table of Contents:
- Intro
- Contents
- Preface
- Figures and Tables
- Figures
- Tables
- Notes on Contributors
- Part 1. The Rise of Maker Education across the World
- 1. Introduction
- Abstract
- Keywords
- 1 Learning from the Maker Movement
- 2 The Rise of Maker Education
- 3 Reasons behind the Rise of Maker Education
- 4 Educational Value: What Do You Learn through Making?
- 4.1 Educational Reformers Valuing Materiality
- 4.2 Key Principles in Maker-Centered Education
- 4.3 What Do They Learn from Making?
- 5 Maker Education and School Subjects
- 6 Maker Education and Environmental Sustainability
- 7 Set-up and Structure of This Book
- Notes
- References
- 2. The Development and Evolution of Maker Education in China
- Abstract
- Keywords
- 1 The Origin of Maker Education in China
- 2 The Development of Maker Education in China
- References
- 3. A Participatory Design Approach to Sustaining Makerspace Initiatives
- Abstract
- Keywords
- 1 Introduction
- 2 Participatory Design
- Principle 1: Collaborative Hands-on Activities Involving Stakeholders
- Principle 2: Working Frontstage and Backstage
- Principle 3: Infrastructuring
- Principle 4: Working Horizontally and Vertically
- 3 Participatory Strategies for Sustainable Makerspaces in Denmark
- 4 The Six Steps towards Sustaining Makerspace Initiatives
- Step 1: Understanding the Complexity of a Makerspace Initiative
- Step 2: Hands-on Introduction to Makerspace Education
- Step 3: Establishing the Grand Narrative of a Makerspace Initiative
- Step 4: Developing the Makerspace Initiative within the Existing Municipality Landscape
- Step 5: Confirmation and Articulation of Management Support for the Makerspace Initiative
- Step 6: Choosing and Purchasing Technologies for the Makerspace
- 5 Concluding Remarks
- References
- Part 2. Case Studies on Maker Education.
- 4. Informal Learning in a Public Library Makerspace for Youth in the Netherlands
- Abstract
- Keywords
- 1 Introduction
- 2 The Project Maakplaats021
- 3 Developing Skills by Creating Creatures
- 4 I Learned So Many Things in the First Week
- 5 Making a Robot to Help Grandma
- 6 Collaboration with the Local Outdoor Market
- 7 Developing Confidence
- 8 'Thinking in 3D Is… Mind-Blowing'
- 9 The First Time I Had to Present for a Group
- 10 Hands Off That Keyboard
- 11 Critical Features of Informal Makerspaces
- 12 Conclusions and Discussion
- Acknowledgements
- References
- 5. Using "EcoMakerKits" to Stimulate Maker Mindset and Circular Thinking in Mexico
- Abstract
- Keywords
- 1 Circular Thinking and E-Waste as Global Challenge
- 2 Maker Mindset Connecting with Circular Thinking
- 2.1 Designing Mechanism to Take Action against E-Waste
- 2.1.1 Reusing E-Waste to Design "EcoMakerKits"
- 2.2 Hands-on Learning with the "EcoMakerKits"
- 2.2.1 Educational Campaigns to Share "EcoMakerKits"
- 2.2.2 Hands-on Learning Using the "EcoMakerKits"
- 3 Findings and Insights Using the "EcoMakerKits"
- 3.1 The Enablers and Disablers of Understanding of Circular Thinking Using "EcoMakerKits"
- 3.2 The Enablers and Disablers of the Maker Mindset Using "EcoMakerKits"
- 4 Conclusions
- Acknowledgements
- Notes
- References
- Playful Learning by Design in Kenya
- 6. Playful Learning by Design in Kenya: Remote Development of Design Education Workshops
- Abstract
- Keywords
- 1 Kenyan Children Designing Toys: The Initial Assumptions and Aims
- 2 Drivers for the Workshop Development Process
- 2.1 Remote Collaboration during a Pandemic
- 2.2 Co-developing Culturally Embedded Workshops
- 2.3 Children's Participation Motives
- 2.4 Scarcity of Resources
- 2.5 A Shift from Toys to Playful Design Experiences.
- 3 The Design: A Workshop Format and Toolkit
- 3.1 Workshop Format
- 3.2 Predefined Workshops
- 3.3 Toolkit and Tools
- 4 Conclusion
- 4.1 The Remote Collaboration during a Pandemic
- 4.2 Co-developing Culturally Embedded Workshops
- 4.3 Children's Participation Motives
- 4.4 Scarcity of Resources
- 4.5 A Shift from Toys to Playful Design Experiences
- References
- 7. Connecting Maker Education to Secondary School Technology Education in Korea: A Case of the Techn
- Abstract
- Keywords
- 1 Introduction
- 2 Maker Education and School Technology Education in South Korea
- 3 Design
- 4 Maker Education and Technology Teachers' Effort
- 4.1 Sharing and Communication
- 4.2 We Are Makers
- 4.3 Technology Teachers as Practitioners of Maker Education
- 4.4 Diffusion and Movement
- 5 Conclusion and Discussion
- Acknowledgements
- References
- 8. Case Studies of Maker Education in China
- Abstract
- Keywords
- 1 Tsinghua University iCenter: A New Educational Model That Integrates the Spirit of Creativity into Teaching Practice
- 1.1 Teaching and Learning Activities for Creative Tertiary Education
- 1.2 Science Based Innovation Workshops for Primary and Secondary Students at the Tsinghua University
- 1.3 Creative Space Societies
- 2 A Case Study of Creative Teaching in Tianyi Senior Middle School, Jiangsu Province: "The Design and Creation of a Small LED Green Energy-Saving Table Lamp"
- 2.1 Identifying and Clarifying Problems
- 2.2 Development of Design Solutions
- 2.2.1 Design Principles
- 2.2.2 Structural Design
- 2.2.3 Functional Objective Design
- 2.3 Development of Design Solutions
- 2.4 Testing, Evaluation, Optimization, Preparation of Specifications
- 2.4.1 Testing Process and Methodology
- 2.4.2 Program Optimization
- 3 Conclusion and Discussion
- References.
- 9. Maker Education in the Applied Physics Bachelor Programme at Delft University of Technology
- Abstract
- Keywords
- 1 Building Future Engineers and Scientists
- 2 Learning Goals, Structure, Workshops &
- Final Project for DEPS
- 3 The Need for and Realization of a Makerspace
- 4 Change in Workshops with the Coming of a Makerspace
- 5 The Design of a Final Project
- 6 Change in the Final Assignment with the Coming of the Makerspace
- 7 The Presentation of the Final Project
- Acknowledgements
- Notes
- References
- Part 3. Thematic Reflections
- 10. Maker Pedagogy
- Abstract
- Keywords
- 1 Introduction
- 2 Pedagogical Themes
- 3 Analytical Framework
- 4 Rationale or Vision: Why Are They Learning?
- 5 Aims &
- Objectives: Towards Which Goals Are They Learning?
- 6 Content: What Are They Learning?
- 7 Learning Activities: How Are They Learning?
- 8 Teacher Role: How Is the Teacher Facilitating Learning?
- 9 Materials &
- Resources: With What Are They Learning?
- 10 Grouping: With Whom Are They Learning?
- 11 Location: Where Are They Learning?
- 12 Time: When Are They Learning?
- 13 Assessment: How to Measure How Far Learning Has Progressed?
- 14 Conclusion
- References
- 11. Dynamic Roles of Materiality in Maker Education
- Abstract
- Keywords
- 1 Introduction
- 2 Design Representations in Maker Education
- 2.1 Function and Significance of Design Representations
- 2.2 Nature and Role of Material Design Representations
- 3 Learning Opportunities in Material Making
- 3.1 Opportunities for Thinking with Materials
- 3.2 Opportunities for Collaboration and Participation
- 3.3 Opportunities for Addressing Global Issues
- 4 Discussion and Conclusions
- References
- 12. Social Learning: Does Cooperation Contribute to the Learning of the Makers?
- Abstract
- Keywords
- 1 Introduction.
- 2 Social Interaction in Educational Activity
- 3 Experiential Learning Theory
- 4 Social Learning Theory
- 5 Participatory Social Learning Development Theory
- 6 Participatory Social Learning Development in Makerspace Cases
- 7 Types and Levels of Social Learning across the Cases
- 7.1 Social Interaction in the Makerspace Microsystem
- 7.2 Social Interaction in the Makerspace Exosystem
- 7.3 Social Interaction in the Makerspace Macrosystem
- 8 Conclusion
- References
- 13. Reflecting on Maker Education as a Potential Context for the Development of Spatial Ability
- Abstract
- Keywords
- 1 Introduction
- 2 Framing Spatial Ability
- 3 Review of Maker Education Case Studies
- 3.1 How Does Spatial Ability Relate to "Making"?
- 3.2 How Should Spatial Ability Be Prioritised within Maker Education?
- 3.3 What Are the Implications of Spatial Ability Development Being an Explicit Intended Goal of Maker Education?
- 4 Consolidation and Conclusion
- Notes
- References
- 14. Making in Informal and Formal Settings
- Abstract
- Keywords
- 1 Introduction
- 2 Conceptions of Maker Identity
- 3 Making as a Learning Activity
- 4 Motivations to Make and Learn
- 5 Making in the Material World and Using Materials
- 6 Ways to Sustain the Infrastructure and the Culture of Making
- 7 Concluding Remarks
- Note
- References
- 15. Sustainability of the Case Study Maker Education Initiatives
- Abstract
- Keywords
- 1 Introduction
- 2 Establishing a Framework for Case Study Scrutiny
- 3 Scrutinising the Case Studies
- 3.1 Scrutiny of Informal Learning in a Public Library Makerspace for Youth
- 3.2 Scrutiny of Using "EcoMakerKits" to Stimulate Maker Mindset and Circular Thinking
- 3.3 Scrutiny of Playful Learning by Design Remote Development of a Design Education Workshop for Rural Kenya.
- 3.4 Scrutiny of Connecting Maker Education to Secondary School Technology Education in the Republic of Korea.
