Vol. 35 No. 1 (2020): Special Issue on Technology and Teacher Education
Special Issue

Fostering Learning through Making: Perspectives from the International Maker Education Network

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  • Jennifer Lock,
  • David Gill,
  • Thomas Kennedy,
  • Stephanie Piper,
  • Alwyn Powell
Jennifer Lock
University of Calgary
Bio
David Gill
Memorial University of Newfoundland
Bio
Thomas Kennedy
Eric G Lambert School
Bio
Stephanie Piper
University of Southern Queensland
Bio
Alwyn Powell
University of Southern Queensland
Bio

Published 2020-10-30

How to Cite

Lock, J., Gill, D., Kennedy, T., Piper, S., & Powell, A. (2020). Fostering Learning through Making: Perspectives from the International Maker Education Network. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 35(1). Retrieved from https://www.ijede.ca/index.php/jde/article/view/1160
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Abstract

How are we preparing teachers to design and foster learning through making where disciplinary knowledge and skills are applied and developed? One approach that addresses this question can be found from the International Maker Educational Network (IMEN); an online professional learning community built upon shared interests in educational making. Members meet regularly to share their maker context and experiences and what can be gleaned to help support developing capacity to design and facilitate learning through making. In further studying their professional practice using a self-study methodology, four IMEN members shared their respective maker contexts, illustrating examples of making in formal and informal learning environments and what is being learned from their experiences. These cases provide examples of strategies and approaches that are being used to support learning through making and provide insight into developing and utilizing knowledge and skills in fostering learning through making in P-16 educational contexts. The article concludes with three recommendations for practice to support educators and teacher educators in fostering learning through making.

Résumé

Comment préparons-nous les enseignants à concevoir et à favoriser l'apprentissage en faisant en sorte que les connaissances et les compétences disciplinaires soient appliquées et développées? Une approche qui répond à cette question peut être trouvée dans l'International Maker Educational Network (IMEN), une communauté d'apprentissage professionnel en ligne fondée sur des intérêts communs dans la création de l'éducation. Les membres se réunissent régulièrement pour partager leur contexte et leurs expériences de créateur et ce qui peut être glané pour aider à développer la capacité de concevoir et de faciliter l'apprentissage par la création. En étudiant davantage leur pratique professionnelle en utilisant une méthodologie d'auto-apprentissage, quatre membres d'IMEN ont partagé leurs contextes de créateur respectifs, illustrant des exemples de fabrication dans des environnements d'apprentissage formels et informels et ce qui est appris de leurs expériences. Ces cas fournissent des exemples de stratégies et d'approches qui sont utilisées pour soutenir l'apprentissage par la création et donnent un aperçu du développement et de l'utilisation des connaissances et des compétences pour favoriser l'apprentissage par la création dans les contextes éducatifs P-16. L'article se termine par trois recommandations pratiques pour aider les éducateurs et les formateurs d'enseignants à favoriser l'apprentissage par la création.

Keywords: Learning, Making, Makerspaces, Maker Mindset, Teacher, Teacher Educator

Apprentissage, Création, Makerspaces, Maker Mindset, Enseignant, Enseignant Éducateur

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