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

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

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

References

  1. References
  2. Adams Becker, S., Brown, M., Dahlstrom, E., Davis, A., DePaul, K., Diaz, V., & Pomerantz, J. (2018). NMC Horizon Report: 2018 Higher Education Edition. EDUCAUSE. Retrieved from https://library.educause.edu/~/media/files/library/2018/8/2018horizonreport.pdf
  3. Anderson, C. (2012). Makers: The New Industrial Revolution. Crown Publishing Group.
  4. Cohen, J.D. (2017). Maker principles and technologies in teacher education: A national survey. Journal of Technology and Teacher Education, 25(1), 5-30.
  5. Cohen, J., Jones, W. M., Smith, S., & Calandra, B. (2017). Makification: Towards a Framework for Leveraging the Maker Movement in Formal Education. Journal of Educational Multimedia and Hypermedia, 26(3), 217–229.
  6. Crichton, S., & Childs, E. (2016). Taking making into schools through immersive professional learning. In J. Novotna & A. Jancarik, Proceedings for the 15th European Conference on e-Learning ECEL (p. 144 - 150). Academic Conferences International Limited.
  7. Dougherty, D. & Conrad, A. (2016). Free to make: How the maker movement is changing our schools, our jobs, and our minds. North Atlantic Books.
  8. Fleming, L. (2015). Worlds of Making: Best Practices for Establishing a Makerspace for Your School. Corwin.
  9. Gill, D. D., & Galway, G. (2019). Pre-service technology education teachers’ perceptions of experiential learning through makerspaces. Developing a Knowledge Economy through Technology and Engineering Education, 177–185.
  10. Halverson, E., & Sheridan, K.M. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495 – 504. https://doi.org/10.17763/haer.84.4.34j1g68140382063
  11. Halverson, E., & Peppler, K. (2018). The Maker Movement and learning. In R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed.) (285-294). New York, NY: Cambridge University Press. https://doi.org/10.4324/9781315617572-28
  12. Hynes, M. M., & Hynes, W. J. (2018). If you build it, will they come? Student preferences for Makerspace environments in higher education. International Journal of Technology and Design Education, 28(3), 867-883. https://doi.org/10.1007/s10798-017-9412-5
  13. Hsu, Y., Baldwin, S. & Ching, Y. (2017). Learning through making and maker education. TechTrends, 61(1), 589–594. https://doi.org/10.1007/s11528-017-0172-6
  14. Irie, N. R., Hsu, Y. -C., & Ching, Y. -H. (2019). Makerspaces in diverse places: A comparative analysis of distinctive national discourses surrounding the maker movement and education in four countries. TechTrends,63(4), 397-407. https://doi.org/10.1007/s11528-018-0355-9
  15. Jones, W.M., Cohen, J.D., Schad, M., Caratachea, M., & Smith, S. (2020). Maker-centered
  16. teacher professional development: Examining K-12 teachers’ learning experiences in a commercial makerspace. TechTrends, 64, 37–49. https://doi.org/10.1007/s11528-019-00425-y
  17. Kjälander, K., Åkerfeldt, A., Mannila, L., & Parnes, P. (2018) Makerspaces across settings: Didactic design for programming in formal and informal teacher education in the Nordic countries. Journal of Digital Learning in Teacher Education, 34(1), 18-30. https://doi.org/10.1080/21532974.2017.1387831
  18. LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817– 869). Kluwer. https://doi.org/10.1007/978-1-4020-6545-3_21
  19. Lock, J., da Rosa dos Santos, L., Hollohan, P., & Becker, S. (2018). It’s more than just making: Insights into facilitating learning through making. Alberta Science Education Journal. 45(2), 10-16. http://dx.doi.org/10.11575/PRISM/32937
  20. Lock, J., Redmond, P., Orwin, L., Powell, A., Becker, S., Hollohan, P., & Johnson, C. (2020). Bridging distance: Practical and pedagogical implications of virtual makerspaces. Journal of Computer Assisted Learning. Advance online publication. https://doi.org/10.1111/jcal.12452
  21. Loughran, J. (2005) Researching Teaching about Teaching: Self Study of Teacher Education Practices, Studying Teacher Education, 1(1), 5-16. https://doi.org/10.1080/17425960500039777
  22. MATE ROV Competition. (2020) Retrieved May 25, 2020, from www.materovcompetition.org
  23. Peterson, L., & Scharber, C. (2018). Learning about makerspaces: Professional development with K-12 inservice educators. Journal of Digital Learning in Teacher Education, 31(1). https://doi.org/10.1080/21532974.2017.1387833
  24. Pinnegar, S. (1998). Introduction to Part II: Methodological perspectives. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-Study in teacher education (pp. 31–33). Falmer Press.
  25. Raulston, C. G., & Alexiou-Ray, J. (2018). Preparing more technology-literate preservice teachers: A changing paradigm in higher education. Delta Kappa Gamma Bulletin, 84(5), 9-13.
  26. Russell, T. (1998). Introduction to Part I: Philosophical perspectives. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-Study in teacher education (pp. 5–6). Falmer Press.
  27. Salisbury, K., & Nichols, T. P. (2020). School makerspaces: Beyond the hype. Phi Delta Kappan, 101(8), 49–53. https://doi.org/10.1177/0031721720923792
  28. Samaras, A.P., & Freese, A.R. (2006). Self-study of teaching practices. Peter Lang.
  29. Skills Compétence Canada. (2020). Retrieved May 25, 2020, from www.skillscompetencescanada.com
  30. Valente, J. A., & Blikstein, P. (2019). Maker education: Where is the knowledge construction. Constructivist Foundations, 14(3), 252-262.
  31. Webb, K.R. (2019). Makerspaces: High-tech and low-tech locations to expand creativity in the academic library. Retrieved from https://libraryconnect.elsevier.com/articles/makerspaces-high-tech-and-low-tech-locations-expand-creativity-academic-library
  32. Wong, T. (2013). Makerspaces take libraries by storm. Library Media Connection 31(6), 34-35.