Proceedings of FabLearn 2019最新文献

Whose Design Matters?: Co-designing making activities with and for hyper-marginalized families 谁的设计重要?:与极度边缘化的家庭共同设计制作活动

Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311916

Joanna Weidler-Lewis, Cynthia Graville

引用次数: 1

Making Community: Following in the footsteps of the Thai King 创建社区:追随泰国国王的脚步

Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311911

Sawaros Thanapornsangsuth, N. Holbert

引用次数: 1

Designing Tools for Observation and Assessment in Makerspaces 在创客空间中设计观察和评估工具

Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311926

Vishesh Kumar, Rebecca Millerjohn, P. Wardrip

引用次数: 10

Design Making: A study of architectural sites, state transitions, and learning 设计制作:建筑场地，状态转换和学习的研究

Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311905

Bradley Camburn, Amanda Swee, Arlindo Silva, K. Wood

{"title":"Design Making: A study of architectural sites, state transitions, and learning","authors":"Bradley Camburn, Amanda Swee, Arlindo Silva, K. Wood","doi":"10.1145/3311890.3311905","DOIUrl":"https://doi.org/10.1145/3311890.3311905","url":null,"abstract":"The aim of this study is to support the design of academic maker spaces. Observations are made of a make-based introduction to design course for first year university students. Activity state transitions, architectural sites, learning outcomes and their relationships are recorded. A Markov chain, state transition modelling approach is used to capture the sequences of activities undergone by 329 student-designer participants during the prototyping segment of the design course. Several field surveys were conducted along with site analysis to support the study. The first survey identifies key features students look for in the architectural design and affordance of maker spaces. Then key sites used in the course are evaluated for these features. Finally, a pre- and post- survey was implemented to determine correlations between site, activity, and learning outcome. Reported results include: a finite state machine (or probabilistic model of student making activity state transitions); simplified architectural site analyses of key facilities; preferences for site based on activity; and lastly observed correlations between activities, sites and learning outcomes.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124284332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Investigation of Relevance from Curriculum-Aligned Making in the Elementary School Science Classroom 小学科学课堂课程衔接的关联性研究

Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311891

Sharon Lynn Chu Yew Yee, Brittany Garcia, Elizabeth Deuermeyer, S. Deady, Francis K. H. Quek

{"title":"An Investigation of Relevance from Curriculum-Aligned Making in the Elementary School Science Classroom","authors":"Sharon Lynn Chu Yew Yee, Brittany Garcia, Elizabeth Deuermeyer, S. Deady, Francis K. H. Quek","doi":"10.1145/3311890.3311891","DOIUrl":"https://doi.org/10.1145/3311890.3311891","url":null,"abstract":"Little research addresses Making as an approach that may impact the relevance of science to students. This paper investigates whether and how students make connections to their everyday life during curriculum-aligned Making activities. We argue that Making, with its focus on hands-on construction and technology, can act a possible bridge between 'school science', which tends to focus on formal models of science concepts, and 'everyday science', that addresses directly the application of science concepts. We analyzed videos from an ongoing longitudinal Maker program where Making is integrated into third-, fourth-, and fifth-grade classes at public elementary and intermediate schools. Our qualitative analysis revealed eight different ways in which elementary students found relevance in curriculum-aligned science Making activities. The most frequent types of 'relevance' were the use of analogies and the application of everyday knowledge to aspects of the Making activity. In the Making activities, students drew relevance with six aspects of Making. The Making product or physical design triggered relevance connections most often. We conclude that despite its focus on learning objectives of formal science curricula, curriculum-aligned Making allows students to make connections with their everyday life, and may potentially be used as an approach to make school science more personally relevant for students.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121603187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

A Revaluation of How We Think about Making: Examining Assembly Practices and Artifact Imagination in Biomaking 重新评估我们如何思考制造:在生物制造中检验装配实践和人工制品想象

Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311895

Debora Lui, Y. Kafai, Justice T. Walker, Sheri Hanna, Karen Hogan, Orkan Telhan

{"title":"A Revaluation of How We Think about Making: Examining Assembly Practices and Artifact Imagination in Biomaking","authors":"Debora Lui, Y. Kafai, Justice T. Walker, Sheri Hanna, Karen Hogan, Orkan Telhan","doi":"10.1145/3311890.3311895","DOIUrl":"https://doi.org/10.1145/3311890.3311895","url":null,"abstract":"While much research focused on making emphasizes digital and tangible media, few studies have explored making with biology, or biomaking, where people use cells as fabrication units to grow or \"make\" desired materials for designing real world applications. This lack is especially glaring considering how biomaking and related industries are often aligned with a growing push toward sustainable production as a way of addressing the pressing environmental issues of the day. In order address how maker frameworks could be used as a productive way of bringing biomaking into K-12 contexts, we report on the design and implementation of a biomaking workshop where teams of high school students both assembled a physical biosensor and imagined applications for this technology to address real world issues. Using classroom observations, analysis of classroom projects, and focus group interviews, we examined student experiences and perceptions of these activities in order to ask: What the affordances and challenges of biomaking in supporting maker learning, especially with regard to the less common practices of assembly and imagining? In the discussion, we review what we learned about facilitating biomaking in K-12 setting, as well how our analysis led us to a revaluation of the often crucial but neglected role assembly plays in more 'typical' maker activities, and the possibilities for enriching maker activities by including design prototyping and imagination.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125901661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

EmoForm EmoForm

Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311893

Feiran Zhang, P. Markopoulos, T. Bekker, Martine Schüll, M. Paule-Ruíz

引用次数: 1

A Mixed-Methods Approach to Investigating Proportional Reasoning Understanding in Maker-Based Integrative STEAM Projects 基于创客的综合STEAM项目中比例推理理解的混合方法研究

Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311901

J. Torralba

引用次数: 2

Educating Change-Makers: A Framework for Sustainable Making and Activist Engineering 教育变革者:可持续制造和行动主义工程的框架

Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311908

Kelsey Reichenbach, Brandon Reynante

引用次数: 4

What do we Learn by Observing Collaborative Design Among Cross-Domain, Cross-Role Educators? 通过观察跨领域、跨角色教育者之间的协作设计，我们能学到什么?

Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311923

C. Matuk, F. Tam, Jonathan Martinez

引用次数: 0