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Proceedings of FabLearn 2019最新文献

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Exploring modalities of reflection using social online portfolios for maker-oriented project-based learning 探索利用社交网络投资组合进行以创客为导向的基于项目的学习的反思模式
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311919
Monica Chan, N. Holbert
{"title":"Exploring modalities of reflection using social online portfolios for maker-oriented project-based learning","authors":"Monica Chan, N. Holbert","doi":"10.1145/3311890.3311919","DOIUrl":"https://doi.org/10.1145/3311890.3311919","url":null,"abstract":"This short paper presents an ongoing research project that examines how elementary school-aged students in a maker-oriented, project-based learning environment document their work using a social, mobile online portfolio tool. For this research study, we are interested in how students choose to use certain features of the online portfolio tool to present, explain and reflect on their work. We are also interested in finding out how students present their reflections to do with learning concepts or about their personal emotions in their posts in the portfolio tool. Preliminary results from this qualitative study have demonstrated that students primarily use either video/audio recording or text-based captions or labels to describe and explain their work, and the older elementary school students are more likely to spontaneously reflect on conceptual understanding or emotional feelings related to their projects.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"122 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":"126908093","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
Remixing Wakanda: Envisioning Critical Afrofuturist Design Pedagogies 重新混合瓦坎达:设想关键的非洲未来主义设计教学法
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311915
M. Dando, N. Holbert, Isabel Correa
{"title":"Remixing Wakanda: Envisioning Critical Afrofuturist Design Pedagogies","authors":"M. Dando, N. Holbert, Isabel Correa","doi":"10.1145/3311890.3311915","DOIUrl":"https://doi.org/10.1145/3311890.3311915","url":null,"abstract":"While maker education offers a method for increasing interest in STEM domains among youth, underrepresented communities possess a rich cultural history of making and STEM practices too often ignored by popular articulations of making. In this paper we describe the 8-week ReMixing Wakanda Project, which brings together youth of color, artists, designers, educators, and researchers to construct a new vision for a culturally relevant and sustaining STEAM-centered learning and making framework situated in an Afrofuturist design aesthetic. Here we highlight how the design of the physical space, discussions with guest artists, and a collective art construction supported participants as they explored the past to confront the present and imagine futures for and by and about themselves.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"29 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":"126108639","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: 15
Proceedings of FabLearn 2019 FabLearn 2019会议录
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890
{"title":"Proceedings of FabLearn 2019","authors":"","doi":"10.1145/3311890","DOIUrl":"https://doi.org/10.1145/3311890","url":null,"abstract":"","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"34 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":"126483548","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
Designerly Ways of Learning: FabLearn 2019 Eighth Annual Conference, March 9-10, 2019 设计师式学习方式:FabLearn 2019第八届年会，2019年3月9日至10日
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311897
J. Donaldson, Amanda Barany
{"title":"Designerly Ways of Learning: FabLearn 2019 Eighth Annual Conference, March 9-10, 2019","authors":"J. Donaldson, Amanda Barany","doi":"10.1145/3311890.3311897","DOIUrl":"https://doi.org/10.1145/3311890.3311897","url":null,"abstract":"Some specific values are required to create a standard layout by This design-based research (DBR) study redesigned, implemented, and refined a multimedia development course for post-secondary students in a teacher preparation program. The original course was created to enhance future teachers' skills in curricular design using various digital tools. Redevelopment embodied and emphasized the process of design, and ways to create designs for learning that put digital tools in the hands of learners. A theoretical framework connecting constructionist principles, designerly ways of knowing, situated learning, and identity exploration concepts informed curricular redesign and iterative development. This work synthesizes iterations one and two of a larger design-based research project focused on the development of online and hybrid courses grounded in the principles of constructionist learning and the design thinking process.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"10 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":"130999289","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: 1
"Making" Science Relevant for the 21st Century: Early Lessons from a Research-Practice Partnership “使”科学适应21世纪:研究与实践伙伴关系的早期经验教训
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311910
C. Fancsali, Zitsi Mirakhur, Sarah Klevan, Edgar Rivera-Cash
{"title":"\"Making\" Science Relevant for the 21st Century: Early Lessons from a Research-Practice Partnership","authors":"C. Fancsali, Zitsi Mirakhur, Sarah Klevan, Edgar Rivera-Cash","doi":"10.1145/3311890.3311910","DOIUrl":"https://doi.org/10.1145/3311890.3311910","url":null,"abstract":"The Maker Partnership Program (MPP) is an NSF-supported project that addresses the critical need for models of professional development (PD) and support that help elementary-level science teachers integrate computer science and computational thinking (CS and CT1) into their classroom practices. The MPP aims to foster integration of these disciplines through maker pedagogy and curriculum. The MPP was designed as a research-practice partnership that allows researchers and practitioners to collaborate and iteratively design, implement and test the PD and curriculum. This paper describes the key elements of the MPP and early findings from surveys of teachers and students participating in the program. Our research focuses on learning how to develop teachers' capacity to integrate CS and CT into elementary-level science instruction; understanding whether and how this integrated instruction promotes deeper student learning of science, CS and CT, as well as interest and engagement in these subjects; and exploring how the model may need to be adapted to fit local contexts. Participating teachers reported gaining knowledge and confidence for implementing the maker curriculum through the PDs. They anticipated that the greatest implementation challenges would be lack of preparation time, inaccessible computer hardware, lack of administrative support, and a lack of CS knowledge. Student survey results show that most participants were interested in CS and science at the beginning of the program. Student responses to questions about their disposition toward collaboration and persistence suggest some room for growth. Student responses to questions about who does CS are consistent with prevalent gender stereotypes (e.g., boys are naturally better than girls at computer programming), particularly among boys.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"4 4 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":"132466450","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: 5
Sorry, I Was in Teacher Mode Today: Pivotal Tensions and Contradictory Discourses in Real-World Implementations of School Makerspaces 对不起，我今天处于教师模式:学校创客空间在现实世界中的关键张力和矛盾话语
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311903
Fabio Campos, T. Soster, Paulo Blikstein
{"title":"Sorry, I Was in Teacher Mode Today: Pivotal Tensions and Contradictory Discourses in Real-World Implementations of School Makerspaces","authors":"Fabio Campos, T. Soster, Paulo Blikstein","doi":"10.1145/3311890.3311903","DOIUrl":"https://doi.org/10.1145/3311890.3311903","url":null,"abstract":"This paper examines tensions present in school-based makerspaces. We argue that, as maker education grows, particular attention needs to be paid to social interactions and discourses, in addition to space design, equipment, and curricula. We report the results of observations and interviews conducted in a recently adopted maker program in California, USA. Our analysis focused on behavioral and organizational aspects of the program, composed by credentialed and non-credentialed educators. Considering that discourses can shape practices, we also examined the vocabulary employed by the educators involved in maker programs, revealing tacit and manifest conflicts in the studied schools. We summarized our findings by describing the major tensions that may arise when maker education programs are adopted within a typical K-12 school environment. We conclude with recommendations for designing and implementing school-based maker programs, focusing on tensions that should be identified and leveraged as generative themes to foster culturally situated debates among practitioners.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"25 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":"115035601","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: 15
Developing new approaches to equitable education for a growing diversity of students at the university 为大学里日益多样化的学生开发公平教育的新方法
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311913
C. Lorenzo, Epifanio Lorenzo
{"title":"Developing new approaches to equitable education for a growing diversity of students at the university","authors":"C. Lorenzo, Epifanio Lorenzo","doi":"10.1145/3311890.3311913","DOIUrl":"https://doi.org/10.1145/3311890.3311913","url":null,"abstract":"Promoting equitable education among diversity groups of university students is the main goal of a program designed by Fab Lab Madrid CEU, the digital fabrication laboratory based at CEU University, through new learning approaches and open access to digital fabrication facilities. The present paper describes a case study in which architectural students that come to the university classroom with a different background and cultural context, at risk of poverty and social exclusion, engage in on-site and remote access to digital fabrication technologies through a platform designed for the Horizon 2020 European Union Project NEWTON (Networked Labs for Training Science and Technologies). The platform is an innovative tool that provides technology-enhanced learning to improve learner quality experiences for all.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"27 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":"122452052","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
How Science Fiction Worldbuilding Supports Students' Scientific Explanation 科幻世界建构如何支持学生的科学解释
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311925
C. Matuk, Talia A. Hurwich, Anna Amato
{"title":"How Science Fiction Worldbuilding Supports Students' Scientific Explanation","authors":"C. Matuk, Talia A. Hurwich, Anna Amato","doi":"10.1145/3311890.3311925","DOIUrl":"https://doi.org/10.1145/3311890.3311925","url":null,"abstract":"Creating science fiction can engage both imagination and scientific reasoning. We offer examples of middle school students building science fiction explanations to justify their decisions during a week-long role-playing game (RPG) design workshop. Findings show how worldbuilding---that is, defining the game's setting, history, and characters---supported students in formulating relevant science questions, integrating various science ideas into complex mechanistic explanations, and articulating and critiquing ideas. They also show the challenges students faced in balancing fiction and science to create credible game worlds; and how differences in participation affected collaborators' ultimate abilities to explain. We conclude that RPG design has many affordances as a science learning environment, but also particular caveats for formal educators to bear in mind.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"34 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":"116313275","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: 6
What are the learning and assessment objectives in educational Fab Labs and Makerspaces? 在教育性的创新实验室和创客空间中，学习和评估的目标是什么?
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311896
Yoav Bergner, Samuel Abramovich, M. Worsley, Ofer Chen
{"title":"What are the learning and assessment objectives in educational Fab Labs and Makerspaces?","authors":"Yoav Bergner, Samuel Abramovich, M. Worsley, Ofer Chen","doi":"10.1145/3311890.3311896","DOIUrl":"https://doi.org/10.1145/3311890.3311896","url":null,"abstract":"We report on the analysis of responses about the benefits of educational Fab Labs and Makerspaces (FLMs) and about claims of student growth and learning in these spaces. We review related literature on assessment in FLMs and on efforts to develop frameworks. Methods of the the current study include the design of the FabLearn workshop, where responses were elicited from practitioners, and mixed-methods analyses of those responses. Results, in the form of the coding guides, are presented, followed by a discussion of the construct categories, alignment between benefits and claims codes, and consequences for coherent assessment in FLMs.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"31 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":"134078542","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: 8
Inclusive AI literacy for kids around the world 为世界各地的孩子提供包容性的人工智能素养
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311904
Stefania Druga, Sarah T. Vu, Eesh Likhith, Tammy Qiu
{"title":"Inclusive AI literacy for kids around the world","authors":"Stefania Druga, Sarah T. Vu, Eesh Likhith, Tammy Qiu","doi":"10.1145/3311890.3311904","DOIUrl":"https://doi.org/10.1145/3311890.3311904","url":null,"abstract":"We observed how 102 children (7-12 years old), from four different countries (U.S.A, Germany, Denmark, and Sweden), imagine smart devices and toys of the future and how they perceive current AI technologies. Children outside of U.S.A were overall more critical of these technologies and less exposed to them. The way children collaborated and communicated while describing their AI perception and expectations were influenced both by their social-economical and cultural background. Children in low and medium SES schools and centers were better are collaborating compared to high SES children, but had a harder time advancing because they had less experience with coding and interacting with these technologies. Children in high SES schools and centers had troubles collaborating initially but displayed a stronger understanding of AI concepts. Based on our initial findings we propose a series of guidelines for designing future hands-on learning activities with smart toys and AI devices for K8 students.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"256 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":"134372078","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: 102
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