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Proceedings of FabLearn 2019最新文献

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Proximal and Distal Mentors: Sustaining Making-Expertise in Rural Schools 近端导师与远端导师:农村学校持续制造专业知识
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311894
Alexander Berman, Sharon Lynn Chu Yew Yee, Francis K. H. Quek, Osazuwa Okundaye, Leming Yang, Elizabeth Deuermeyer, Enrique Berrios, S. Deady, Jessica Doss
{"title":"Proximal and Distal Mentors: Sustaining Making-Expertise in Rural Schools","authors":"Alexander Berman, Sharon Lynn Chu Yew Yee, Francis K. H. Quek, Osazuwa Okundaye, Leming Yang, Elizabeth Deuermeyer, Enrique Berrios, S. Deady, Jessica Doss","doi":"10.1145/3311890.3311894","DOIUrl":"https://doi.org/10.1145/3311890.3311894","url":null,"abstract":"With the increasing interest of integrating Making into formal settings, like public school classrooms, questions have emerged on how to sustain Making as a practice in these environments. Mentors, who can guide students' development of Making knowledge and skills, are needed in these classrooms to facilitate Making activities. In rural areas, the need for experienced mentors is often exacerbated by distance of experienced Maker-mentors from the classroom. In this research we studied how distance mentoring can help a group of high-school students in a rural school to Make and manufacture learning materials for an elementary school in their community. Grounded in literature from Lave and Wenger's communities of practice and Vygotsky's zone of proximal development, the work presented in this paper investigates how mentorship develops in this classroom, becoming less dependent on researchers for guidance and thus becoming more self-sustaining. We discuss how distance-mentors can better train and sustain expertise in Making classrooms, and how our approach may support this mentorship process by aiming mentors and mentees towards a communal goal.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"1 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":"133502090","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
Recognizing Possibilities of Computational Thinking When Teaching First-degree Equations: A Classroom Case 在一次方程教学中认识计算思维的可能性:一个课堂案例
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311898
Luciana Leal da Silva Barbosa, Marcus Vinicius Maltempi
{"title":"Recognizing Possibilities of Computational Thinking When Teaching First-degree Equations: A Classroom Case","authors":"Luciana Leal da Silva Barbosa, Marcus Vinicius Maltempi","doi":"10.1145/3311890.3311898","DOIUrl":"https://doi.org/10.1145/3311890.3311898","url":null,"abstract":"This work aims to present a hands-on activity for the first degree equations. The activity was applied to a reinforcement class of the K-8, in a public school in Birigui, São Paulo, Brazil. The activity used the Balance of Equations game, built on the Scratch programming environment with the objective of teaching the initial ideas of first degree equations to a class with a learning gap in this discipline. The planning of the activity was divided into three moments, with the intention of starting from an analogy to the principle of equivalence of an equation, reaching the algebraic transcription of an equation through activities of manipulation of the game code. Seven concepts related to computational thinking with strong potential to be worked during the activity were identified. In this way, besides the presentation of the classroom case, this article identifies these seven concepts, analyzing how they could be developed during the application of the activity, seeking to answer the following question: How can computational thinking skills be explored through hands-on activity for the teaching of equations?","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":"130602976","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
Positionality and Belonging: Analyzing an Informally Situated and Culturally Responsive Computer Science Program 定位和归属:分析一个非正式的位置和文化响应的计算机科学程序
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311909
Diane Codding, C. Mouza, Rosalie Rolón-Dow, L. Pollock
{"title":"Positionality and Belonging: Analyzing an Informally Situated and Culturally Responsive Computer Science Program","authors":"Diane Codding, C. Mouza, Rosalie Rolón-Dow, L. Pollock","doi":"10.1145/3311890.3311909","DOIUrl":"https://doi.org/10.1145/3311890.3311909","url":null,"abstract":"In recent years, there has been increased attention on promoting access to computer science among all students. Our study seeks to address the underrepresentation of racially minoritized youth in computer science by offering a culturally responsive after-school coding club at a local public library that serves a racially and socioeconomically diverse community. We analyzed facilitator interviews and student focus groups using qualitative data analysis with a focus on facilitator positionality and culturally responsive frameworks. Findings suggest facilitator positionality helped establish affirming, near-peer relationships with participants and situated facilitators as advocates for expanding and diversifying computer science. Additionally, the culturally responsive frameworks helped students to feel a sense of belonging in both the informal learning environment and in the field of computer science.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"75 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":"126037035","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: 12
Active Learning: The Impacts of the Implementation of Maker Education at Sesc High School in Rio de Janeiro 主动学习:创客教育在里约热内卢Sesc高中实施的影响
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311899
C. Pimentel, Paulo Ceotto, Isaac D'Césares, Felipe Laranja
{"title":"Active Learning: The Impacts of the Implementation of Maker Education at Sesc High School in Rio de Janeiro","authors":"C. Pimentel, Paulo Ceotto, Isaac D'Césares, Felipe Laranja","doi":"10.1145/3311890.3311899","DOIUrl":"https://doi.org/10.1145/3311890.3311899","url":null,"abstract":"This work presents the implementation of a series of activities designed to promote Maker Education at Sesc High School, a boarding school in Rio de Janeiro that provides a free, high quality international education to around 500 youngsters from every Brazilian state. A training course in Digital Fabrication was offered to the students with the explicit intention of generating an academic movement towards more meaningful ways of providing education by means of Problem-Based Learning methodologies. In this context, a case study was conducted with these high school students to evaluate the proposed approach. Within the study, it was observed that the students took the lead role in their own process of learning and attained significant results in the projects they developed.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"1 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":"130932934","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
Design Thinking with Children: The Role of Empathy, Creativity and Self-Efficacy 儿童设计思维:共情、创造力和自我效能的作用
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311912
C. Voigt, E. Unterfrauner, Tamer Aslan, Margit Hofer
{"title":"Design Thinking with Children: The Role of Empathy, Creativity and Self-Efficacy","authors":"C. Voigt, E. Unterfrauner, Tamer Aslan, Margit Hofer","doi":"10.1145/3311890.3311912","DOIUrl":"https://doi.org/10.1145/3311890.3311912","url":null,"abstract":"One of the main challenges in designing learning activities at the intersection of digital fabrication and solving complex problems is creating a motivating context to keep up children's engagement with the problem and going through the iterations of design thinking. Based on a four day out-of-school learning workshop with 18 children, we reflected upon ways to boost children's agency. The main question of our research relates to the interdependencies of workshop design and children's ability to steer the co-design of activities and outcomes. We present first evidence gained during the workshop series and suggest a framework for scenario-based, digital fabrication workshops.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"81 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":"130940832","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: 12
Systematic Approach to Develop Sustainable Makerspaces in Resource-Constrained Schools 资源受限学校中可持续创客空间的系统开发方法
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311917
Rahul Singh, Y. Kim
{"title":"Systematic Approach to Develop Sustainable Makerspaces in Resource-Constrained Schools","authors":"Rahul Singh, Y. Kim","doi":"10.1145/3311890.3311917","DOIUrl":"https://doi.org/10.1145/3311890.3311917","url":null,"abstract":"Maker education is bringing hands-on learning to students worldwide, but is largely limited to well-resourced schools. There is a presumption among educators that conducting effective maker learning necessitates the use of expensive equipment, thereby limiting the reach of maker learning and leading it to become inequitable. This research challenges that assumption by conducting design-based research to understand the development of makerspaces and maker mindsets in resource-constrained schools. We investigate systematic factors at play by iteratively developing a model for three interconnected elements of makerspaces: space, activities and materials, and community building strategies. This paper presents preliminary findings from the implementation of the first phase of this model in resource-constrained schools in India.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"14 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":"124565280","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
Making with Micro:bit: Teachers and Students Learning 21st Century Competences through the Innovation Process 用Micro:bit制作:师生在创新过程中学习21世纪的能力
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311906
T. Korhonen, Laura Salo, Kati Sormunen
{"title":"Making with Micro:bit: Teachers and Students Learning 21st Century Competences through the Innovation Process","authors":"T. Korhonen, Laura Salo, Kati Sormunen","doi":"10.1145/3311890.3311906","DOIUrl":"https://doi.org/10.1145/3311890.3311906","url":null,"abstract":"Innokas Network works with schools and other stakeholders to develop 21st Century Competences in education. In this work we present a maker pilot study in which Innokas Network introduced Finnish teachers to the Innovation Process and the Micro:bit programmable device for supporting students' 21st Century Competences. We show preliminary results of the study and discuss the relevance of maker projects and the Innovation Process for learning 21st Century Competences in the Finnish educational context. 100 participating Finnish teachers received in-service training in Micro:bit technology and learned to apply the technology within the Innovation Process. After the training, the teachers used the technology in class projects. They reported on their projects using blog narratives and research questionnaires. In addition, 850 participating students answered a questionnaire on their experiences. The results of an initial analysis point to a positive view of the maker-related Innovation Process and Micro:bit technology as a way for both teachers and students to learn 21st Century Competences.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"17 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":"134588503","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
Maker Education and the Fab Lab Livre SP: Experiences in social and environmental challenges 创客教育和Fab Lab Livre SP:应对社会和环境挑战的经验
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311920
Éliton Meireles de Moura, B. Bueno
{"title":"Maker Education and the Fab Lab Livre SP: Experiences in social and environmental challenges","authors":"Éliton Meireles de Moura, B. Bueno","doi":"10.1145/3311890.3311920","DOIUrl":"https://doi.org/10.1145/3311890.3311920","url":null,"abstract":"This paper presents some maker's projects developed by teachers of public educational institutions that took place in a public network of maker spaces in Sao Paulo, the program Fab Lab Livre SP. The common thread uniting these projects is the effort to use the makerspaces as sites in which students do not only learn how to make, but also take advantage of the making activities to reflect on social and environmental issues.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"14 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":"132869103","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 connections work: An initial analysis of the identity claims of parents and children in a hands-on making workshop 建立联系:在一个动手制作工作坊中对父母和孩子的身份主张的初步分析
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311924
K. Sheridan, H. Daley, Christie C. Byers, Xiaorang Zhang
{"title":"Making connections work: An initial analysis of the identity claims of parents and children in a hands-on making workshop","authors":"K. Sheridan, H. Daley, Christie C. Byers, Xiaorang Zhang","doi":"10.1145/3311890.3311924","DOIUrl":"https://doi.org/10.1145/3311890.3311924","url":null,"abstract":"Parents and children enter learning experiences with individual and social histories that shape engagement. Educational making environments that are attentive to these histories can support more equitable and inclusive participation. In this design-based implementation research study of family making, we discuss our preliminary analysis of the identity work parents and children engage in during hands-on making workshops. In particular, we focus on expressions and re-evaluations of identities, interests, assets and connections.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"55 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":"124515379","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
Designing for and Facilitating Meaningful Making with Refugee Children 为难民儿童设计并促进有意义的制作
Proceedings of FabLearn 2019 Pub Date : 2019-03-09 DOI: 10.1145/3311890.3311902
S. P. Lee, M. Worsley
{"title":"Designing for and Facilitating Meaningful Making with Refugee Children","authors":"S. P. Lee, M. Worsley","doi":"10.1145/3311890.3311902","DOIUrl":"https://doi.org/10.1145/3311890.3311902","url":null,"abstract":"The current political climate has seen the influx of refugees in many economically developed countries. Many of these children face challenges finding meaningful and enriching learning opportunities that foster authentic collaboration and engagement of their home cultures. One way that we aim to tackle this reality is through making. Accordingly, in this paper, we present observations from a workshop that implemented maker culture activities within a summer youth program for 16 refugees (5-17 years old).We examine the process of designing and implementing making sessions in collaboration with facilitators and children, as well as the facilitative moves that emerged throughout the program. We observe unique opportunities and points of discussion for 1) cultural bridging, 2) authentic language acquisition, and 3) meaningful making. Based on our findings, we discuss the lessons learned around embedding making in existing community spaces, the role of facilitation, and finally, the cultural contexts of making.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"9 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":"125356660","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: 7
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