在创客空间中开发和使用观察与评估工具的设计矛盾

Vishesh Kumar, Peter Wardrip, Rebecca Millerjohn
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引用次数: 0

摘要

创客空间,尤其是以各种形式涌现的创客空间,支持各种各样的学习成果。在试图理解和描述这些学习目标方面,已经开展了大量工作。然而,对于从业者和教育者来说,在没有大量录像和记录的情况下,评估创客空间(和类似环境)活动和编程中的学习效果还缺乏支持。在本文中,我们介绍了我们在将 Tinkering 工作室的 "学习维度框架"(LDF)改编成可供创客空间主持人使用的工具方面的设计迭代。这些工具旨在支持记录观察结果,为他们组织的活动设计提供参考。将活动理论视角(科尔和恩格斯特罗姆,载于《剑桥社会文化心理学手册》。剑桥大学出版社,剑桥,2007 年)与塔塔尔(2007 年)的 "设计张力"(Design Tensions)框架相结合,我们强调了在创建和实施此类评估系统时需要考虑的关键类别,即工具、术语和实践。这些相互关联的类别凸显了以下紧张关系,拓展了我们对创客空间评估实践的考虑:支持实时、翔实的观察,提高了所收集数据的粒度,但也对促进者的注意力造成了成本;在不同促进者之间使用共同的评估框架,需要开发和建立共享的词汇和理解;工具驱动的评估需要反复调整,以适应不同促进者的实践。此外,这项分析还揭示了促进者自身在这样一个共同设计过程中的学习情况,即创建和实施工具,通过个人和共同价值观的视角来理解、认识和评估学习经验,从而实现富有成效的学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Design tensions in developing and using observation and assessment tools in makerspaces

Design tensions in developing and using observation and assessment tools in makerspaces

Makerspaces, especially in their diverse proliferating forms, support a broad variety of learning outcomes. There is rich work in attempting to understand and describe these learning goals. Yet, there is a lack of support for practitioners and educators to assess the learning in events and programming at makerspaces (and similar environments) without extensive videorecording and documentation. In this paper, we present our design iterations at adapting the Tinkering Studio’s Learning Dimensions Framework (LDF) into tools usable by makerspace facilitators. These tools are intended to support recording observations, to inform the design of events they organize. Coupling an activity theory perspective (Cole and Engeström in The Cambridge handbook of sociocultural psychology. Cambridge University Press, Cambridge, 2007) with Tatar’s (2007) Design Tensions framework, we highlight key categories of considerations that emerge in creating and implementing such an assessment system, namely, tools, terminology, and practice. These interlinked categories foreground the following tensions which expand our considerations for the practice of assessment in makerspaces: supporting real-time, informative observation increases granularity of data collected, but also imposes a cost on facilitator attention; using a common assessment framework across different facilitators requires developing and establishing shared vocabulary and understanding; and tool-driven assessments need repeated adaptation and responsiveness to different facilitator practices. Additionally, this analysis also surfaces the learning for facilitators themselves in such a co-design process of creating and implementing tools to understand, recognize and assess learning experiences through the lenses of personal and shared values around productive learning.

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