scholarly journals Play, Design, Create, Fail, Teach, and Repeat: A Design Case Of Designing a Maker Education Course for Preservice Teachers

2021 ◽  
Vol 12 (1) ◽  
pp. 77-100
Author(s):  
Yi Jin
Keyword(s):  
Preservice Teachers ◽  
Formal Education ◽  
Design Thinking ◽  
Learning Experiences ◽  
High Tech ◽  
Land Grant University ◽  
Design Decisions ◽  
Maker Education ◽  
Current Design ◽  
Design Case

This design case shows a course designed for teaching preservice teachers about how to design literacy-infused STEAM learning experiences that involve both making and the use of educational technology at a large Midwestern land-grant university in the U.S. This course emphasizes the high-tech making activities in PK-12 formal education that offers students richer, more engaging, and potentially more meaningful learning experiences. The course expects to equip the preservice teachers with the understanding and skills they need to be ready to transform existing curricula in PK-12 education, incorporate curricula that cultivate creativity, design thinking, and problem-solving, and provide students authentic instructions and the opportunities to be the creators and owners of their learning. The current design case highlights design decisions during the design process.

scholarly journals Drive Student Success: Designing a MakerBus to Bring Standard-Based Making and Technology Activities into K-12 Schools

2020 ◽  
Vol 11 (2) ◽  
pp. 130-141
Author(s):  
Yi Jin ◽  
Leigh Martin ◽  
Stephanee Stephens ◽  
Ann Marie Carrier
Keyword(s):  
Instructional Design ◽  
Student Success ◽  
Rapid Prototyping ◽  
Design Model ◽  
Social Changes ◽  
Design Decisions ◽  
Human Centered Design ◽  
Maker Education ◽  
Design Case ◽  
K 12

Designing a mobile makerspace, the MakerBus, originated from our goal of bringing maker education to all students in K-12, thus empowering students to believe they could create things and make social changes. This design case was guided by human-centered design principles and rapid prototyping instructional design model. In this paper, we elaborated on the process of designing the MakerBus, highlight major design decisions.

scholarly journals Can You DIG it? Designing to Support a Robust Maker Culture in a University Makerspace

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Katie Krummeck ◽  
Rob Rouse
Keyword(s):  
Real World ◽  
Learning Experiences ◽  
Community Design ◽  
Design Decisions ◽  
Student Ownership ◽  
Critical Elements ◽  
Maker Culture ◽  
Student Achievements ◽  
Design Case ◽  
Design Challenges

As makerspaces are increasingly incorporated into mainstream schooling, it has become important to provide educators and administrators with detailed examples of how to support a robust maker culture within those makerspaces so that student participation and learning are maximized. In this design case, we describe our efforts to design for and support a robust maker culture in a university makerspace, the Deason Innovation Gymnasium at Southern Methodist University. Our focus is on designing the space and the learning experiences that happen within the space to promote a maker culture. To do this, we consider three critical elements: (a) encouraging student ownership, (b) fostering a maker mindset, and (c) showcasing student achievements. To illustrate our design decisions and their impact, we present examples of two types of maker-based learning experiences: (a) real-world design challenges and (b) community design and build challenges. We analyze how each type of challenge supported students participating in a maker culture. We conclude with a discussion of the implications of this design case for individuals interested in supporting a robust maker culture in their own makerspaces.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

Making for learning: how graduate students discuss and design for maker-focused pedagogy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Megan Humburg ◽  
Verily Tan ◽  
Adam V. Maltese ◽  
Amber Simpson ◽  
Joshua A. Danish
Keyword(s):  
Graduate Students ◽  
Formal Education ◽  
Lesson Plans ◽  
Future Research ◽  
Practical Implementation ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Maker Education ◽  
Support Students ◽  
Education Courses

Purpose This study aims to understand how graduate students in a maker education course discuss beliefs about making and implement these beliefs as pedagogy in their curricular designs. Design/methodology/approach Interview transcripts from seven students were analyzed thematically for conceptions of making and learning. Lesson plans were also coded for elements of making, and the authors compared students’ articulated ideas about making with the practical implementation of making in their designs. Findings Students reflected on the nature of making and the possible benefits and tensions surrounding the use of making for learning. Multiple students discussed benefits for their future learning and careers. Comparisons between interview and lesson plans highlight both successful alignments and key gaps in the application of making principles, including struggles that students encountered when translating their beliefs about making into real-world pedagogy. Research limitations/implications Given the limited sample size, future research should explore the extent to which educators in other contexts encounter similar or different obstacles in their development of maker-focused pedagogies. Practical implications Findings can be used to inform future maker education courses to better support students in successfully translating core principles of making from general beliefs into effective and practical pedagogical strategies. Originality/value Despite widespread interest in combining making with educational spaces, much remains to be understood about the strategies that educators use to integrate elements of making into their pedagogy. This study contributes discussions of the benefits and tensions that maker educators may encounter when blending tenets of making with the needs of formal education.

Aquatic Stewardship Education in Theory and Practice

2007 ◽  
Keyword(s):  
Preservice Teachers ◽  
Education Reform ◽  
Citizen Science ◽  
Formal Education ◽  
Science Inquiry ◽  
Field Investigation ◽  
Subject Area ◽  
Community Sustainability ◽  
Science Tests ◽  
K 12

<i>Abstract</i>.—Washington State has used education reform best practices to redesign stewardship education. The directors of state natural resource agencies, education associations, businesses, and nonprofits who created the Pacific Education Institute (PEI) provide the leadership. PEI represents a systematic effort to work in the formal education sector using environmental education (EE) standards that align with subject area standards and provide a framework for integrated learning. PEI undertakes education research based on those EE standards to understand student achievement and its relationship to environment- based experiential education. PEI has refined the description of science inquiry to include three types of field investigation with rigorous protocols that will be included in the state’s science tests beginning in 2007. Finally, PEI has fostered a citizen science initiative with NatureMapping to connect the research undertaken by students through field investigation to questions asked by scientists. In partnership, the Washington Department of Fish and Wildlife expects citizen science to contribute to the statewide biodiversity index now being designed. Integral to delivering these opportunities to K– 12 is the university teacher preparation faculty and their work to prepare preservice teachers with these opportunities. The result is school districts now foster stewardship education, contributing to community sustainability.

The Impact on Literacy Instruction Using a Technology Platform

2022 ◽  
pp. 158-178
Author(s):  
Rene Lynn Sawatsky
Keyword(s):  
Preservice Teachers ◽  
Learning Strategies ◽  
Learning Technologies ◽  
High Tech ◽  
Teacher Education Programs ◽  
Technology Platform ◽  
Literacy Strategies ◽  
The Many ◽  
Strategies Instruction ◽  
The Impact

Preservice teachers live in a unique world today with the blending of traditional instructional materials for literacy and a variety of high-tech learning technologies present in every 21st century classroom. In the current landscape, teachers are required to learn a variety of technology programs, to know their benefits, and to seamlessly implement them alongside the many pedagogies for maintaining a classroom. This includes teaching a variety of learning strategies and balancing blended online vs. in-person classrooms. This heavy responsibility is compounded by the problem facing many literacy educators today (i.e., how best to instruct within a technology platform and continue to motivate learners to read and to monitor their own use of literacy strategies for comprehension). This chapter outlines a study and subsequent findings of the impact of computer technology for reading strategies instruction with pre-adolescents and its impact for preservice teacher education programs.

Design-Led Strategy: How To Bring Design Thinking Into The Art of Strategic Management

2020 ◽  
Vol 62 (2) ◽  
pp. 30-52 ◽  
Author(s):  
Eric Knight ◽  
Jarryd Daymond ◽  
Sotirios Paroutis
Keyword(s):  
Strategic Planning ◽  
Strategic Management ◽  
Design Thinking ◽  
Organizational Practice ◽  
Customer Data ◽  
Corporate Managers ◽  
Practice Perspective ◽  
Current Design ◽  
Strategy As Practice ◽  
Insight Into

Design thinking has emerged as an important way for designers to draw on rich customer insights to enhance their products and services. However, design thinking is now also beginning to influence how corporate managers bring customer data into their day-to-day strategic planning. We call this integration of design thinking into the practice of strategic management “Design-Led Strategy” and show how it complements but extends current design-thinking perspectives. Adopting a strategy-as-practice perspective, this article identifies four archetypal practices that managers can use to strategize with design-thinking content. Its findings provide insight into the practices associated with situating design thinking within organizational practice.

Adult Learners’ Informal Learning Experiences in Formal Education Setting

2014 ◽  
Vol 21 (3) ◽  
pp. 181-192 ◽  
Author(s):  
Jeltsen Peeters ◽  
Free De Backer ◽  
Tine Buffel ◽  
Ankelien Kindekens ◽  
Katrien Struyven ◽  
...  
Keyword(s):  
Adult Learners ◽  
Informal Learning ◽  
Formal Education ◽  
Learning Experiences
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