The Maker Movement in Education

2014 ◽  
Vol 84 (4) ◽  
pp. 495-504 ◽  
Author(s):  
Erica Rosenfeld Halverson ◽  
Kimberly Sheridan
Keyword(s):  
Informal Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Maker Movement ◽  
Related Research ◽  
The Maker Movement

In this essay, Erica Halverson and Kimberly Sheridan provide the context for research on the maker movement as they consider the emerging role of making in education. The authors describe the theoretical roots of the movement and draw connections to related research on formal and informal education. They present points of tension between making and formal education practices as they come into contact with one another, exploring whether the newness attributed to the maker movement is really all that new and reflecting on its potential pedagogical impacts on teaching and learning.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals INFORMAL EDUCATION AS A PROJECTED IMPROVEMENT OF THE PROFESSIONAL SKILLS OF EMPLOYEES OF ORGANIZATIONS

2016 ◽  
Vol 4 (3) ◽  
pp. 281
Author(s):  
Warul Walidin
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Informal Education ◽  
Formal Education ◽  
Cultural Development ◽  
Individual Personality ◽  
Personal Skills ◽  
Personality Features ◽  
Two Sides

Technologies of vocational training play an important role in the concept of informal education and they can be implemented as in higher education, and organizational learning. In the modern understanding of education the two sides are emphasized - the communion of each person to the society and the development of individual personality features. If formal education is moving towards these goals systematically and purposefully at certain training sessions, the place and time of informal education is in no way limited. Informal education can be characterized not only by independent, human progress in cultural development, but also directed and projected improvement of professional and personal skills of employees of organizations. The purpose of this papers to examine informal education not only as an independent, but also as a guide and the projected improvement of the professional and personal skills of employees of organizations. The leading approaches to the study of this problem are social-pedagogical and managerial approaches to substantiate the essence of the process and the role of leaders of organizations trained in the management of such education.

scholarly journals RADIO EDUKASI SEBAGAI SALAH SATU SUMBER BELAJAR DALAM KEGIATAN PEMBELAJARAN

2014 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
NFN Innayah
Keyword(s):  
Local Governments ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Learning Material ◽  
Analysis Method ◽  
Learning Resource ◽  
Radio Stations ◽  
Work Program

The purpose of this study is to find out: (1) How is the role of RE as educational radio? (2) What criteria that made RE as a learning resource? (3) What kind of broadcast content of RE that being as a learning resource? This study used literature analysis method, the analysis of the work program, and an analysis of the observations. Results of the study showed that: RE has done in cooperation dealing with educational broadcasts with the office of education, MGMP, schools, and local governments. Through the partnership, RE is partnering with 53 educational broadcast radio stations that existed in Indonesia. RE is a learning resource for learning material that broadcast: (1) is designed according to the needs of the target audience, namely learners, teachers and education experts community, (2) provides learning experiences directly and concretely to the learners, (3) provides information that is accurate and up-to-date, (4) help solve the problems of education, (5) provides a variety of information that is broadcast around the world of education. As one source of learning, broadcast content of RE is developed for formal, non-formal, and informal education. Broadcast content to formal education comprises Education Supporting Media Audio program (MAPP), non-formal education consists of a fairy tale (Dongeng Nusantara), the story of the archipelago (Lintas Nusa), Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi, RE JJS, Bimbel, Porsi, Kata Mutiara, and Ensipop. For informal education consisted of Edu Public and Pojok Santai AbstrakTujuan kajian ini adalah untuk mengetahui (1) bagaimana peran Radio Edukasi (RE) sebagai radio pendidikan, (2) kriteria apakah yang menjadikan RE sebagai sumber belajar, dan (3) konten siaran apakah yang menjadi sumber belajar. Kajian ini menggunakan motode analisis literatur, analisis program kerja, dan analisis hasil pengamatan. Hasil kajian menunjukkan bahwa RE telah bekerjasama di bidang siaran pendidikan dengan dinas pendidikan, Musyawarah Guru Mata Pelajaran (MGMP), sekolah, dan pemerintah daerah. Kerjasama kemitraan di bidang siaran pendidikan juga telah dikembangkan oleh RE dengan 53 stasiun radio yang ada di Indonesia. RE merupakan salah satu sumber belajar karena substansi yang disiarkan adalah materi pembelajaran yang (1) dirancang sesuai kebutuhan pendengar (peserta didik, guru, dan masyarakat pemerhati pendidikan), (2) memberikan pengalaman belajar secara langsung dan konkret kepada peserta didik, (3) memberikan informasi akurat dan terbaru, (4) membantu memecahkan masalah pendidikan, dan (5) memberikan berbagai informasi yang disiarkan seputar dunia pendidikan. Sebagai salah satu sumber belajar, konten siaran RE dikembangkan untuk pendidikan formal, nonformal, dan informal. Konten siaran untuk (1) pendidikan formal terdiri atas program Media Audio Penunjang Pendidikan (MAPP), (2) pendidikan nonformal terdiri atas Dongeng Nusantara, Kisah Tokoh, Risalah Nabi dan Sahabat, RE Musisi RE, JJS RE, Bimbel Porsi, Lintasnusa, Kata Mutiara dan Ensipop, dan (3) pendidikan informal terdiri atas Edu Publik dan Pojok Santai

STUDENTS’ INFORMAL HYPOTHESIS TESTING IN A PROBABILITY CONTEXT WITH CONCRETE RANDOM GENERATORS

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
PER NILSSON
Keyword(s):  
Hypothesis Testing ◽  
Teaching And Learning ◽  
Formal Education ◽  
Statistics Education ◽  
Probability Distributions ◽  
Teaching Experiment ◽  
Small Scale ◽  
Uniform Probability ◽  
Data Production

This study examines informal hypothesis testing in the context of drawing inferences of underlying probability distributions. Through a small-scale teaching experiment of three lessons, the study explores how fifth-grade students distinguish a non-uniform probability distribution from uniform probability distributions in a data-rich learning environment, and what role processes of data production play in their investigations. The study outlines aspects of students’ informal understanding of hypothesis testing. It shows how students with no formal education can follow the logic that a small difference in samples can be the effect of randomness, while a large difference implies a real difference in the underlying process. The students distinguish the mode and the size of differences in frequencies as signals in data and used these signals to give data-based reasons in processes of informal hypothesis testing. The study also highlights the role of data production and points to a need for further research on the role of data production in an informal approach to the teaching and learning of statistical inference. First published December 2020 at Statistics Education Research Journal: Archives

The Role of Digital Fabrication in Today's Society

2020 ◽  
pp. 377-391
Author(s):  
Tandra Lea Tyler-Wood
Keyword(s):  
Three Dimensional ◽  
Digital Fabrication ◽  
Physical Object ◽  
Digital Design ◽  
Maker Movement ◽  
21St Century Classroom ◽  
K 12 ◽  
Computational Technology ◽  
The Maker Movement

Digital fabrication and the “maker movement” can play a major role in bringing computational technology into the 21st century classroom. Digital fabrication is defined as the process of translating a digital design developed on a computer into a physical object or any process for producing/printing a three-dimensional (3D) object. The maker movement is a platform for today's futuristic artisans, craftsmen, designers and developers to create, craft, and develop leading ideas and products. Digital fabrication and “making” could provide a new platform for bringing powerful ideas and meaningful tools to students. Digital fabrication has the potential to be “the ultimate construction kit.” Digital fabrication has strong ties to the maker movement. Maker spaces provide students with safe areas that allow students to safely use digital fabrication to make, build, and share their creations. This chapter will look at the role that digital fabrication can play in incorporating computational technology into the K-12 classroom.

Trends in Human Resource Development in Zimbabwe

2016 ◽  
pp. 228-251
Author(s):  
Stanley Mpofu
Keyword(s):  
Continuing Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Resource Development ◽  
University Education ◽  
Education Programs ◽  
Innovation In Education

The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.

scholarly journals Educação não formal e a cidade: memórias de infância e perspectivas (p. 56-82)

1969 ◽  
Author(s):  
Antonio Carlos Miranda ◽  
Renata Sieiro Fernandes
Keyword(s):  
Public Space ◽  
Informal Education ◽  
Formal Education ◽  
Public Spaces ◽  
Educational Opportunities ◽  
Right To The City ◽  
Childhood Memories ◽  
Adult Men ◽  
The City

Entender a cidade como lugar de educação, de forma institucionalizada ou não, é vê-la como campo de educação informal e não formal. A educação informal se caracteriza por experiências não intencionais, dentro do contexto de vivência individual e social do dia-a-dia e a não formal, por experiências de ensino-aprendizagem, com intencionalidade e planejamento e que, estruturalmente, não tem uma legislação nacional que regule e incida sobre ela. Dentre os usos e ocupações atuais do espaço público por contestação, manifestação, lazer, sob orientações políticas, étnicas, artísticas, ambientais, lúdicas pelo público adulto, têm surgidoexperiências que envolvem as crianças como sujeitos-cidadãos de direito à cidade. A partir de depoimentos ou narrativas de homens e mulheres adultos recolhidos por meio virtual, sobre os usos que fizeram, na infância, da rua e dos espaços públicos da cidade, bem como as expectativas ou perspectivas atuais com relação ao uso do nosso espaço público por crianças, jovens e adultos, busca-se refletir sobre o papel damemória (envolvendo o trabalho com lembranças e esquecimentos) na construção de histórias pessoais e sociais a fim de pensar as possibilidades educativas que acontecem na cidade em diferentes momentos históricos.Palavras-chave: Educação não formal. Memórias. Cidade educativa.Non-formal education and the city: childhood memories and perspectivesAbstractNon-formal education and the city: childhood memories and perspectives Understand the city as a place of education, institutionalized or not, is to see it as a field of non-formal and informal education. Informal education is characterized by unintentional experiences within the context of individual and social experience of the day-to-day. Non-formal education is characterized by experiences of teaching andlearning, with intentionality and planning and, structurally, has no national legislation regulating and focusing on it. Among the uses and current occupations of public space for contestation, manifestation, leisure, under political, ethnic, artistic, environmental, recreational guidelines for adult audiences, there have been experiments involving children as subjects-citizens right to the city. Based on statements or narratives of adult men and women collected by virtual means, on the uses they did in childhood, street and public spaces of the city as well as the current expectations or prospects regarding the use of our public space by children, youth and adults we seek to reflect on the role of memory (involving working with memories and forgetfulness) in the construction of personal and social histories in order to think the educational opportunities happening in the city at different historical moments.Keywords: Non-formal education. Memories. Educational city.La educación no formal y la ciudad: recuerdos y perspectivas de la niñezResumenEntender la ciudad como un lugar de educación, institucionalizada o no, es verlo como un campo de la educación no formal e informal. La educación informal se caracteriza por experiencias no intencionales en el contexto de la experiencia individual y social del día a día y no formal, por las experiencias de enseñanza y aprendizaje, con la intencionalidad y la planificación y, estructuralmente, no tiene legislación nacional para la regulación en centrarse en ella. Entre los usos y ocupaciones actuales de espacio público para la manifestación, reunión, recreación, bajo las directrices de recreo políticas, étnicas, artísticas, ambientales, para un público adulto, han surgido experiencias que involucran a niños como sujetos-ciudadanos el derecho a la ciudad. Sobre la base de las declaraciones o relatos de los hombresadultos y mujeres recogidos por medios virtuales, los usos que hacían en la infancia, em la calle y em los espacios públicos de la ciudad, así como las expectativas actuales o potenciales, en relación con el uso de nuestro espacio público por niños, jóvenes y adultos que buscamos reflexionar sobre el papel de la memoria (que implica trabajar con los recuerdos y el olvido) en la construcción de historias personales y sociales a pensar en las posibilidades educativas que tienen lugar en la ciudad en diferentes momentos históricos.Palabras-clave: Educación no formal. Recuerdos. Ciudad educativa.

scholarly journals POLA ASUH DAN PEMBINAAN SOSIAL REMAJA PADA PONDOK PESANTREN

2021 ◽  
Vol 1 (2) ◽  
pp. 225-238
Author(s):  
MUMU MUKHLISIN
Keyword(s):  
Social Development ◽  
Role Models ◽  
Informal Education ◽  
Formal Education ◽  
Boarding School ◽  
Boarding Schools ◽  
Daily Activities ◽  
Religious Knowledge ◽  
Main Attraction

Islamic Boarding School education (Pesantren) began to be in great demand by the community as a place for formal and informal education. The main attraction of pesantren education is the embeded of character and religious knowledge which cannot be obtained in formal education. The application of Islamic character habituation applied to the daily life of students (santri) in Islamic boarding schools cannot be separated from the role of Kyai, Nyai as well as ustadz and ustadzah. The pattern of parenting and social development applied to students aims to change the students characters into virtuous characters in accordance with Islamic concepts. The habituation of Islamic character is carried out through the daily activities of students in Islamic boarding schools. This research with a theoretical approach tries to analyze the concept of parenting and social development of adolescents applied in Islamic boarding schools. The results of this study indicate that Parenting at Darunnajah Islamic Boarding School uses democratic parenting. The role of Kyai and Nyai as role models and mentors is a form of embodiment of religious characters. The application of discipline in the Islamic Boarding School did by using democratic and responsible parenting approach. ABSTRAKPendidikan Pondok Pesantren (Pesantren) mulai banyak diminati oleh masyarakat sebagai wadah pendidikan formal maupun informal. Daya tarik utama pendidikan pesantren adalah tertanamnya budi pekerti dan ilmu agama yang tidak dapat diperoleh dalam pendidikan formal. Penerapan pembiasaan karakter Islami yang diterapkan dalam kehidupan sehari-hari santri (santri) di pondok pesantren tidak lepas dari peran Kyai, Nyai serta ustadz dan ustadzah. Pola asuh dan pengembangan sosial yang diterapkan pada siswa bertujuan untuk mengubah karakter siswa menjadi karakter yang berbudi luhur sesuai dengan konsep Islam. Pembiasaan karakter islami dilakukan melalui aktivitas keseharian santri di pondok pesantren. Penelitian dengan pendekatan teoritis ini mencoba menganalisis konsep pola asuh dan perkembangan sosial remaja yang diterapkan di pondok pesantren. Hasil penelitian ini menunjukkan bahwa Pola asuh di Pondok Pesantren Darunnajah menggunakan pola asuh demokratis. Peran Kyai dan Nyai sebagai suri tauladan dan pembimbing merupakan salah satu bentuk perwujudan karakter religius. Penerapan disiplin di Pondok Pesantren dilakukan dengan menggunakan pendekatan pola asuh yang demokratis dan bertanggung jawab.

Making Publics: Mobilizing Audiences in High School Makerspaces

2018 ◽  
Vol 120 (8) ◽  
pp. 1-38 ◽  
Author(s):  
Amy Stornaiuolo ◽  
T. Philip Nichols
Keyword(s):  
High School ◽  
Collaborative Design ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Media Production ◽  
Maker Movement ◽  
Public High School ◽  
Social Design ◽  
Urban Public High School ◽  
The Maker Movement

Background/Context Researchers, policy makers, and practitioners are paying increasing attention to the educational opportunities afforded by the maker movement—a growing public interested in do-it-yourself designing, remixing, and tinkering using physical and digital tools. While education research on “making” has often focused on informal learning contexts, this article examines the possibilities and tensions that surface as a new urban public high school brings making to the center of its teaching and learning. Focus of Study This research examines the learning opportunities that emerged as students engaged in their school's Media Production Makerspace. Focusing on the ways students created, remixed, and shared individual and collaborative media texts in the classroom, the study asks: What are the resources and constraints of the Media Production Makerspace's learning ecology for students from nondominant communities, and what practices, tools, and knowledge do students draw on and develop as they engage in school-based making activities and extend those to other audiences? Setting The study is situated in the Collaborative Design School, a non-selective urban public high school organized around principles of making and the maker movement. Research Design This study was a social design experiment that followed 45 high school freshmen in the Collaborative Design School's media makerspace over three design cycles during the 2014–2015 school year. Conclusions/Recommendations The study revealed that the work of cultivating and mobilizing audiences was central to young people's making activities. However, the ways these audiences were cultivated and mobilized depended on a number of historical, cultural, social, and political factors and involved significant labor by multiple stakeholders. To mobilize audiences into meaningful publics oriented toward collective action, young people needed to see themselves as civic actors who could contribute to broader public conversations and whose opinions, perspectives, and experiences mattered. In tracing the tensions that arose in this process of making publics, the authors suggest that integrating makerspaces in schools can lead to powerful learning opportunities and serve as generative routes to civic action for some students but also that makerspaces should not be positioned as panaceas that can be inserted into schools as an autonomous fix.

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