Makerspaces as Social Innovation and Entrepreneurship Learning Environments: The DOIT Learning Program

Abstract Developing social innovation and entrepreneurship competences and skills of children and young people is on the agenda of European educational policy-makers. The European research and innovation project “DOIT – Entrepreneurial skills for young social innovators in an open digital world” suggests using makerspaces and tools, within schools and externally, to promote practice-based social innovation and entrepreneurial learning of children and young people. This article first gives an overview of different types of maker-spaces, addresses the concept of maker education, and highlights common development goals of such education with entrepreneurship education regarding particular attitudes and competences. The main part then describes the DOIT learning program that allows children and young people (6–16 years) to acquire skills and an entrepreneurial mind-set for turning creative ideas into potential social innovations. This program is currently trialed in DOIT pilots in different types of makerspaces in ten European countries. The article describes learning processes and outcomes that are promoted by the program with two examples that are different regarding the makerspaces, topics and other aspects. Some first experiences and lessons learned from these and other pilots are summarized.

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Effect of the university on the social entrepreneurial intention of students

New England Journal of Entrepreneurship ◽

10.1108/neje-05-2019-0026 ◽

2020 ◽

Vol 23 (1) ◽

pp. 3-24

Author(s):

Carlos Bazan ◽

Hannah Gaultois ◽

Arifusalam Shaikh ◽

Katie Gillespie ◽

Sean Frederick ◽

...

Keyword(s):

Structural Equation ◽

Social Innovation ◽

Community Support ◽

Entrepreneurial Intention ◽

Female Students ◽

Male And Female ◽

Content Type ◽

The Social ◽

Mind Set ◽

Innovation And Entrepreneurship

PurposeThe study aims to test the applicability of a variant of the model proposed by Hockerts (2017) for assessing the social entrepreneurial intention (SEI) of male and female students. It extends the model by incorporating the university's environment and support system (ESS) as an additional more distal construct. The university's ESS, coupled with the experience with social, cultural and environmental issues can affect SEI by influencing the more proximal precursors of empathy towards others, perceived self-efficacy, perceived community support and social, cultural and environmental responsibility.Design/methodology/approachA structured non-disguised questionnaire was administered to students at a Canadian university. A sample of 485 usable responses was analysed by means of second-order structural equation modelling.FindingsThe results provide confirmation that the proposed model is a multi-group invariant and appropriate for analysing the SEI of male and female students. They also show that the university's ESS helps predict SEI indirectly through the complete mediation of the more proximal antecedents.Research limitations/implicationsThe questionnaire is limited to universities with social innovation and entrepreneurship initiatives.Practical implicationsOutcomes of the study can help universities assess the efficacy of their social innovation and entrepreneurship initiatives for instilling a social entrepreneurial mind-set in students. Consequently, universities will be better equipped to raise the perceptions of venture feasibility and desirability, thus increasing students' perceptions of opportunity.Originality/valueThe study advances the social entrepreneurial knowledge of the university's effect on the precursors of SEI.

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Leveraging New Technologies for Professional Learning in Education: Digital Literacies as Culture Shift in Professional Development

E-Learning and Digital Media ◽

10.2304/elea.2009.6.3.275 ◽

2009 ◽

Vol 6 (3) ◽

pp. 275-280 ◽

Cited By ~ 2

Author(s):

Janet Murphy ◽

Robert Lebans

Keyword(s):

Professional Learning ◽

Digital Literacy ◽

Professional Growth ◽

New Technologies ◽

Lessons Learned ◽

Learning Program ◽

Ongoing Research ◽

Research And Innovation ◽

Award Winning ◽

Improve Student Achievement

Providing just-in-time job-embedded professional learning using a technologically mediated model achieves professional growth goals and encourages teachers to build digital literacy competencies and incorporate new technologies in instructional approaches in the classroom. This article highlights the lessons learned from an award-winning professional learning program developed by the Advanced Broadband Enabled Learning program (ABEL), a Research and Innovation initiative at York University in Toronto, Canada. Ongoing research into this program reveals that teachers who are learning via technologies refine their understanding of digital literacy, and develop curriculum designs and instructional strategies that facilitate differentiated instruction through digitally mediated designs, increase student engagement in learning, and improve student achievement.

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Management and Governance Accountability to Children: Participation and Representation in Organisational Decision Making

Journal of Youth Development ◽

10.5195/jyd.2021.1045 ◽

2021 ◽

Vol 16 (2-3) ◽

pp. 197-226

Author(s):

Claire O'Kane ◽

Annabel Trapp ◽

Paul Stephenson ◽

Julia Smith-Brake

Keyword(s):

Decision Making ◽

Young People ◽

Secondary Data ◽

Lessons Learned ◽

Enabling Factors ◽

Children And Young People ◽

Child Participation ◽

Children’S Participation ◽

Children’S Views ◽

Children's Participation

Children’s participation and accountability to children are increasingly common aspirations of child-focused organisations; development agencies and research institutions frequently use young people’s advisory councils as one path to participation. A key challenge is to not only find meaningful ways to institutionalise children’s views as part of organisational decision making, but also to identify and address barriers to participation. This article presents the findings of a commissioned landscape assessment to identify good practices and lessons learned from child-focused agencies, in order to inform the operationalisation of children’s requests on programme improvements and accountability to children. The study was exploratory and qualitative. It included primary and secondary data collection, including a desk review, key informant interviews with adults and young people, and focus group discussions with young people. The findings showed common elements of organisational models of child participation and insights from children and young people on the types of decisions they want to influence, reasons why they should be heard, and how-to approaches to support their meaningful participation. Other findings focused on key challenges of children’s participation in governance, including adult mindsets, low capacity, and structural restrictions, and lessons learned on enabling factors, such as organisation-wide buy-in, and space and inclusion for children and young people. Further inquiry could inform the purpose, scope, and appropriateness of child participation in governance structures within child-focused organisations.

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Engaging Children and Young People in the Policy Process

Policy Quarterly ◽

10.26686/pq.v16i1.6349 ◽

2020 ◽

Vol 16 (1) ◽

Cited By ~ 1

Author(s):

Kelsey Brown ◽

Luke Fitzmaurice ◽

Kiri Milne ◽

Donna Provoost

Keyword(s):

Young People ◽

Policy Process ◽

Policy Development ◽

Development Process ◽

Lessons Learned ◽

Children And Young People ◽

Policy Development Process ◽

Legislative Changes ◽

Attitudinal Changes ◽

Government Initiative

Policy is improved when those most affected are involved in the policy development process. This article describes the approach taken by the Office of the Children’s Commissioner and Oranga Tamariki – Ministry for Children to engaging children and young people in the development of the Child and Youth Wellbeing Strategy, a cross-government initiative designed to drive action on child and youth wellbeing. It outlines key findings from the engagements and describes the impacts those insights had. It also identifies critical enablers of the project and key lessons learned. We found the legislative changes which required children to be consulted and broader attitudinal changes towards involving children and young people in policymaking processes were key enablers. We found the project had a tangible impact not only on the Child and Youth Wellbeing Strategy itself, but also for the children and young people involved and their communities, and on attitudes towards children and young people’s voices in general. We hope successive governments will continue to engage with children and young people to measure progress on child and youth wellbeing against what they have said matters most to them.

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Children’s voices in system reform - A case study on children and young people’s participation within the modernisation of Child, Youth and Family

Aotearoa New Zealand Social Work ◽

10.11157/anzswj-vol29iss1id190 ◽

2017 ◽

Vol 29 (1) ◽

pp. 41-52 ◽

Cited By ~ 2

Author(s):

Luke Fitzmaurice

Keyword(s):

Decision Making ◽

Young People ◽

Lived Experience ◽

Expert Panel ◽

Lessons Learned ◽

System Reform ◽

Youth Justice ◽

Children And Young People ◽

The Impact

INTRODUCTION: In 2015, an independent panel was appointed to overhaul Aotearoa New Zealand’s care, protection and youth justice systems. This article discusses the mechanisms used to involve children and young people in that review and evaluates the extent to which these mechanisms lived up to best practice.METHOD: The article takes a case study approach: exploring the ways in which the Expert Panel enabled children and young people to have a meaningful role in the process. The author was a member of the Expert Panel Secretariat, which supported the Panel during the review. The impact that young people’s voices had on the process motivated this research in order to explore what made their input effective, and what could have been improved.FINDINGS: The Expert Panel made young people’s participation in the review meaningful by valuing their lived experience and providing the necessary support to enable them to have their voices heard. Although more could have been done to reduce the risk of filtering and assumed representation, the Panel’s approach to involving children and young people in the design process was strongly in line with a childhood studies approach to children and young people’s participation.CONCLUSIONS: The outcomes of this process challenge the assumption that giving young people decision-making power is what makes this type of process effective. It may be that decision-making influence, not decision-making power, is what makes young people’s participation meaningful. The lessons learned from this process should guide the next phase of system reform.

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Investing in Parenting Education: A Critical Review of Policy and Provision in England

Social Policy and Society ◽

10.1017/s1474746409990182 ◽

2009 ◽

Vol 9 (1) ◽

pp. 39-53 ◽

Cited By ~ 25

Author(s):

Harriet Churchill ◽

Karen Clarke

Keyword(s):

Young People ◽

Social Exclusion ◽

Critical Review ◽

Parenting Education ◽

Government Policies ◽

Children And Young People ◽

Different Types ◽

Outcomes For Children ◽

Parent Child Relationships ◽

Parent Child

Parenting education has been given an increasingly important role in government policies to address social exclusion. This paper examines the basis for investing in parenting programmes and reviews the various different types of parenting education provision. It discusses the evidence on the effectiveness of multi-component and group parenting programmes in modifying parent–child relationships and the outcomes for children and young people. The paper concludes that while such programmes appear to produce beneficial outcomes, it is important that they remain linked to a strategy that does not individualise the causes of social exclusion.

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REVIEW ON THE GENETIC, BEHAVIORAL AND SOCIAL INCLUSION PARAMETERS OF CHILDREN AND YOUNG PEOPLE WITH AUTISM AND ASD

Health and Society ◽

10.51249/hes01.01.2021.172 ◽

2021 ◽

Keyword(s):

Young People ◽

Social Inclusion ◽

Basic Education ◽

Autism Spectrum ◽

Human Beings ◽

Adults With Autism ◽

Children And Young People ◽

Different Types ◽

Spectrum Disorders

There are different types of behavioral disorders of a genetic nature that affect human beings, among these we can mention the autism spectrum disorders (ASDs). O ASD is a disorder where its carriers tend to have difficulties in social interaction, repetitive and impulsive behaviors, many times it is violent, also showing many difficulties to develop activities that are constantly practiced easily by other children, VAZ et al (2015). This form several methodologies are being developed for the inclusion of children carrying two disorders in schools of basic education, both as adults in institutions of higher education, since this inclusion will guarantee a better quality of life, as discussed in our work. SILVA (2009). The objective of this work was to carry out a systematic review of items most correlated to behavioral, nutritional and genetic aspects, apart from the conditions of inclusion of two individuals with ASD. In order to obtain the aforementioned objective, we have searched for papers that address these aspects, as well as means of social inclusion of children, young people and adults with Autism Spectrum Disorder (ASD). During the days of searches carried out by the team, and a careful selection by means of reading abstracts and complete reading papers, we had a total of 20 papers, being only selected 6 jobs at the end. The collected results show that ASDs are caused by genetic hazards and that the problems about the behavioral conditions and inclusion had decrease a little by means of the advancement of science and improvement of techniques over a period years.

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Therapist-Supported Online Interventions for Children and Young People With Tic Disorders: Lessons Learned From a Randomized Controlled Trial and Considerations for Future Practice (Preprint)

10.2196/preprints.19600 ◽

2020 ◽

Author(s):

Liam R Chamberlain ◽

Charlotte L Hall ◽

Per Andrén ◽

E Bethan Davies ◽

Joseph Kilgariff ◽

...

Keyword(s):

Randomized Controlled Trial ◽

Young People ◽

Controlled Trial ◽

Clinical Care ◽

Lessons Learned ◽

Tic Disorders ◽

Stepped Care ◽

Behavioural Intervention ◽

Children And Young People ◽

Randomized Controlled

UNSTRUCTURED In recent years, research into internet-based cognitive behavioral therapy (iCBT) has suggested that therapist-guided digital interventions have greater engagement, adherence, and effectiveness than self-directed digital therapies. While research has focused on the effectiveness of, and adherence to, these interventions, less attention has been paid to their implementation in practice and what aspects of the therapist role support success. An understanding of the key factors related to the therapist role and intervention delivery is required if these iCBTs are to be applied in routine clinical care and outcomes optimized. In light of the coronavirus disease 2019 (COVID-19) pandemic, there is greater emphasis on allowing patients access to remote therapies. We report the experiences and reflections of 4 therapists and their 2 supervisors in delivering an online, therapist-supported intervention in a randomized controlled trial for children and young people with tic disorders (the Online Remote Behavioural Intervention for Tics [ORBIT] trial). Themes discussed include the importance of training, supervision, creating support documents/manuals, and record keeping. Alongside this are communication strategies used by therapists to encourage patient adherence and treatment effectiveness. These include rapport building, treatment personalization, and suggestions for overcoming non-engagement. These reflections offer important considerations for the delivery of iCBTs as well as implications associated with the implementation of these interventions in existing services and future research studies. We share thoughts on where iCBTs may sit in a stepped care model, how services may deal with comorbid conditions, and the potential role of iCBTs in collecting clinical data.

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Growing up online, czyli wiedzieć i działać w świetle internetowych poradników nie tylko dla nauczycieli

Problemy Wczesnej Edukacji ◽

10.26881/pwe.2018.41.07 ◽

2018 ◽

Vol 41 (2) ◽

pp. 69-77

Author(s):

Małgorzata Dagiel ◽

Małgorzata Kowalik-Olubińska

Keyword(s):

Comparative Analysis ◽

Young People ◽

Traditional Approach ◽

Growing Up ◽

Children And Young People ◽

Clear Tendency ◽

Digital World ◽

Teachers And Parents ◽

The Cost

The aim of the article is to compare selected Internet guides for teachers and parents. The results of a comparative analysis made by the authors are as follows: institutional senders prevail in terms of a category of a guide’s sender; a creation of a reality shared by its sender and receiver takes place in the guides; the language of the guides is used mainly in the informative and persuasive functions; there is a clear tendency to exaggerate threats posed by the participation in the digital world at the cost of recognizing opportunities for development. The authors of the article conclude with the statement that the discourse of the analysed guides supports traditional approach to perceiving and upbringing of children and young people.

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Dealing with pupils digital everyday life

Seminar.net ◽

10.7577/seminar.2481 ◽

2008 ◽

Vol 4 (2) ◽

Author(s):

Carl F. Dons.

Keyword(s):

Young People ◽

Student Teachers ◽

Professional Training ◽

Research Question ◽

Theory And Practice ◽

Learning Technology ◽

Children And Young People ◽

Digital World ◽

Wide Range ◽

The Way

The main aim of this article is to answer the following research question: How can we prepare student teachers to deal with pupils who have a wide range of day-to-day experiences of the digital world? This question arises out of the understanding that today's student-teacher training is inadequately equipped to realize the potential for learning found in the way that digital technology is now an integral part of the social and cultural practices of children and young people. Based on theory and practice from research and development activities in primary and lower secondary school, the article points out some perspectives connected to the technology culture of children and young people that may have importance for the professional training of student teachers. The article concludes by summarizing some findings from a research project in general teacher education, where it is argued that student teachers can be qualified to cope with the way children and young people use technology by teaching them to adopt solutions based on personal publishing. In many ways the article deals with classical issues in the education field; how the relations between cognition, learning, technology and fellow-citizenship raise practical issues connected to teaching and learning (Dewey, 1915; 1938; 1958).

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