Taking Making Into the Schools

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch028 ◽

2016 ◽

pp. 559-587

Author(s):

Susan E. Crichton ◽

Deb Carter

Keyword(s):

Learning Environments ◽

Professional Learning ◽

Design Thinking ◽

Social Issues ◽

Maker Movement ◽

Globalized Economy ◽

Research Findings ◽

Diverse Groups ◽

Initial Research ◽

The Maker Movement

This chapter introduces professional learning (PL) challenges in a Digital Age and makes a case for an immersive, sustained, experiential approach including diverse groups of professionals. It explores how this approach informed novice and experienced educators to incorporate design thinking and making into their current practice. After providing background on the Maker Movement, an immersive PL model is explored. This model comprises an integrated series of PL experiences designed to encourage participants to actively engage in four distinct yet related elements. Drawing on a qualitative, iterative process, initial research findings and experiences suggest that such a model may support good PL and professional development for educators designing and developing 21st century learning environments. These findings suggest this model may allow for collaborative re-thinking of established course and curricular designs, while addressing significant social issues, encouraging participants to become thoughtful contributors in an increasingly complex, globalized economy.

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Taking Making into the Schools

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch078 ◽

2016 ◽

pp. 1712-1740

Author(s):

Susan E. Crichton ◽

Deb Carter

Keyword(s):

Learning Environments ◽

Professional Learning ◽

Design Thinking ◽

Social Issues ◽

Maker Movement ◽

Globalized Economy ◽

Research Findings ◽

Diverse Groups ◽

Initial Research ◽

The Maker Movement

This chapter introduces professional learning (PL) challenges in a Digital Age and makes a case for an immersive, sustained, experiential approach including diverse groups of professionals. It explores how this approach informed novice and experienced educators to incorporate design thinking and making into their current practice. After providing background on the Maker Movement, an immersive PL model is explored. This model comprises an integrated series of PL experiences designed to encourage participants to actively engage in four distinct yet related elements. Drawing on a qualitative, iterative process, initial research findings and experiences suggest that such a model may support good PL and professional development for educators designing and developing 21st century learning environments. These findings suggest this model may allow for collaborative re-thinking of established course and curricular designs, while addressing significant social issues, encouraging participants to become thoughtful contributors in an increasingly complex, globalized economy.

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Taking Making into the Schools

Medical Education and Ethics ◽

10.4018/978-1-5225-0978-3.ch057 ◽

2017 ◽

pp. 1255-1283

Author(s):

Susan E. Crichton ◽

Deb Carter

Keyword(s):

Learning Environments ◽

Professional Learning ◽

Design Thinking ◽

Social Issues ◽

Maker Movement ◽

Globalized Economy ◽

Research Findings ◽

Diverse Groups ◽

Initial Research ◽

The Maker Movement

This chapter introduces professional learning (PL) challenges in a Digital Age and makes a case for an immersive, sustained, experiential approach including diverse groups of professionals. It explores how this approach informed novice and experienced educators to incorporate design thinking and making into their current practice. After providing background on the Maker Movement, an immersive PL model is explored. This model comprises an integrated series of PL experiences designed to encourage participants to actively engage in four distinct yet related elements. Drawing on a qualitative, iterative process, initial research findings and experiences suggest that such a model may support good PL and professional development for educators designing and developing 21st century learning environments. These findings suggest this model may allow for collaborative re-thinking of established course and curricular designs, while addressing significant social issues, encouraging participants to become thoughtful contributors in an increasingly complex, globalized economy.

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Taking Making Into the Schools

Handbook of Research on Teacher Education in the Digital Age - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-8403-4.ch016 ◽

2015 ◽

pp. 412-438 ◽

Cited By ~ 1

Author(s):

Susan E. Crichton ◽

Deb Carter

Keyword(s):

Learning Environments ◽

Professional Learning ◽

Design Thinking ◽

Social Issues ◽

Maker Movement ◽

Globalized Economy ◽

Research Findings ◽

Diverse Groups ◽

Initial Research ◽

The Maker Movement

This chapter introduces professional learning (PL) challenges in a Digital Age and makes a case for an immersive, sustained, experiential approach including diverse groups of professionals. It explores how this approach informed novice and experienced educators to incorporate design thinking and making into their current practice. After providing background on the Maker Movement, an immersive PL model is explored. This model comprises an integrated series of PL experiences designed to encourage participants to actively engage in four distinct yet related elements. Drawing on a qualitative, iterative process, initial research findings and experiences suggest that such a model may support good PL and professional development for educators designing and developing 21st century learning environments. These findings suggest this model may allow for collaborative re-thinking of established course and curricular designs, while addressing significant social issues, encouraging participants to become thoughtful contributors in an increasingly complex, globalized economy.

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The effects of reflection strategies types on pre-service teachers’ group cohesiveness and attitude toward cooperative learning in the design thinking learning environments.

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2019.19.7.789 ◽

2019 ◽

Vol 19 (7) ◽

pp. 789-812

Author(s):

Chang Woo Nam ◽

Jong Sil Kwon ◽

Dong Min Shin

Keyword(s):

Cooperative Learning ◽

Learning Environments ◽

Design Thinking ◽

Group Cohesiveness

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Reframing Professional Development Through Understanding Authentic Professional Learning

Review of Educational Research ◽

10.3102/0034654308330970 ◽

2009 ◽

Vol 79 (2) ◽

pp. 702-739 ◽

Cited By ~ 443

Author(s):

Ann Webster-Wright

Keyword(s):

Professional Development ◽

Educational Research ◽

Professional Learning ◽

Recent Literature ◽

Development Programs ◽

The Past ◽

Research Findings ◽

Alternative Conceptualization ◽

Professional Development Programs ◽

Evaluating Professional Development

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

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Makers on the move: a mobile makerspace at a comprehensive public high school

Library Hi Tech ◽

10.1108/lht-05-2015-0056 ◽

2015 ◽

Vol 33 (4) ◽

pp. 497-504 ◽

Cited By ~ 14

Author(s):

IdaMae Louise Craddock

Keyword(s):

High School ◽

Public School ◽

Design Methodology ◽

School Setting ◽

Maker Movement ◽

Public High School ◽

Content Type ◽

Advantages And Disadvantages ◽

Maker Culture ◽

The Maker Movement

Purpose – The purpose of this paper is to describe the implementation of a mobile makerspace program in a public school setting. Insights, challenges, successes, projects as well as recommendations will be shared. Design/methodology/approach – This paper describes a mobile makerspace program in a public high school in Virginia. It discusses the growth of mobile making, the advantages and disadvantages of mobility, and how the program was implemented. Findings – Mobile makerspaces are a fast-growing manifestation of maker culture. It is possible to have a makerspace in a public school and take the maker culture to other schools in the area. Having a steady supply of students or library interns that are willing to travel to other schools is critical. Originality/value – Makerspaces in libraries is still a relatively new phenomenon. While the research is coming on stationary makerspaces, mobile making is a new horizon for the maker movement. This paper seeks to provide a description of one such program.

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