Bringing Practices of Co-Design and Making to Basic Education

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review


The purpose of this study was to analyze five student teams’ (Grade 7) co-design
processes that involved using traditional and digital fabrication technologies for inventing,
designing, and making complex artifacts. A methodological framework for analyzing makercentered
learning, by relying on ethnographic video data and participant observations, was
developed. The study examined the extent to which young students are able to productively
participate in creative design and making activities. The results indicated that four of the five
student teams successfully engaged in the co-invention processes. The importance of a shared
epistemic object of co-design was prominent on every team. Some teams experienced
challenges in organizing collaborative processes and the team size appeared to have a significant
effect in this regard. The successful teams were able to take on complex and multifaceted
epistemic and fabrication-related challenges
Original languageEnglish
Title of host publicationRethinking Learning in the Digital Age : Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018
EditorsJudy Kay, Rosemary Luckin
Number of pages8
VolumeVolume 1
Place of PublicationLondon, UK
PublisherISLS International Society of the Learning Sciences
Publication dateJun 2018
ISBN (Electronic)978-1-7324672-0-0
Publication statusPublished - Jun 2018
MoE publication typeA4 Article in conference proceedings
EventICLS 2018, The 13th International Conference of the Learning Sciences: Rethinking learning in the digital age: Making the Learning Sciences count - Lontoo, United Kingdom
Duration: 23 Jun 201827 Jun 2018

Publication series

ISSN (Electronic)1573-4552

Fields of Science

  • 516 Educational sciences
  • co-design
  • Knowledge-creation
  • maker culture
  • Epistemic objects
  • co-invention

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