Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Abstract

Making and design environments, often referred to as makerspaces, have aroused recent educational interest. These environments typically consist of spaces that support interest-driven engagement in hands-on creative activities with a range of digital artefacts. Although a variety of benefits from participating in making and design activities have been proposed, we currently have limited understanding of students’ learning experiences in makerspaces situated in schools. Following Hedegaards’ conceptualisations, we investigate motive-demand dynamics in students’ social activity in a school-based digital making and design environment, ‘The FUSE Studio’. We highlight our findings via vignettes selected from 65 h of video recordings of 94 students (aged between 9 and 12 years old) carrying out activities; the recordings were collected intermittently from an elective course over one semester. Our study illustrates how the students’ learning experiences were shaped through tension-laden interplay between the motives and demands of their activity situated across personal, relational and institutional contexts. The findings make visible how established ways of working and being at school interacted and came into tension with the students’ motive orientations, thereby limiting and at times transforming the social context of their learning. Our work also demonstrates how the analysis of motive-demand dynamics offers one useful conceptual tool to unpack students’ learning experiences in novel learning environments.
Original languageEnglish
Title of host publicationCultural-historical approaches to studying learning and development : societal, institutional and personal perspectives
EditorsAnne Edwards, Marilyn Fleer, Louise Bøttcher
Number of pages15
Place of PublicationSingapore
PublisherSpringer
Publication date2019
Pages185-199
ISBN (Print)978-981-13-6825-7
ISBN (Electronic)978-981-13-6826-4
DOIs
Publication statusPublished - 2019
MoE publication typeA3 Book chapter

Publication series

NamePerspectives in cultural-historical research
Number6
ISSN (Print)2520-1530
ISSN (Electronic)2520-1549

Fields of Science

  • 516 Educational sciences
  • motive
  • DEMAND
  • TENSION
  • making and design environments
  • learning experiences

Cite this

Kumpulainen, K., Kajamaa, A., & Rajala, A. (2019). Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment. In A. Edwards, M. Fleer, & L. Bøttcher (Eds.), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (pp. 185-199). (Perspectives in cultural-historical research; No. 6). Singapore: Springer. https://doi.org/10.1007/978-981-13-6826-4_12
Kumpulainen, Kristiina ; Kajamaa, Anu ; Rajala, Antti. / Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment. Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives. editor / Anne Edwards ; Marilyn Fleer ; Louise Bøttcher. Singapore : Springer, 2019. pp. 185-199 (Perspectives in cultural-historical research; 6).
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Kumpulainen, K, Kajamaa, A & Rajala, A 2019, Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment. in A Edwards, M Fleer & L Bøttcher (eds), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives. Perspectives in cultural-historical research, no. 6, Springer, Singapore, pp. 185-199. https://doi.org/10.1007/978-981-13-6826-4_12

Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment. / Kumpulainen, Kristiina; Kajamaa, Anu; Rajala, Antti.

Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives. ed. / Anne Edwards; Marilyn Fleer; Louise Bøttcher. Singapore : Springer, 2019. p. 185-199 (Perspectives in cultural-historical research; No. 6).

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

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N2 - Making and design environments, often referred to as makerspaces, have aroused recent educational interest. These environments typically consist of spaces that support interest-driven engagement in hands-on creative activities with a range of digital artefacts. Although a variety of benefits from participating in making and design activities have been proposed, we currently have limited understanding of students’ learning experiences in makerspaces situated in schools. Following Hedegaards’ conceptualisations, we investigate motive-demand dynamics in students’ social activity in a school-based digital making and design environment, ‘The FUSE Studio’. We highlight our findings via vignettes selected from 65 h of video recordings of 94 students (aged between 9 and 12 years old) carrying out activities; the recordings were collected intermittently from an elective course over one semester. Our study illustrates how the students’ learning experiences were shaped through tension-laden interplay between the motives and demands of their activity situated across personal, relational and institutional contexts. The findings make visible how established ways of working and being at school interacted and came into tension with the students’ motive orientations, thereby limiting and at times transforming the social context of their learning. Our work also demonstrates how the analysis of motive-demand dynamics offers one useful conceptual tool to unpack students’ learning experiences in novel learning environments.

AB - Making and design environments, often referred to as makerspaces, have aroused recent educational interest. These environments typically consist of spaces that support interest-driven engagement in hands-on creative activities with a range of digital artefacts. Although a variety of benefits from participating in making and design activities have been proposed, we currently have limited understanding of students’ learning experiences in makerspaces situated in schools. Following Hedegaards’ conceptualisations, we investigate motive-demand dynamics in students’ social activity in a school-based digital making and design environment, ‘The FUSE Studio’. We highlight our findings via vignettes selected from 65 h of video recordings of 94 students (aged between 9 and 12 years old) carrying out activities; the recordings were collected intermittently from an elective course over one semester. Our study illustrates how the students’ learning experiences were shaped through tension-laden interplay between the motives and demands of their activity situated across personal, relational and institutional contexts. The findings make visible how established ways of working and being at school interacted and came into tension with the students’ motive orientations, thereby limiting and at times transforming the social context of their learning. Our work also demonstrates how the analysis of motive-demand dynamics offers one useful conceptual tool to unpack students’ learning experiences in novel learning environments.

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BT - Cultural-historical approaches to studying learning and development

A2 - Edwards, Anne

A2 - Fleer, Marilyn

A2 - Bøttcher, Louise

PB - Springer

CY - Singapore

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Kumpulainen K, Kajamaa A, Rajala A. Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment. In Edwards A, Fleer M, Bøttcher L, editors, Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives. Singapore: Springer. 2019. p. 185-199. (Perspectives in cultural-historical research; 6). https://doi.org/10.1007/978-981-13-6826-4_12