Bringing Practices of Co-Design and Making to Basic Education

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliTieteellinenvertaisarvioitu

Kuvaus

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
Alkuperäiskielienglanti
OtsikkoRethinking Learning in the Digital Age : Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018
ToimittajatJudy Kay, Rosemary Luckin
Sivumäärä8
VuosikertaVolume 1
JulkaisupaikkaLondon, UK
KustantajaISLS International Society of the Learning Sciences
Julkaisupäiväkesäkuuta 2018
Sivut248-255
ISBN (elektroninen)978-1-7324672-0-0
TilaJulkaistu - kesäkuuta 2018
OKM-julkaisutyyppiA4 Artikkeli konferenssijulkaisuussa
TapahtumaICLS 2018, The 13th International Conference of the Learning Sciences: Rethinking learning in the digital age: Making the Learning Sciences count - Lontoo, Britannia
Kesto: 23 kesäkuuta 201827 kesäkuuta 2018

Julkaisusarja

Nimi
ISSN (elektroninen)1573-4552

Tieteenalat

  • 516 Kasvatustieteet

Lainaa tätä

Riikonen, S., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2018). Bringing Practices of Co-Design and Making to Basic Education. teoksessa J. Kay, & R. Luckin (Toimittajat), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Vuosikerta Volume 1, Sivut 248-255). London, UK: ISLS International Society of the Learning Sciences.
Riikonen, Sini ; Seitamaa-Hakkarainen, Pirita ; Hakkarainen, Kai. / Bringing Practices of Co-Design and Making to Basic Education. Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018. Toimittaja / Judy Kay ; Rosemary Luckin. Vuosikerta Volume 1 London, UK : ISLS International Society of the Learning Sciences, 2018. Sivut 248-255
@inproceedings{67e7c95cd02149ae8bcdc8ceeda76efd,
title = "Bringing Practices of Co-Design and Making to Basic Education",
abstract = "The purpose of this study was to analyze five student teams’ (Grade 7) co-designprocesses that involved using traditional and digital fabrication technologies for inventing,designing, and making complex artifacts. A methodological framework for analyzing makercenteredlearning, by relying on ethnographic video data and participant observations, wasdeveloped. The study examined the extent to which young students are able to productivelyparticipate in creative design and making activities. The results indicated that four of the fivestudent teams successfully engaged in the co-invention processes. The importance of a sharedepistemic object of co-design was prominent on every team. Some teams experiencedchallenges in organizing collaborative processes and the team size appeared to have a significanteffect in this regard. The successful teams were able to take on complex and multifacetedepistemic and fabrication-related challenges",
keywords = "516 Educational sciences, co-design, Knowledge-creation, maker culture, Epistemic objects, TEAMWORK, co-invention",
author = "Sini Riikonen and Pirita Seitamaa-Hakkarainen and Kai Hakkarainen",
year = "2018",
month = "6",
language = "English",
volume = "Volume 1",
publisher = "ISLS International Society of the Learning Sciences",
pages = "248--255",
editor = "Judy Kay and Rosemary Luckin",
booktitle = "Rethinking Learning in the Digital Age",
address = "International",

}

Riikonen, S, Seitamaa-Hakkarainen, P & Hakkarainen, K 2018, Bringing Practices of Co-Design and Making to Basic Education. julkaisussa J Kay & R Luckin (toim), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018. Vuosikerta Volume 1, ISLS International Society of the Learning Sciences, London, UK, Sivut 248-255, ICLS 2018, The 13th International Conference of the Learning Sciences, Lontoo, Britannia, 23/06/2018.

Bringing Practices of Co-Design and Making to Basic Education. / Riikonen, Sini; Seitamaa-Hakkarainen, Pirita; Hakkarainen, Kai.

Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018. toim. / Judy Kay; Rosemary Luckin. Vuosikerta Volume 1 London, UK : ISLS International Society of the Learning Sciences, 2018. s. 248-255.

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliTieteellinenvertaisarvioitu

TY - GEN

T1 - Bringing Practices of Co-Design and Making to Basic Education

AU - Riikonen, Sini

AU - Seitamaa-Hakkarainen, Pirita

AU - Hakkarainen, Kai

PY - 2018/6

Y1 - 2018/6

N2 - The purpose of this study was to analyze five student teams’ (Grade 7) co-designprocesses that involved using traditional and digital fabrication technologies for inventing,designing, and making complex artifacts. A methodological framework for analyzing makercenteredlearning, by relying on ethnographic video data and participant observations, wasdeveloped. The study examined the extent to which young students are able to productivelyparticipate in creative design and making activities. The results indicated that four of the fivestudent teams successfully engaged in the co-invention processes. The importance of a sharedepistemic object of co-design was prominent on every team. Some teams experiencedchallenges in organizing collaborative processes and the team size appeared to have a significanteffect in this regard. The successful teams were able to take on complex and multifacetedepistemic and fabrication-related challenges

AB - The purpose of this study was to analyze five student teams’ (Grade 7) co-designprocesses that involved using traditional and digital fabrication technologies for inventing,designing, and making complex artifacts. A methodological framework for analyzing makercenteredlearning, by relying on ethnographic video data and participant observations, wasdeveloped. The study examined the extent to which young students are able to productivelyparticipate in creative design and making activities. The results indicated that four of the fivestudent teams successfully engaged in the co-invention processes. The importance of a sharedepistemic object of co-design was prominent on every team. Some teams experiencedchallenges in organizing collaborative processes and the team size appeared to have a significanteffect in this regard. The successful teams were able to take on complex and multifacetedepistemic and fabrication-related challenges

KW - 516 Educational sciences

KW - co-design

KW - Knowledge-creation

KW - maker culture

KW - Epistemic objects

KW - TEAMWORK

KW - co-invention

M3 - Conference contribution

VL - Volume 1

SP - 248

EP - 255

BT - Rethinking Learning in the Digital Age

A2 - Kay, Judy

A2 - Luckin, Rosemary

PB - ISLS International Society of the Learning Sciences

CY - London, UK

ER -

Riikonen S, Seitamaa-Hakkarainen P, Hakkarainen K. Bringing Practices of Co-Design and Making to Basic Education. julkaisussa Kay J, Luckin R, toimittajat, Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018. Vuosikerta Volume 1. London, UK: ISLS International Society of the Learning Sciences. 2018. s. 248-255