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

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKirjan luku tai artikkeliTieteellinenvertaisarvioitu

Kuvaus

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.
Alkuperäiskielienglanti
OtsikkoCultural-historical approaches to studying learning and development : societal, institutional and personal perspectives
ToimittajatAnne Edwards, Marilyn Fleer, Louise Bøttcher
Sivumäärä15
JulkaisupaikkaSingapore
KustantajaSpringer
Julkaisupäivä2019
Sivut185-199
ISBN (painettu)978-981-13-6825-7
ISBN (elektroninen)978-981-13-6826-4
DOI - pysyväislinkit
TilaJulkaistu - 2019
OKM-julkaisutyyppiA3 Kirjan tai muun kokoomateoksen osa

Julkaisusarja

NimiPerspectives in cultural-historical research
Numero6
ISSN (painettu)2520-1530
ISSN (elektroninen)2520-1549

Tieteenalat

  • 516 Kasvatustieteet

Lainaa tätä

Kumpulainen, K., Kajamaa, A., & Rajala, A. (2019). Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment. teoksessa A. Edwards, M. Fleer, & L. Bøttcher (Toimittajat), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (Sivut 185-199). (Perspectives in cultural-historical research; Nro 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. Toimittaja / Anne Edwards ; Marilyn Fleer ; Louise Bøttcher. Singapore : Springer, 2019. Sivut 185-199 (Perspectives in cultural-historical research; 6).
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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.",
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author = "Kristiina Kumpulainen and Anu Kajamaa and Antti Rajala",
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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. julkaisussa A Edwards, M Fleer & L Bøttcher (toim), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives. Perspectives in cultural-historical research, Nro 6, Springer, Singapore, Sivut 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. toim. / Anne Edwards; Marilyn Fleer; Louise Bøttcher. Singapore : Springer, 2019. s. 185-199 (Perspectives in cultural-historical research; Nro 6).

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKirjan luku tai artikkeliTieteellinenvertaisarvioitu

TY - CHAP

T1 - Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment

AU - Kumpulainen, Kristiina

AU - Kajamaa, Anu

AU - Rajala, Antti

PY - 2019

Y1 - 2019

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.

KW - 516 Educational sciences

KW - motive

KW - DEMAND

KW - TENSION

KW - making and design environments

KW - learning experiences

U2 - 10.1007/978-981-13-6826-4_12

DO - 10.1007/978-981-13-6826-4_12

M3 - Chapter

SN - 978-981-13-6825-7

T3 - Perspectives in cultural-historical research

SP - 185

EP - 199

BT - Cultural-historical approaches to studying learning and development

A2 - Edwards, Anne

A2 - Fleer, Marilyn

A2 - Bøttcher, Louise

PB - Springer

CY - Singapore

ER -

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