Bringing Practices of Co-Design and Making to Basic Education

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKonferensbidragVetenskapligPeer review

Sammanfattning

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
Originalspråkengelska
Titel på gästpublikationRethinking Learning in the Digital Age : Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018
RedaktörerJudy Kay, Rosemary Luckin
Antal sidor8
VolymVolume 1
UtgivningsortLondon, UK
FörlagISLS International Society of the Learning Sciences
Utgivningsdatumjun 2018
Sidor248-255
ISBN (elektroniskt)978-1-7324672-0-0
StatusPublicerad - jun 2018
MoE-publikationstypA4 Artikel i en konferenspublikation
EvenemangICLS 2018, The 13th International Conference of the Learning Sciences: Rethinking learning in the digital age: Making the Learning Sciences count - Lontoo, Storbritannien
Varaktighet: 23 jun 201827 jun 2018

Publikationsserier

Namn
ISSN (elektroniskt)1573-4552

Vetenskapsgrenar

  • 516 Pedagogik

Citera det här

Riikonen, S., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2018). Bringing Practices of Co-Design and Making to Basic Education. I J. Kay, & R. Luckin (Red.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. Volume 1, s. 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. redaktör / Judy Kay ; Rosemary Luckin. Vol. Volume 1 London, UK : ISLS International Society of the Learning Sciences, 2018. s. 248-255
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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",
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Riikonen, S, Seitamaa-Hakkarainen, P & Hakkarainen, K 2018, Bringing Practices of Co-Design and Making to Basic Education. i J Kay & R Luckin (red), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018. vol. Volume 1, ISLS International Society of the Learning Sciences, London, UK, s. 248-255, Lontoo, Storbritannien, 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. red. / Judy Kay; Rosemary Luckin. Vol. Volume 1 London, UK : ISLS International Society of the Learning Sciences, 2018. s. 248-255.

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKonferensbidragVetenskapligPeer review

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

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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

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