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

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKapitelVetenskapligPeer review

Sammanfattning

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.
Originalspråkengelska
Titel på gästpublikationCultural-historical approaches to studying learning and development : societal, institutional and personal perspectives
RedaktörerAnne Edwards, Marilyn Fleer, Louise Bøttcher
Antal sidor15
UtgivningsortSingapore
FörlagSpringer
Utgivningsdatum2019
Sidor185-199
ISBN (tryckt)978-981-13-6825-7
ISBN (elektroniskt)978-981-13-6826-4
DOI
StatusPublicerad - 2019
MoE-publikationstypA3 Del av bok eller annan forskningsbok

Publikationsserier

NamnPerspectives in cultural-historical research
Nummer6
ISSN (tryckt)2520-1530
ISSN (elektroniskt)2520-1549

Vetenskapsgrenar

  • 516 Pedagogik

Citera det här

Kumpulainen, K., Kajamaa, A., & Rajala, A. (2019). Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment. I A. Edwards, M. Fleer, & L. Bøttcher (Red.), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (s. 185-199). (Perspectives in cultural-historical research; Nr. 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. redaktör / Anne Edwards ; Marilyn Fleer ; Louise Bøttcher. Singapore : Springer, 2019. s. 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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Kumpulainen, K, Kajamaa, A & Rajala, A 2019, Motive-demand dynamics creating a social context for students’ learning experiences in a making and design environment. i A Edwards, M Fleer & L Bøttcher (red), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives. Perspectives in cultural-historical research, nr. 6, Springer, Singapore, s. 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. red. / Anne Edwards; Marilyn Fleer; Louise Bøttcher. Singapore : Springer, 2019. s. 185-199 (Perspectives in cultural-historical research; Nr. 6).

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKapitelVetenskapligPeer review

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.

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T3 - Perspectives in cultural-historical research

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EP - 199

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. I Edwards A, Fleer M, Bøttcher L, redaktörer, 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