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Implementing Maker Spaces to Promote Cross-Generational Sharing and Learning
Abstract and Figures
In this chapter, we seek to contribute to a reflection on cross-generational sharing and learning by presenting a position paper on the potential that the implementation of maker spaces presents in formal and informal educational settings. We first discuss the main characteristics of the maker movement and illustrate some concrete activities that are taking place in Montreal and Quebec City. We then explore to which extent students build knowledge within maker spaces, acquiring knowledge, and competencies through a participatory approach with the extended members of the school community. Our conclusions highlight the great potential that maker spaces hold for the improvement of cross-generational relationships and for the foundation of learning across the lifespan.
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... In one class observation, she mentored a pair of students who were investigating: (Barma, et al., 2017) to pique interest in SEFs assisting younger students to see the instructional context toward a possible new future (Calabrese Barton & Tan, 2018 Dr. Olson brokered trust and mutual respect (Hermes, 2000) with families by communicating with them when they come to pick up their child after school. NA and rural parents saw for themselves exactly what was taking place after school, then shared what they learned with other parents in the community. ...
... In earlier work, we described the role of an expert teacher in mentoring the scientist within students (Koomen, et al., 2014) and the teacher's role in using citizen science as a springboard to the development of science fair projects with white students in a private school (Koomen et al., 2018). In the current study, the teacher laid a foundation for the nuances of developing a science fair project in 7 th grade, using former students to share their own projects and what they learned to create a cross generational model to elicit interest in SEF (Barma et al., 2017). As students continued under Olson's tutelage through subsequent years, they designed increasingly complex investigations, protocols, and data analysis thus moving from doing school science to doing science like professionals (Sadler, 2009). ...
... She created a social atmosphere where students worked side by side helping each other through challenges much like a family unit, rather than focusing on the competitive nature of SEFs. She brought in former students at the beginning of the SEF process who shared their projects with current students creating a cross-generational model (Barma, et al., 2017) of possibility. ...
Using social cultural career theory (SCCT) linked with tenets of equity, we examined the role of participation in science and engineering fairs (SEFs) on youth's science, technology, engineering, and mathematics (STEM) educational and career choices. We analyzed data for evidence of the SCCT constructs of self‐efficacy, interest, and learning experiences using constructs of Native American (NA), culturally responsive, and rural equitable pedagogies. Qualitative data included semi‐structured interviews, focus groups, practice presentations of SEF prtojects, classroom observations, and mentoring students. Quantitative data consisted of two surveys: STEM Semantics Survey and the Motivation Strategies for Learning Questionnaire. Qualitative results reveal how the teacher built self‐efficacy using equitable pedagogy by putting the students in control of their projects, created a network of experts in various science disciplines, developed a culture of mentorship that promoted belonging, and removed barriers for student participation by blending academics with culture for NA and rural mixed socioeconomic status students. She evoked asset‐based pedagogies that inspired students to further their education and go into STEM fields. Quantitative findings reveal former student's orientation to participation in science fair activities related to their high interests, perceptions of a challenge, curiosity, and emerging mastery, where students demonstrated high dispositions in science and engineering and self‐identified as STEM people. Implications include the use of SCCT, linked with equitable pedagogies to understand interest in STEM fields, mentoring, tapping into the expertise of local professionals to support development of projects, and navigating cultural barriers to provide access for underrepresented youth.
... In maker education, the creative process is as, or even more, important as the final product [7]. The maker movement culture based on sharing, autonomy, iteration giving, participating and supporting [2], [8] could facilitate the emergence of creative processes and outcomes. Jankowska and Atlay [9] highlight the positive effects on students' engagement that can be fostered by creative learning spaces such as the makerspaces or fablabs. ...
... PS is dependent on the learners' prior knowledge, his perception and the way to physically interact with his environment and the emergent way of posing the problem and advancing within the problem solving space. Moreover, computational modelling of PS needs to consider the socio-cultural aspects of PS [2], [11]. From an activity theory perspective, in problem-solving activities, the initial tensions of a problematic situation led to a cognitive dissonance between conflicting motives and instruments to reach the activity goal [20] approach to the analysis of a decision forming apparatus. ...
Cognitive and affective processes are interconnected and should be considered in educational contexts in order to support learners' awareness and regulation of their cognitive-affective states. In Science , Technology, Engineering, the Arts and Mathematics (STEAM) educational activities engage the learners in creative problem solving (CPS). STEAM CPS activities are challenging and could raise maths and science anxiety among the participants of these activities. In this study, we engage three teams in a STEAM activity with IoT STM32 educational boards in order to develop a prototype addressing a real-world problem. In this context, we support the emergence of the awareness of the participants' cognitive-affective states through a CPS board aiming to report the cognitive-affective states and their subsequent regulation through CPS regulation strategies to permit improving the climate within the team but also the advancement of the STEAM CPS.
... The makerspaces are not absolutely places for working, playing, or chatting, but a mixed space, neither home nor office, providing "social experience outside of the home or workplace/school" [29]. In that case, some scholars regard makerspaces as "third spaces" [30,31], which originated from Edward Soja's point of view in criticizing spaces' historicality-sociality-spatiality ( [32], p. 16). Makerspaces should not be viewed merely as experimentation sites with local manufacturing technologies but as places "where people are experimenting with new ideas about the relationships amongst corporations, designers, and consumers" [33], that arguably illustrate the unique human capacity and innovative culture that is unlocked through access to knowledge, infrastructure, and fundamental means of making [16]. ...
“We all are makers” as a slogan of maker movement seemed to be a utopian imagination. Although spirits such as openness and sharing in the slogan successfully directed the attention of the government, the capital, and the general public to individual innovation, they might be unilaterally presented. Drawing upon Michel Foucault’s conceptualization of heterotopias, this article explores the features of makerspaces in Shenzhen, China, arguing that the heterogeneous culture generated by makerspaces played an essential role in stimulating innovation and expanding the impact of maker movement. This article presents four types of heterogeneous culture, the cultures of tolerance, liminality, compensation, and confrontation, which enriched the research on makerspaces and enhanced the status of makerspaces in innovation studies. Through the critical lens, this article shows the social and cultural meanings of makerspaces to makers, makerspace operators, and governments, calling for their rethinking in sustainable development of makerspaces.
... Literature is largely silent on this point. While many studies point to multiple benefits of engaging families in makerspace activities (Barma, Romero & Deslandes, 2017), such as deepening bonds through knowledge sharing and making sense of technology across different generations, few if any focus on attitudes toward accessibility. Similarly, although it is to be expected that administrators would have positive attitudes toward accessibility in makerspaces, there is currently no research that explores this or in any way describes the way this support would manifest itself. ...
Makerspaces continue to grow in popularity in public, academic, and school libraries. As makerspaces are included in library services, accessibility for all users is important. What motivates a school librarian to implement a makerspace accessible to all learners? Are they more likely to invest in accessibility if provided the necessary resources? In this study, researchers discuss which Theory of Planned Behavior (Ajzen 1985) variables significantly predict school librarians’ intentions to implement accessible makerspaces. Researchers also delve into how attitude towards accessibility in makerspaces influence the intention to implement accessible makerspace. Findings indicate identifying perceived behavior control is the principal predictor of behavioral intention. Additionally, identifying makerspace accessibility as a top priority and agreeing that it should be accessible might be different in the minds of school librarians.
... Second, the emphasis on sharing suggests that a maker entrepreneur's commercialization activities would reduce the dependence on patent protection as an important means of value appropriability (Cohen, Nelson, & Walsh, 2000). Third, the prominence of collaborating means the product development process would more likely be online, community-driven and more iterative (Barma, Romero, & Deslandes, 2017). It also allows the frequent emergence of cumulative innovations among different products (Scotchmer, 1991). ...
The nascent research on the maker movement highlights implicit assumptions embedded in a model of closed traditional product development that frequently appears in entrepreneurship and innovation literature. In contrast to closed traditional product development, the maker movement emphasizes inclusiveness, openness, sharing, and collaboration. To date, we know little about how institutional-level factors (such as intellectual property rights protection, maker culture and access to makerspaces) impact the probability of a hobbyist maker becoming an entrepreneur. We leverage the institutional perspective to examine the differing regulatory, normative, and cultural elements with a cross-national study. Via a leading maker community, HacksterIO, we collected data from surveying 3,139 global makers from 99 countries during 2016, thus providing the first quantitative evidence about the maker movement's impact on firm creation. Our results suggest that makerspaces influence entrepreneurship by legitimating entrepreneurship, and not by the provision of economic resources. This paper provides the first large quantitative evidence on maker entrepreneurship across the world, and how institutional factors impact the creation of maker-founded firms in different societies.
... La démarche de citoyenneté engagée dans la cocréation de solutions fait partie des valeurs animant la communauté éducative qui travaille sur les approches de fabrication numérique, ou « maker » (Barma, Romero et Deslandes, 2017;Fleming, 2015). ...
Notre rapport à l’espace et au territoire est une relation qui se construit à partir d’un ensemble d’expériences de vie. Pour les enfants d’aujourd’hui, le rapport au territoire est fortement encadré par leurs parents ainsi que par leurs activités scolaires et extrascolaires. Dans cet article, nous analysons le type d’activités scolaires qui peuvent permettre de développer une approche critique et créative des enfants dans leur rapport à l’espace et au territoire. Parmi les activités d’engagement créatif et participatif à l’espace et au territoire, le projet #SmartCityMaker mobilise les élèves dans la construction d’une maquette de ville. Dans cette étude, nous centrons notre analyse du rapport à l’espace, mais aussi le processus techno-créatif, à partir de l’expérience des élèves des écoles élémentaires Minelle et Curie à Mandelieu (France). Ces élèves ont participé à la création de leur ville du futur avec une volonté de développement durable et technologique. En premier lieu, nous présentons le projet de recherche-création avec les élèves ainsi que la démarche de recherche-création et, en deuxième lieu, nous analysons la démarche de cocréativité des élèves au cours de ce projet à partir des questionnaires de cocréativité. Nous discutons des résultats et des enjeux pédagogiques de cette recherche-création.
... This is partly correct; there are, however, certain issues that need to be highlighted concerning children and adults alike, but especially children: Engaging in Making activities in Makerspaces tends to necessitate a considerable amount of help and facilitation from other people, and there are many restrictions related to Making caused by the background, expertise and knowledge of the participants. The existing literature has already acknowledged that multiple stakeholders are involved in children's Making activities and the intergenerational aspects of making (see for example, [33][34][35]). The importance of teachers [3,7,9,14,16,17,20,24,36,37], facilitators [7,24,26,27,[38][39][40], mentors [5,9,10,26,41], and peers as influencing (helping or hindering) children's Making activities has already been pointed out in the literature. ...
The importance of familiarizing children with the Maker Movement, Makerspaces and Maker mindset has been acknowledged. In this literature review, we examine the complex social action of children, aged from 7 to 17 (K-12), engaging in technology Making activities as it is seen in the extant literature. The included papers contain empirical data from actual digital Making workshops and diverse research projects with children, conducted in both formal and non-formal/informal settings, such as schools or museums, libraries, Fab Labs and other makerspaces. We utilized the theoretical lens of nexus analysis and its concepts of interaction order and historical body, and as a result of our analysis, we report best practices and helping and hindering factors. Two gaps in the current knowledge were identified: (1) the current research focuses on success stories instead of challenges in the working, and, (2) histories of the participants and interaction between them are very rarely in the focus of the existing studies or reported in detail, even though they significantly affect what happens and what is possible to happen in Making sessions.
Keywords: digital fabrication; technology making; intergenerational; child; teacher; facilitator; mentor; parent; interaction order; historical body; nexus analysis.
In socioeconomic environments affected by high and persistent income inequalities and unemployment, there is a need for participative approaches to innovation in support of socioeconomic inclusion. This article explores the features of collective action, in support of socioeconomic inclusion, identified in South African maker communities. Drawing on data from interviews with participants in seven maker communities, the study explores the kinds of value that participants experience through being part of these communities. Value creation is assessed in terms of the five overlapping cycles of value that Wenger et al. (2011) propose are present in successful communities and networks: immediate value, potential value, applied value, realised value, and reframing value. The study finds that all five value cycles are present in the experiences expressed by the South African maker community participants. The value is found to be particularly pronounced in the immediate value and applied value cycles. In respect of socioeconomic inclusion, the findings point to strong currents of social inclusion in the immediate value cycle, and strong elements of both social and economic inclusion in the applied value, realised value, and reframing value cycles.
With the development of information technology and the advent of Massive Open Online Course (MOOC) and Small Private Online Course (SPOC), various online courses which include a lot of new resources and new teaching methods have appeared. The application of advanced teaching resources and educational concepts can improve students' learning experiences. This paper proposes a hybrid closed-loop teaching model of analog circuit SPOC based on online live. The course design is centered on the improvement of students' abilities. An online course resources construction mode of self-built platform with excellent courses introduction is expounded. It enriches the number of online course resources and increases the forms of resource expression. In teaching design, here present the target classification method based on Bloom, the indicators of the Bloom model corresponding to the knowledge, process arrangement, and tests of analog circuits. It also discusses the rules and presentation methods of learning goals, and online experiment teaching based on simulation. Taking the analog circuit course as an example, the implementation methods of resource construction, goal setting, live class schedule, PBL summary, course test, experimental teaching are described. Finally, it summarizes the methods of teaching data collection and the idea of optimizing teaching design applying feedback data. The current data shows that online SPOC teaching mode is conducive to improving students' interest in learning and cultivating their comprehensive ability.
School, Family, and Community Partnerships: Preparing Educators and Improving Schools addresses a fundamental question in education today: How will colleges and universities prepare future teachers, administrators, counselors, and other education professionals to conduct effective programs of family and community involvement that contribute to students’ success in school? The work of Joyce L. Epstein has advanced theories, research, policies, and practices of family and community involvement in elementary, middle, and high schools, districts, and states nationwide. In this second edition, she shows that there are new and better ways to organize programs of family and community involvement as essential components of district leadership and school improvement. THE SECOND EDITION OFFERS EDUCATORS AND RESEARCHERS: •A framework for helping rising educators to develop comprehensive, goal-linked programs of school, family, and community partnerships. •A clear discussion of the theory of overlapping spheres of influence, which asserts that schools, families, and communities share responsibility for student success in school. •A historic overview and exploration of research on the nature and effects of parent involvement. •Methods for applying the theory, framework, and research on partnerships in college course assignments, class discussions, projects and activities, and fi eld experiences. •Examples that show how research-based approaches improve policies on partnerships, district leadership, and school programs of family and community involvement. Definitive and engaging, School, Family, and Community Partnerships can be used as a main or supplementary text in courses on foundations of education methods of teaching, educational administration, family and community relations, contemporary issues in education, sociology of education, sociology of the family, school psychology, social work, education policy, and other courses that prepare professionals to work in schools and with families and students.
This article discusses a theoretical model of the parental involvement process that addresses (a) why parents become involved in their children's education, (b) the forms their involvement takes, and (c) how their involvement influences both proximal (e.g., motivation) and distal (e.g., achievement) student outcomes. The authors describe how school counselors can use this model to enhance schools’ and parents’ capacities to engage parents effectively in children's education. Specifically, they articulate how school counselors can educate teachers and parents about the importance of teacher and school invitations to involvement, productive forms of involvement, and students’ active role in shaping their own educational outcomes. The authors briefly discuss future directions for research on parental involvement in the school counseling context.
The performance of places of knowledge co-creation
The case of FabLabs
Although FabLabs (Fabrication Laboratories) have become a huge phenomenon, their performance based on their socio-economic embeddedness is still an open research question. Drawing on an original world database (N=48), the author shows that the production of documented projects and the transformation of those projects into a new company stems from interactions between the FabLab and its innovative eco-system. In particular, all other things being equal, interactions with peripheral and explorative actors lead to higher levels of creativity and documented projects. New company creation appears to be significantly greater when the FabLab is an intermediary platform or a middle ground between these peripheral actors and a core of bigger companies that are more oriented towards exploitation and that seem to harvest the FabLab’s creativity.
The overall goal of our research was to create a Web-based health education game that was compatible with new school requirements in Quebec, Ontario, and New Brunswick, Canada, covering the development of competencies including problem solving and critical thinking, while using a learning approach involving the collective construction of knowledge. This chapter introduces the theoretical and empirical studies which led us to choose the game framework and question types to achieve the desired learning objectives.