Advertisement

Toward Creator-Based Learning: Designs That Help Student Makers Learn

  • Chen-Chung Liu
Living reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

Contemporary educators have been advocating that teaching and learning in schools should go beyond knowledge acquisition. A critical challenge is how to help students learn like expert creators who constantly display active engagement and personal autonomy and who are keen to collaborate with others. Recently, construction-to-learn activities have received even more attention than before. The maker movement is occurring in many educational settings. However, the setup of makerspaces does not necessarily guarantee a positive impact on students’ learning. Too much emphasis on the hardware tools may blur the educational focus and the merits of maker activities. This article summarizes and presents studies related to construction-to-learn activities that support students in their learning as creators. It revisits the key design principles of learning systems based on the needs of student makers: “supporting students to express their imagination,” “facilitating endless remixing,” and “low-threshold/high-ceiling.” Design examples and research findings will be presented based on a series of studies in the field. These can shed light on the design of maker activities that can continuously engage students in construction-to-learn activities.

Keywords

Maker space Creator-Based learning Imagination Remix Constructionism 

References

  1. Böcking, S. (2008). Suspension of disbelief. In W. Donsbach (Ed.), The international encyclopedia of communication. (pp. 4913–4915). Oxford, England: Blackwell.Google Scholar
  2. Boden, M. A. (2015). Creativity and alife. Artificial Life, 21(3), 354–365.Google Scholar
  3. Bruni, A. (2016). ‘With an eye to its movement’: Revitalizing literature through remix and performance. New York: Columbia University Academic Commons.Google Scholar
  4. Burton, R. R., Brown, J. S., & Fischer, G. (1984). Skiing as a model of instruction. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 139–150). Cambridge, MA: Harvard University Press.Google Scholar
  5. Cabrera, A., & Cabrera, E. F. (2002). Knowledge-sharing dilemmas. Organization Studies, 23, 687–710.CrossRefGoogle Scholar
  6. Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459.CrossRefGoogle Scholar
  7. Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass Publishers.Google Scholar
  8. Dawes, R. M. (1980). Social dilemmas. Annual Review of Psychology, 31, 169–193.CrossRefGoogle Scholar
  9. de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179–201.CrossRefGoogle Scholar
  10. Dougherty, D. (2012). The maker movement. Innovations, 7(3), 11–14.CrossRefGoogle Scholar
  11. ELI (EDUCAUSE Learning Initiative). (2013). 7 things you should know about … makerspaces. EDUCAUSE. Retrieved from http://net.educause.edu/ir/library/pdf/eli7095.pdf
  12. Finke, R., Ward, T. B., & Smith, S. M. (1992). Creative cognition: Theory, research, and applications. Cambridge, MA: MIT Press.Google Scholar
  13. Gershenfeld, N. A. (2005). Fab: The Coming Revolution on Your Desktop–from Personal Computers to Personal Fabrication. Basic Books.Google Scholar
  14. Halverson, E., & Sheridan, K. M. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495–504.CrossRefGoogle Scholar
  15. Harel, I., & Papert, S. (1991). Constructionism. Norwood: Ablex Publishing Corporation.Google Scholar
  16. Harvey, S. (2014). Creative synthesis: Exploring the process of extraordinary group creativity. Academy of Management Review, 39, 324–343.CrossRefGoogle Scholar
  17. Herrington, J., Oliver, R., & Reeves, C. T. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59–71.Google Scholar
  18. Hur, J., & Oh, J. (2012). Learning, engagement, and technology: Middle school students’ three-year experience in pervasive technology environments in South Korea. Journal of Educational Computing Research, 46(3), 295–312.CrossRefGoogle Scholar
  19. Kafai, Y. B. (2016). From computational thinking to computational participation in K–12 education. Communications of the ACM, 59(8), 26–27.CrossRefGoogle Scholar
  20. Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13–24.CrossRefGoogle Scholar
  21. Knobel, M., & Lankshear, C. (2008). Remix: The art and craft of endless hybridization. Journal of Adolescent & Adult Literacy, 52, 22–33.CrossRefGoogle Scholar
  22. Knochel, A. D., & Patton, R. M. (2015). If art education then critical digital making: Computational thinking and creative code. Studies in Art Education, 57(1), 21–38.Google Scholar
  23. Lessing, L. (2008). Remix: Making art and commerce thrive in the hybrid economy. New York: Penguin Press.CrossRefGoogle Scholar
  24. Lipson, H., & Kurman, M. (2013). Fabricated: The new world of 3D printing. Indianapolis: Wiley.Google Scholar
  25. Liu, C. C., Cheng, Y. B., & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907–1918.CrossRefGoogle Scholar
  26. Liu, C. C., Lin, C. C., Chang, C. Y., & Chao, P. Y. (2014). Knowledge sharing among university students facilitated with a creative commons licensing mechanism: A case study in a programming course. Educational Technology & Society, 17(3), 154–167.Google Scholar
  27. Liu, C. C., Wang, P. C., & Tai, S. J. D. (2016). An analysis of student engagement patterns in language learning facilitated by Web 2.0 technologies. ReCALL, 28(2), 104–122.CrossRefGoogle Scholar
  28. Liu, C. C., Chen, W. C., Lin, H. M., & Huang, Y. Y. (2017). A remix-oriented approach to promoting student engagement in a long-term participatory learning program. Computers & Education, 110, 1–15.CrossRefGoogle Scholar
  29. McNerney, T. S. (2004). From turtles to tangible programming bricks: Explorations in physical language design. Personal and Ubiquitous Computing, 8(5), 326–337.CrossRefGoogle Scholar
  30. Monroy-Hernández, A., & Resnick, M. (2008). FEATURE empowering kids to create and share programmable media. Interactions, 15(2), 50–53.CrossRefGoogle Scholar
  31. Myers, B., Hudson, S. E., & Pausch, R. (2000). Past, present, and future of user interface tools. ACM Transactions on Computer-Human Interaction, 7(1), 3–28.CrossRefGoogle Scholar
  32. Norman, D. (2001) In Defense of cheating. Available at http://jnd.org/dn.mss/InDefenseOfCheating.html.
  33. Roschelle, J., Rosas, R., Nussbaum, M. (2005). Towards a design framework for mobile computer-supported collaborative learning. In Proceedings of the 2005 conference on Computer support for collaborative learning: Learning 2005: The next 10 years! (pp. 520–524). International Society of the Learning Sciences.Google Scholar
  34. Shaw, A. (1995). Social constructionism and the inner city: Designing environments for social development and urban renewal. Cambridge, MA: MIT Media Laboratory.Google Scholar
  35. Shneiderman, B. (2000). Creating creativity: User interfaces for supporting innovation. ACM Transactions on Computer-Human Interaction (TOCHI), 7(1), 114–138.CrossRefGoogle Scholar
  36. Vasudevan, V., Kafai, Y., Yang, L. (2015). Make, wear, play: Remix designs of wearable controllers for scratch games by middle school youth. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 339–342). ACM.Google Scholar
  37. Weinberger, A. (2011). Principles of transactive computer-supported collaboration scripts. Nordic Journal of Digital Literacy, 6(3), 189–202.Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Graduate Institute of Network Learning TechnologyNational Central UniversityTaoyuan CityTaiwan

Section editors and affiliations

  • David Gibson
    • 1
  • Hiroaki Ogata
    • 2
  1. 1.Curtin UniversityPerthAustralia
  2. 2.Kyushu UniversityFukuokaJapan

Personalised recommendations