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Seamless LearningDesigning Seamless Learning Activities for School Visitors in the Context of Fab Lab Oulu

Seamless Learning: Designing Seamless Learning Activities for School Visitors in the Context of... [Maker culture has expanded from its traditional niches (people with an interest in computers, programming and the digital world in general) to other, more general fields such as education, business and government. However, “despite the interest in the Maker Movement and its connection to formal and informal education, there has been little research concerning the direction it is taking, the opportunities it could present for education, and why” (Papavlasopoulou in Entertainment Computing 18, 57–78, 2017). In this chapter, we developed a pedagogical framework for seamless learning in Fab Lab activities based on the multiple levels of interactivity that different tools, activities and the contexts enable. The aim is to use age-appropriate activities and appropriate tools, as suggested by Blikstein (FabLab: Of Machines, Makers and Inventors. Transcript, Bielefeld, Germany, pp. 173–180, 2013). In this chapter, we introduce the theoretical principles of the framework—computational thinking, computational making and design-driven education—as a model to teach twenty-first-century skills. We also illustrate the pedagogical principles with a case study in a primary school (K-12) as an example of designing integrated educational activities to align with the maker activities being performed in the Fab Lab context.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Seamless LearningDesigning Seamless Learning Activities for School Visitors in the Context of Fab Lab Oulu

Part of the Lecture Notes in Educational Technology Book Series
Editors: Looi, Chee-Kit; Wong, Lung-Hsiang; Glahn, Christian; Cai, Su
Laru, Jari; Vuopala, Essi; Iwata, Megumi; Pitkänen, Kati; Sanchez, Ivan; Mäntymäki, Antti; Packalen, Markus; Näykki, Jussi
Seamless Learning — Jan 31, 2019
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References (48)

Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2019
ISBN
978-981-13-3070-4
Pages
153 –169
DOI
10.1007/978-981-13-3071-1_8
Publisher site
See Chapter on Publisher Site

Abstract

[Maker culture has expanded from its traditional niches (people with an interest in computers, programming and the digital world in general) to other, more general fields such as education, business and government. However, “despite the interest in the Maker Movement and its connection to formal and informal education, there has been little research concerning the direction it is taking, the opportunities it could present for education, and why” (Papavlasopoulou in Entertainment Computing 18, 57–78, 2017). In this chapter, we developed a pedagogical framework for seamless learning in Fab Lab activities based on the multiple levels of interactivity that different tools, activities and the contexts enable. The aim is to use age-appropriate activities and appropriate tools, as suggested by Blikstein (FabLab: Of Machines, Makers and Inventors. Transcript, Bielefeld, Germany, pp. 173–180, 2013). In this chapter, we introduce the theoretical principles of the framework—computational thinking, computational making and design-driven education—as a model to teach twenty-first-century skills. We also illustrate the pedagogical principles with a case study in a primary school (K-12) as an example of designing integrated educational activities to align with the maker activities being performed in the Fab Lab context.]

Published: Jan 31, 2019

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