Makerspaces promoting students’ design thinking and collective knowledge creation : Examples from Canada and Finland

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Hughes , J M , Morrison , L J , Kajamaa , A & Kumpulainen , K 2019 , Makerspaces promoting students’ design thinking and collective knowledge creation : Examples from Canada and Finland . in A L Brooks , E Brooks & C Sylla (eds) , Interactivity, Game Creation, Design, Learning, and Innovation : 7th EAI International Conference, ArtsIT 2018, and 3rd EAI International Conference, DLI 2018, ICTCC 2018, Braga, Portugal, October 24-26, 2018, Proceedings . Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering , no. 265 , Springer , Cham , pp. 343-352 . https://doi.org/10.1007/978-3-030-06134-0_38

Title: Makerspaces promoting students’ design thinking and collective knowledge creation : Examples from Canada and Finland
Author: Hughes, Janette, M.; Morrison, Laura, J.; Kajamaa, Anu; Kumpulainen, Kristiina
Other contributor: Brooks, Anthony L.
Brooks, Eva
Sylla, Cristina
Contributor organization: Department of Education
Learning, Culture & Interventions (LECI)
Publisher: Springer
Date: 2019
Language: eng
Number of pages: 10
Belongs to series: Interactivity, Game Creation, Design, Learning, and Innovation
Belongs to series: Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
ISBN: 978-3-030-06133-3
978-3-030-06134-0
ISSN: 1867-8211
DOI: https://doi.org/10.1007/978-3-030-06134-0_38
URI: http://hdl.handle.net/10138/325565
Abstract: Despite the growing popularity of makerspaces in education, we currently have little understanding of the conditions and processes that promote students’ design thinking and knowledge creation in these digitally-enriched learning environments. To address these research gaps in current research knowledge, we draw on two ethnographic case studies on students’ maker activities situated in Canada and Finland. In the Canadian study, the focus is directed to analysing students’ design actions carried out in a five day long “microcycle” of learning by individual students in a Maker Lab. In the Finnish study, attention is directed to investigating forms of students’ collective knowledge creation during an elective course in a makerspace, The Fuse Studio. This paper shows that design thinking is a potentially fruitful way to build students’ global competencies and to approach knowledge creation in a makerspace environment as students engage in interest-driven making, requiring various levels of instructor/peer support, from independent making to guided inquiry.
Description: International Conference on Design, Learning & Innovation, Braga, Portugal, October 24-26, 2018. Proceedings.
Subject: 516 Educational sciences
makerspaces
Design thinking
knowledge creation
digital learning environment
Peer reviewed: Yes
Rights: unspecified
Usage restriction: openAccess
Self-archived version: acceptedVersion


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