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The Maker Activity Program

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A case study of the maker activity program among undergraduate students in Mexico.

Full-text https://www.researchgate.net/publication/317174794_A_Case_Study_of_the_Maker_Activity_Program_among_Undergraduate_Students_in_Mexico

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The Maker Activity Program

  1. 1. A Case Study of the Maker Activity Program Among Undergraduate Students in Mexico Oswaldo Castro-Romero Kyung Hee University / Graduate School of Education
  2. 2. Content ▸ Introduction ▸ Theoretical background ▸ Research methodology ▸ Results ▸ Conclusions 2
  3. 3. Introduction A growing number of people around the world engage together for producing personal objects, into physical and digital forms 3 (Martinez & Stager, 2013) (Halverson & Sharidan, 2014) Democratization of access to: • Tools • Technologies • Materials • Resources 1990 DIY 2002 FIRST FABLAB 2005 MAKE MAGAZINE 2006 MAKER FAIRE 2009 FIRST HACKER SPACE 2014 MAKER FAIRE WHITE HOUSE
  4. 4. Introduction 4 There is a growing interest in majors as For many years, there is a tradition of studies in social sciences and humanities (IMCO, 2016) IN LATINAMERICA HOWEVER, • Engineering • Information technologies • Computer sciences Jordi Muñoz (Cofounder of 3d Robotics) Art Crafts workshops Social movements
  5. 5. Introduction 5 have appeared in the local communities. Many makerspaces makerspaces are created by engineers and computer scientists, but now also by: Frequently, • Industrial designers • Architects • Educators
  6. 6. Introduction 6 THE PROBLEM There is the difficulty of access to digital platforms and Internet and the implementation of innovative educational methods enhancing maker activities. (Herrera, 2016; Rodriquez-Barrios and Pellizzoni, 2016) THE QUESTIONS How to create sustainable collaborative spaces that support maker activities?Q1Q1 Q2Q2 What is the potential of implementing makerspaces in education?
  7. 7. Theoretical background 7 WHAT IS THE MAKER MOVEMENT? ▸(Martinez & Stager, 2013) ▸(Peppler & Bender, 2013) Makers play, experiment, fail and success by constructing sharable knowledge Maker movement is an innovative way to reimagine education & Hacker CultureDIY Culture
  8. 8. Theoretical background 8 “Students learn better by making tangible objects in the real world.” (Papert, 1980) The maker movement has a strong foundation of Papert’s constructionism theory. (Donaldson, 2014)
  9. 9. Theoretical background 9 MakeractivitiesMakeractivities consist in giving to students the opportunity for: ▸ developing interest ▸ new identities, and ▸ content knowledge (Martin, 2015) Learners learn better working with: ▸ meaningful products ▸ affordable materials ▸ appropriated learning environments (Falbel, 1993)
  10. 10. Theoretical background 10 Makerspaces are informal and open places wherein makers can explore their ideas, combining STEAM disciplines and developing technical skills to create new products. (Sheridan, et al. 2014)
  11. 11. Program implementation: 22 undergraduate students First and fourth year Korean Studies major Research Methodology 72% 28% Years in average 20 No experience in making 60%electricity class or repairing own stuffs 13% Yes
  12. 12. Research Methodology Duration of the program One-day(6 hours) • Photos • Videotaping • Reflective journals Data collection
  13. 13. Tinkering Making Sharing Improving CONCEPTUALIZATION ENCOURAGE INTEREST AND MOTIVATION EMBODYING IDEAS BUILDING PERSONAL PRODUCTS SHARING OF PRODUCTS AND PROCESS IMPROVEMENT AND REFLECTION Research Methodology TMSI model ▸(Hwang, Kang and Kim, 2016)
  14. 14. Results 14 Deconstruction of electronic appliances and building products in teams
  15. 15. Results 15 “it was interesting to see how others think, even I have never interacted at all with them at school” Melanie,19 years
  16. 16. Results 16 They built products getting ideas when talked and collaborated with others Students exchanged materials and moved around the classroom
  17. 17. Results 17 Miztli, 24 years “I discovered that an electronic water heater contains sand to conduct the heat throughout the tube”
  18. 18. Results 18 “From a computer we don’t use, we can get different ideas to create something new” Itzel, 24 years
  19. 19. Results 19 “we can make anything… ideas come when we play with things” Daniela, 21 years
  20. 20. 20 Results Desk lamp Key holder Glasses Zen Garden Car Toy
  21. 21. Conclusions 21 01Maker activity is a friendly way to access and learn how to use technology tools and diverse materials while people enjoying reciprocal support. 02In hands-on activities, students can embody their abstract ideas into concrete products. 03It is suggested to diversify maker activities to other fields in education enhancing exploration, inquiring and problem-solving for better learning experiences.
  22. 22. THANK YOU!oswaldo.castro@khu.ac.kr

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