Expanding Informal Maker-Based Learning Programs for Urban Youth
Expanding Informal Maker-Based Learning Programs for Urban Youth
复制标题
DOI：
10.1109/fie44824.2020.9274006
复制
发表时间：
2020-10
期刊：
影响因子：
--
通讯作者：
Foad Hamidi;Amy Freeland;Shawn Grimes;Stephanie Grimes;Adena Moulton;Andrew Coy
中科院分区：
文献类型：
--
作者：
Foad Hamidi;Amy Freeland;Shawn Grimes;Stephanie Grimes;Adena Moulton;Andrew Coy
本研究全文对在不同非正式学习环境中为青少年创造创客式学习体验的研究做出了贡献。如何高效有效地建立创客学习空间，培训教育者在不同场所提供高质量的创客课程，是这个领域的一个关键研究问题。为了研究这个问题，我们开发并部署了一个多阶段的创客教育者培训计划，包括创客空间的建立、教育者培训和青年项目的部署。在大约九个月的时间里，我们在三个参与的地点部署了三个项目模型。我们分析了教育工作者访谈前后的数据，发现这些项目引起了年轻人相当大的兴趣，并导致了职业抱负、社会和技术技能的积极转变。与会者强调了创建线上线下混合资源和培训材料的重要性。我们的参与者还确定了与招募教育工作者和青年出勤率有关的后勤挑战。最后，与会者描述了内容本地化和纳入参与性方法以保持青年和教育工作者参与的可能性。
This Research Full Paper contributes to research on creating maker-based learning experiences for youth in diverse informal learning settings. A key research question in this space is how to efficiently and effectively setup maker learning spaces and train educators to deliver high-quality maker curriculum in diverse sites. To study this question, we developed and deployed a multi-phase maker educator training program that included makerspace setup, educator training, and youth program deployment. We deployed three models of the program at three participating sites over roughly nine months. We analyzed data from educator pre- and post- interviews and found that the programs generated considerable interest in the youth and resulted in positive shifts in career aspirations and social and technical skills. Participants emphasized the importance of creating hybrid online and offline resources and training materials. Our participants also identified logistical challenges related to recruiting educators and youth attendance. Finally, participants described possibilities for content localization and the inclusion of participatory approaches to keep youth and educators engaged.