Tools with Histories: Exploring NFC-Tagging to Support Hybrid Documentation Practices and Knowledge Discovery in Makerspaces
Tools with Histories: Exploring NFC-Tagging to Support Hybrid Documentation Practices and Knowledge Discovery in Makerspaces
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DOI：
10.1007/978-3-030-60152-2_4
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发表时间：
2020
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影响因子：
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通讯作者：
Daragh Byrne;Marti Louw
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文献类型：
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作者：
Daragh Byrne;Marti Louw
我们介绍了一种新颖的学习技术的设计研究过程，以改进创客空间的教学文档。我们的重点是智能工具如何更好地支持学习实践，特别强调文档的作用。我们首先描述了与教育利益相关者的共同设计过程，该过程为支持 NFC 的混合文档形式生成了概念。开发的该解决方案提供了一个将物理工具、零件和材料与在线资源相结合的过程，以帮助为学习者准备好文档。随后的焦点小组的调查结果导致了改进的实施。我们在高中环境中的初步评估强调了整合在线文档格式以支持青少年使用各种制造工具和零件的价值。教育工作者重视解决方案支持自主学习以及通过教学资源增加学生访问和代理的能力。
We present the design research process towards a novel learning technology to improve instructional documentation in makerspaces. Our focus is on the ways in which smart tools can better support learning practices, with a particular emphasis on role of documentation plays. We first describe a co-design process with educational stakeholder that generated concepts for NFC-enabled forms of hybrid documentation. This solution developed offers a process for coupling physical tools, parts and materials to online resources in order to help make documentation ready-at-hand for learners. Findings from a subsequent focus group led to a refined implementation. Our preliminary evaluation in a high school settings highlighted the value of integrating online documentation formats to support youth navigating a broad array of fabrication tools and parts. Educators valued the solutions ability to support self-directed learning and to increase student access and agency with instructional resources.