Makerspaces Across Settings: Didactic Design for Programming in Formal and Informal Teacher Education in the Nordic Countries
Makerspaces Across Settings: Didactic Design for Programming in Formal and Informal Teacher Education in the Nordic Countries
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跨环境的创客空间：北欧国家正式和非正式教师教育编程的教学设计
DOI：
10.1080/21532974.2017.1387831
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发表时间：
2018
影响因子：
--
通讯作者：
P. Parnes
中科院分区：
文献类型：
--
作者：
Susanne Kjällander;Anna Åkerfeldt;Linda Mannila;P. Parnes
为了让教育提供反映我们当前和未来社会的知识，许多国家正在修改他们的课程，包括对数字能力，编程和计算思维的生动讨论。本文通过展示Makerspaces和教师教育之间接口的挑战和可能性，建立了对创客运动与编程教育的理解。三个不同的北欧倡议，并分析其设计的学习。文章阐述了创客空间和教师教育如何相互转化;创客空间如何用于编程活动以及两者之间的相遇会带来哪些挑战和可能性。这些结果突出了创客运动的一个核心方面：真实性。学习设计有不同程度的真实性，但在所有情况下，真实性一直是一个积极的因素。这些动手学习环境旨在促进合作，与来自不同背景的人分享想法和创新，共同转变和形成多模态表示。在正式和非正式之间的界面上，可以发现包容和创造空间的潜力，这些空间可以接触到来自不同背景的个人。移动的学习是一种现象，制作运动与教师教育可以利用这种现象，例如在实践学校、大学校园、移动的创客空间或“开门”方法。在数字环境中，学习是分布式的，但到目前为止，正规和非正规教育之间的合作很难建立，这意味着学院需要找到更具创造性和灵活性的方式来建立学院之外的联系。
Abstract For education to provide knowledge reflecting our current and future society, many countries are revising their curricula, including a vivid discussion on digital competence, programming and computational thinking. This article builds an understanding of the maker movement in relation to education in programming, by demonstrating challenges and possibilities in the interface between Makerspaces and teacher education. Three different Nordic initiatives are presented and their designs for learning are analysed. The article illustrates how Makerspaces and teacher education can be transformed by each other; how Makerspaces can be used in programming activities and what challenges and possibilities emerge in the meeting between the two. The results highlight a core aspect of the maker movement: authenticity. Designs for learning have different levels of authenticity, but in all cases authenticity has been a positive factor. These hands-on learning environments are designed to foster collaboration, share ideas and innovation with people from different backgrounds to transform and form multimodal representations together. In the interface between the formal and informal a potential for inclusion and creation of spaces that reach individuals from different backgrounds is found. Mobile learning is a phenomenon that the making movement together with teacher education can make use of, at for example practice schools, university campuses, mobile Makerspaces or “open-door”-approaches. In the digital environment learning is distributed, but collaboration between formal and informal education is so far complicated to establish, meaning that the academy needs to find more creative and flexible ways of making connections outside the academy.
学习未来：教育、技术和社会变革
DOI：
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发表时间：
2011
期刊：
--
影响因子：
--
作者：
Marmefelt
通讯作者：
Marmefelt
建立连接。
DOI：
10.1681/asn.2021101354
发表时间：
2021
期刊：
Journal of the American Society of Nephrology : JASN
影响因子：
--
作者：
Oxburgh,Leif
通讯作者：
Oxburgh,Leif