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Meaningful Making: Teacher Learning of Design Thinking in an Online Community

Location: Posters; Level 3, Skyline Ballroom Pre-function, Table 9

Participate and share

Participate and share : Poster


Tuesday, June 26, 4:00–6:00 pm
Location: Posters; Level 3, Skyline Ballroom Pre-function, Table 9

Dr. Angela Elkordy   Dr. Ayn Keneman  
Design thinking and the maker movement continue to transform education. We'll share the experiences of inservice teachers participating in a pioneering graduate-level workshop featuring an online community of makers. Our goal was to make the ideas and practices of making and design accessible to all students.

Skill level: Beginner
Attendee devices: Devices not needed
Focus: Digital age teaching & learning
Topic: Maker activities and programs
Grade level: PK-12
Subject area: STEM/STEAM
ISTE Standards: For Educators:
Learner
  • Pursue professional interests by creating and actively participating in local and global learning networks.
Collaborator
  • Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.
Designer
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
Additional detail: ISTE author presentation

Proposal summary

Purpose & objective

Participants who attend our session will:
1. Engage with teacher-makers for collaboration around Maker ideas
2. learn about designing “Maker” and/or STEAM learning activities for instruction using the LAUNCH approach with low or no-cost materials
3. see examples of science and engineering practices in maker space activities aligned with the NGSS standards
4. discuss teaching strategies to nurture creativity and design thinking in students through Maker and STEAM activities
5. share ideas and obtain resources for making and designing objects and processes using a design process
6. learn tips for promoting community for an online maker experience

Outline

Accompanied by 2-3 of our Teacher-Makers, we would like to share our learning journey and products in several ways, using:
*teacher generated projects
*teacher generated designs for maker activities
*teacher experiences and reflections through blogs
*details about how the online community worked
*take away resources (teacher tips)
*share video of online sessions
Through small group conversations, we will engage with session participants to share our experiences, ideas and to collaborate. Resources will be shared -

Supporting research

Bibliography: Bevan, B., Gutwill, J. P., Petrich, M., & Wilkinson, K. (2015). Learning through STEM-rich tinkering: Findings from a jointly negotiated research project taken up in practice. Science Education, 99(1), 98-120. doi:10.1002/sce.21151

Bowler, L. (2014) Creativity through “Maker” experiences and design thinking in the education of librarians. Knowledge Quest/Creativity and Innovation. 42(5), 58-61.

Cunningham,C. & Carlsen,W. (2015) Teaching engineering practices. Journal of Science Teacher Education 25, 197-210.

Dipinto, V. (2016). The lady who put salt in her coffee: A STEM approach. In J. Stenson, S. Norfolk, & L. Ford (Eds.), Science through storytelling: Strategies for the K-5 classroom. Jefferson, NC: McFarland & Company.

Dipinto, V. M. Murphy, D. & Dipinto, A (2014) Messin’ around: The role of play in middle level science education. International Journal of Liberal Arts and Social Science, 2(2), 55-66.

Dipinto, V. (2011) Clowning around: Nurturing creativity in middle school students. Illinois Association for Gifted Children Journal, 2011, 29-33.

Dipinto, V. & Turner, S. (1997) Students and teachers as co-conspirators in learning. Current Issues in Middle Level Education, 6(1), 29-39.

Educause (2013). 7 Things you should know about Makerspaces. Educause Learning Initiative, 2013, 20-21.

Ge, X., Ifenthaler, D., & Spector, J. M. (2015). Emerging Technologies for STEAM Education. New York,NY: Springer.

Hatch, M. (2013). The maker movement manifesto: Rules for innovation in the new world of crafters, hackers, and tinkerers. New York, NY: McGraw-Hill Education.

Lee, Y., & Lee, H. (2014). The effects of engineering design and scientific inquiry based STEAM education programs on the interest, self-efficacy and career choices of middle school students. Journal of Research in Curriculum Instruction, 18(3), 513-540

Martinez, S. & Stager, G. (2014) The Maker movement: A learning revolution. Learning & Leading with Technology, May 2014, 12-17.

Moura, H., Fahnstrom, D., Prygrocki & McLeigh, C. (2008) Thinkering space, an experiment in exploratory learning. International Journal of Learning, 13(4), 147-154

Petrinjak, L (ed) (2014). Making a ‘Maker Space’ creative and safe. NSTA Reports, 25(5), 6-7

Royce, C. A. (2015). Design dilemmas. Science & Children, September 2015, 16-23.

Spencer, J., & Juliani, A. J. (2016). LAUNCH: using design thinking to boost creativity and bring out the maker in every student. San Diego, CA: Dave Burgess Consulting, Inc., pp. 67-128.

The Tinkering Studio (2014). Paper circuits. Retrieved from: www.exploratorium.edu

Thilmany, J. (2014). The Maker movement and the U.S. economy. Mechanical Engineering, December 2014, 28-29.

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Presenters

Dr. Angela Elkordy, National Louis University
Dr. Ayn Keneman, National Louis University

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