Digital Making in Educational Projects
Keywords:
educational innovation, ICT, making, autonomous learning, collaborative learning
Abstract
Digital Making as an Educational Project is an innovative educational experience that has been carried out with students of the Primary Education and Social Education degrees for three consecutive years. The experience introduces digital making as an activity in which students create an object using digital technology. In the process, they not only gain an insight into how the technology works, but also learn the content and competences of the curriculum. This innovative teaching practice was carried out as action research in order to improve traditional higher education practices. In this sense, the proposal puts the student at the centre of the process as the author and protagonist of their own learning process. The experience is based on their own interests: they decide what to make based on a given context. The students work in groups and look for what they need to learn to overcome a particular challenge, while the teacher supports the process as a facilitator, offering guidance and resources when necessary. The evaluation of the whole process is regulated via a group diary (a shared online document) and an individual diary (a blog) that the students produce. The final evaluation is not only of the printed product; the students also produce a video in the form of storytelling, in which they explain how the process evolved from the initial idea to the final impression of the object. They also reflect on what they have learned, how teamwork has worked and what possibilities they believe digital making offers in the primary and non-formal educational contexts in which they will work. All of the processes are compiled in the students’ blogs, as well as in the teachers’ field notebooks. The experience was executed in collaboration with the Digital Fabrication Centres of Barcelona. The results were organised to highlight the strengths and weaknesses of using technologies to improve higher education offering an approach in which students are at the centre of the whole process. Strengths: strong student motivation, promotion of self-directed and collaborative learning and learning by doing, and familiarisation with a transforming integration of technology as protagonists. Weaknesses: hesitance and resistance to facing the challenge, management of scarce time, large time investment by the teachers, and the difficulty of achieving in-depth reflection on how digital fabrication could be introduced in educational contexts such as primary school and non-formal contexts.
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References
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Blikstein, P. (2014). Digital fabrication and ‘Making’ in education: The democratization of invention. In W. Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 1–21). Bielefeld: Transcript Publishers.
Bosco, A. (2005). Espacio y tiempo: dos elementos clave en la mejora de la escuela [Space and time: Two key elements in the improvement of school]. Kikiriki, 75-76, 36–42.
Bosco Paniagua, A., LarraÃn Pfingsthorn, V., & Sancho Gil, J. M. (2008). School +: un proyecto europeo para repensar la enseñanza secundaria [School +: A European project to rethink secondary school teaching]. Revista de Educación, 347, 157–180.
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Bosco, A., Sánchez-Valero, J. A., & Sancho Gil, J. M. (2016) Teaching practice and ICT in Catalonia: Consequences of educational policies. KEDI journal of educational policy, 13(2), 201–220.
Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Studies in Art Education, 47(1), 92–96.
Calatayud Salom, M. A. (2018). Hacia una cultura neurodidáctica de la evaluación. La percepción del alumnado universitario [Towards a neurodidactic culture of evaluation. The perception of the university student]. Revista Iberoamericana de Educación, 78 (1) 67–85.
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Couldry, N. (2008). Mediatization or mediation? Alternative understandings of the emergent space of digital storytelling. New Media Society 10(3), 373–391.
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Flick, U. (2004). Introduction to qualitative inquire. Madrid: Morata.
Orange Foundation. (2016). La transformación digital del sector educación [The digital transformation of the education sector]. Retrieved from http://www.fundacionorange.es/wp-content/uploads/2016/11/eE_La_transformacion_digital_del_sector_educacion-1.pdf
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Hernández, F. (2004). Pasión por el proceso de conocer [Passion for the process of knowing]. Cuadernos de PedagogÃa, 332, 46–51.
Hernández, F. (2006). El informe PISA: una oportunidad para replantear el sentido del aprender en la escuela secundaria [The PISA report: An opportunity to rethink the meaning of learning in the secondary school]. Revista de Educación, 1(Special Issue), 357–379.
Hsu, Y. C., Baldwin, S., & Ching, Y. H. (2017). Learning through making and maker ducation. TechTrends, 61(6), 589–594. doi:https://doi.org/10.1007/s11528-017-0172-6
Intef Report. (2018). Informe Intef (2018) Programación, robótica y pensamiento computacional en el aula. Situación en España, enero de 2018 [Programming, robotics and computational thought in the classroom. Situation in Spain, January 2018]. Retrieved from http://code.intef.es/wp-content/uploads/2017/09/Pensamiento-Computacional-Fase-1-Informe-sobre-la-situaci%C3%B3n-en-Espa%C3%B1a.pdf
Latorre, A. (2003). Reaearch-action. Knowing and changing educational practice [La investigación-acción. Conocer y cambiar la práctica educativa]. Barcelona: Editorial Graó.
Lobato, C., Apodaca, P., Barandiarán, M., & San José, M. J. (2010). La metodologÃa del aprendizaje cooperativo para la enseñanza de la competencia del trabajo en equipo [The methodology of cooperative learning for teaching teamwork competence]. In Departament de Didà ctiques especifiques. Universitat de Girona. II International Didactics Congress (pp. 1–7). Retrieved from http://www2.udg.edu/portals/3/didactiques2010/guiacdii/ACABADES%20FINALS/418.pdf
Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research, 5(1-4), 30–39. doi: http://dx.doi.org/10.7771/2157-9288.1099
Meneses, J., Fà bregues, S., Jacovkis, J., & RodrÃguez-Gómez, D. (2014). La introducción de las TIC en el sistema educativo español (2000-2010): Un análisis comparado de las polÃticas autonómicas desde una perspectiva multinivel [The introduction of ICT in Spanish education (2000-2010): A comparative analysis of regional policies from a multi-level approach]. Estudios sobre Educación, 27, 63–90.
Miño Puigcercós, R., Domingo-Coscollola, M., & Sancho-Gil, J. (2018). Transforming the teaching and learning culture in higher education from a DIY perspective. Educación XX1, 22(1), 139–160. doi: http://10.5944/educXX1.20057
Navarro, V. (2018). MetodologÃas interdisciplinares como herramienta para motivar a alumnado de altas capacidades [Interdisciplinary methodologies as a tool for motivating the student with high capacities]. Revista Iberoamericana de Educación, 78(1), 43–66.
Peppler, K., Halverson, E. R., & Kafai, Y. (2016). Makeology: Makerspaces as learning Environments (Vol. 1). New York, NY: Routledge.
Romero, M., & Guitert, M. (2012). Design and use of a collaborative learning environment in the Web 2.0 [Diseño y utilización de un entorno de aprendizaje colaborativo basado en la Web 2.0]. RELATEC, 11(1), 83–94.
Sancho, J. M. (2006). De tecnologÃas de la información y la comunicación a recursos educativos [From information and communication technologies to educational resources]. In J. M. Sancho (Ed.), TecnologÃas para transformar la educación (pp. 15–36). Madrid: AKAL/UNIA.
Sancho, J. M., & Alonso, C. (Eds.) (2012). La fugacidad de las polÃticas, la inercia de las prácticas. La educación y las tecnologÃas de la información y la comunicación [The fleetingness of policies, the inertia of practices – Education and information and communication technologies]. Barcelona: Octaedro.
Sigalés, C., Mominó, J. M., & Meneses, J. (2007). La escuela en la sociedad red: internet en la educación primaria y secundaria [School in the network society: The Internet in primary and secondary education]. Barcelona: Ariel.
Sigalés, C., Mominó, J. M., Meneses, J., & Badia, A. (2008). La integración de internet en la educación escolar española: situación actual y perspectivas de futuro [The integration of the Internet in the Spanish education system: The current situation and future perspectives]. Barcelona: Open University of Catalunya/Fundación Telefónica.
Stoll, L., Fink, D., & Earl, L. (2004). About learning and the time it requires. Implications for education. Barcelona: Octaedro.
Tesconi, S. (2015). Crear artefactos para generar conocimiento compartido: el modelo de aprendizaje del movimiento" maker" como herramienta de formación del profesorado [Creating artefacts to generate shared knowledge: The learning model of the “Maker movement†as a teacher-training tool. Communication and technology. New technologies and didactic resources]. Comunicación y PedagogÃa, 283, 40–47.
Tesconi, S. (2017). Teacher training in making through the co-design of learning environments. Universitas Tarraconensis. Revista de Ciències de l'Educació, 2, 6–17.
Tesconi, S. (2018). El docente como maker. La formación del profesorado en making educativo [The teacher as maker. Teacher training in educational making] (Unpublished doctoral thesis). Department of Applied Pedagogy, Autonomous University of Barcelona, Spain.
Tesconi, S. & Arias, L. (2015) The transformative potential of making in teacher education: A case study on teacher training through making and prototyping. In N. Streitz & P. Markopoulos (Eds.), Proceedings of the third International Conference on Distributed, Ambient, and Pervasive Interactions, Vol. 9189 (pp. 119–128). Retrieved from https://link.springer.com/chapter/10.1007%2F978-3-319-20804-6_11 doi: 10.1007/978-3-319-20804-6_11
Tyack, D., & Tobin, W. (1994). The “grammar†of schooling: Why has it been so hard to change? American Educational Research Journal, 31(3), 453–480.
Van Maanen, J. (2011). Tales of the field: On writing ethnography. Chicago, IL: University of Chicago Press.
Vossoughi, S., & Bevan, B. (2015). Making and tinkering. A review of the literature. Retrieved from http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_089888.pdf
Area, M. (2008). Innovación pedagógica con TIC y el desarrollo de las competencias informacionales y digitales [Pedagogic innovation with ICT and the development of information and digital competences]. Investigación en la escuela, 64, 5–18.
Area, M. (2011). Los efectos del modelo 1:1 en el cambio educativo en las escuelas. Evidencias y desafÃos para las polÃticas iberoamericanas [The effects of model 1:1 in educational change in schools. Evidence and challenges for Latin American policies]. Revista Iberoamericana de Educación, 56, 49–74.
Balanskat A., Blamire R., & Kefala, S. (2006). The ICT impact report. A review of studies of ICT impact on schools in Europe. European Schoolnet. Retrieved from http://insight.eun.org/shared/data/pdf/impact_study.pdf
Blikstein, P. (2014). Digital fabrication and ‘Making’ in education: The democratization of invention. In W. Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 1–21). Bielefeld: Transcript Publishers.
Bosco, A. (2005). Espacio y tiempo: dos elementos clave en la mejora de la escuela [Space and time: Two key elements in the improvement of school]. Kikiriki, 75-76, 36–42.
Bosco Paniagua, A., LarraÃn Pfingsthorn, V., & Sancho Gil, J. M. (2008). School +: un proyecto europeo para repensar la enseñanza secundaria [School +: A European project to rethink secondary school teaching]. Revista de Educación, 347, 157–180.
Bosco, A. (2013). Las TIC y la educación escolar: tiempo y espacio como obstáculos o aliados de la mejora [ICT and school education: Time and space as obstacles to or allies of improvement]. Investigación en la escuela, 79, 43–53.
Bosco, A., Sánchez-Valero, J. A., & Sancho Gil, J. M. (2016) Teaching practice and ICT in Catalonia: Consequences of educational policies. KEDI journal of educational policy, 13(2), 201–220.
Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Studies in Art Education, 47(1), 92–96.
Calatayud Salom, M. A. (2018). Hacia una cultura neurodidáctica de la evaluación. La percepción del alumnado universitario [Towards a neurodidactic culture of evaluation. The perception of the university student]. Revista Iberoamericana de Educación, 78 (1) 67–85.
Condie, R., & Munro, B. (2007). The impact of ICT in schools – a landscape review. BECTA Research. Retrieved from http://webarchive.nationalarchives.gov.uk/20101102103654/publications.becta.org.uk/download.cfm?resID=28221
Couldry, N. (2008). Mediatization or mediation? Alternative understandings of the emergent space of digital storytelling. New Media Society 10(3), 373–391.
Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms, 1890-1990. New York, NY: Teachers College Press.
Domingo-Coscollola, M., Onsès-Segarra, J., & Sancho-Gil, J. M. (2018). La cultura DIY en educación primaria. Aprendizaje transdisciplinar, colaborativo y compartido en DIYLabHub [DIY culture in primary education. Trans-disciplinary, collaborative and shared learning DIYLabHub]. Revista de Investigación Educativa, 36(2), 491–508. doi: http://dx.doi.org/10.6018/rie.36.2.304421
Dougherty, D. (2013). The maker mindset. In M. Honey & D. E. Kanter (Eds.), Design, make, play: Growing the next generation of STEM innovators. New York, NY: Routledge.
Dussel, I., & Gutiérrez, D. (2006). Educar la mirada. PolÃticas y pedagogÃas de la imagen [Educating the look. Policies and pedagogies of the image]. Buenos Aires, Argentina: Manantial/FLACSO.
Elliot, J. (1991). Action research for educational change. Milton Keynes, UK & Philadelphia, PA: Open University Press.
Flick, U. (2004). Introduction to qualitative inquire. Madrid: Morata.
Orange Foundation. (2016). La transformación digital del sector educación [The digital transformation of the education sector]. Retrieved from http://www.fundacionorange.es/wp-content/uploads/2016/11/eE_La_transformacion_digital_del_sector_educacion-1.pdf
Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495–504. doi: https://doi.org/10.17763/haer.84.4.34j1g68140382063
Hernández, F. (2004). Pasión por el proceso de conocer [Passion for the process of knowing]. Cuadernos de PedagogÃa, 332, 46–51.
Hernández, F. (2006). El informe PISA: una oportunidad para replantear el sentido del aprender en la escuela secundaria [The PISA report: An opportunity to rethink the meaning of learning in the secondary school]. Revista de Educación, 1(Special Issue), 357–379.
Hsu, Y. C., Baldwin, S., & Ching, Y. H. (2017). Learning through making and maker ducation. TechTrends, 61(6), 589–594. doi:https://doi.org/10.1007/s11528-017-0172-6
Intef Report. (2018). Informe Intef (2018) Programación, robótica y pensamiento computacional en el aula. Situación en España, enero de 2018 [Programming, robotics and computational thought in the classroom. Situation in Spain, January 2018]. Retrieved from http://code.intef.es/wp-content/uploads/2017/09/Pensamiento-Computacional-Fase-1-Informe-sobre-la-situaci%C3%B3n-en-Espa%C3%B1a.pdf
Latorre, A. (2003). Reaearch-action. Knowing and changing educational practice [La investigación-acción. Conocer y cambiar la práctica educativa]. Barcelona: Editorial Graó.
Lobato, C., Apodaca, P., Barandiarán, M., & San José, M. J. (2010). La metodologÃa del aprendizaje cooperativo para la enseñanza de la competencia del trabajo en equipo [The methodology of cooperative learning for teaching teamwork competence]. In Departament de Didà ctiques especifiques. Universitat de Girona. II International Didactics Congress (pp. 1–7). Retrieved from http://www2.udg.edu/portals/3/didactiques2010/guiacdii/ACABADES%20FINALS/418.pdf
Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research, 5(1-4), 30–39. doi: http://dx.doi.org/10.7771/2157-9288.1099
Meneses, J., Fà bregues, S., Jacovkis, J., & RodrÃguez-Gómez, D. (2014). La introducción de las TIC en el sistema educativo español (2000-2010): Un análisis comparado de las polÃticas autonómicas desde una perspectiva multinivel [The introduction of ICT in Spanish education (2000-2010): A comparative analysis of regional policies from a multi-level approach]. Estudios sobre Educación, 27, 63–90.
Miño Puigcercós, R., Domingo-Coscollola, M., & Sancho-Gil, J. (2018). Transforming the teaching and learning culture in higher education from a DIY perspective. Educación XX1, 22(1), 139–160. doi: http://10.5944/educXX1.20057
Navarro, V. (2018). MetodologÃas interdisciplinares como herramienta para motivar a alumnado de altas capacidades [Interdisciplinary methodologies as a tool for motivating the student with high capacities]. Revista Iberoamericana de Educación, 78(1), 43–66.
Peppler, K., Halverson, E. R., & Kafai, Y. (2016). Makeology: Makerspaces as learning Environments (Vol. 1). New York, NY: Routledge.
Romero, M., & Guitert, M. (2012). Design and use of a collaborative learning environment in the Web 2.0 [Diseño y utilización de un entorno de aprendizaje colaborativo basado en la Web 2.0]. RELATEC, 11(1), 83–94.
Sancho, J. M. (2006). De tecnologÃas de la información y la comunicación a recursos educativos [From information and communication technologies to educational resources]. In J. M. Sancho (Ed.), TecnologÃas para transformar la educación (pp. 15–36). Madrid: AKAL/UNIA.
Sancho, J. M., & Alonso, C. (Eds.) (2012). La fugacidad de las polÃticas, la inercia de las prácticas. La educación y las tecnologÃas de la información y la comunicación [The fleetingness of policies, the inertia of practices – Education and information and communication technologies]. Barcelona: Octaedro.
Sigalés, C., Mominó, J. M., & Meneses, J. (2007). La escuela en la sociedad red: internet en la educación primaria y secundaria [School in the network society: The Internet in primary and secondary education]. Barcelona: Ariel.
Sigalés, C., Mominó, J. M., Meneses, J., & Badia, A. (2008). La integración de internet en la educación escolar española: situación actual y perspectivas de futuro [The integration of the Internet in the Spanish education system: The current situation and future perspectives]. Barcelona: Open University of Catalunya/Fundación Telefónica.
Stoll, L., Fink, D., & Earl, L. (2004). About learning and the time it requires. Implications for education. Barcelona: Octaedro.
Tesconi, S. (2015). Crear artefactos para generar conocimiento compartido: el modelo de aprendizaje del movimiento" maker" como herramienta de formación del profesorado [Creating artefacts to generate shared knowledge: The learning model of the “Maker movement†as a teacher-training tool. Communication and technology. New technologies and didactic resources]. Comunicación y PedagogÃa, 283, 40–47.
Tesconi, S. (2017). Teacher training in making through the co-design of learning environments. Universitas Tarraconensis. Revista de Ciències de l'Educació, 2, 6–17.
Tesconi, S. (2018). El docente como maker. La formación del profesorado en making educativo [The teacher as maker. Teacher training in educational making] (Unpublished doctoral thesis). Department of Applied Pedagogy, Autonomous University of Barcelona, Spain.
Tesconi, S. & Arias, L. (2015) The transformative potential of making in teacher education: A case study on teacher training through making and prototyping. In N. Streitz & P. Markopoulos (Eds.), Proceedings of the third International Conference on Distributed, Ambient, and Pervasive Interactions, Vol. 9189 (pp. 119–128). Retrieved from https://link.springer.com/chapter/10.1007%2F978-3-319-20804-6_11 doi: 10.1007/978-3-319-20804-6_11
Tyack, D., & Tobin, W. (1994). The “grammar†of schooling: Why has it been so hard to change? American Educational Research Journal, 31(3), 453–480.
Van Maanen, J. (2011). Tales of the field: On writing ethnography. Chicago, IL: University of Chicago Press.
Vossoughi, S., & Bevan, B. (2015). Making and tinkering. A review of the literature. Retrieved from http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_089888.pdf
Published
2019-09-27
How to Cite
Bosco, A., Santiveri, N., & Tesconi, S. (2019). Digital Making in Educational Projects. Center for Educational Policy Studies Journal, 9(3), 51-73. https://doi.org/10.26529/cepsj.629
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