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TIME AND SPACES TO MAKE / TEMPS ET ESPACES POUR BRICOLER

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TIME AND SPACES TO MAKE / TEMPS ET ESPACES POUR BRICOLER

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1. TIME (see excerpts coded as "context of making" in Dedoose)

After class/ after school program

during class

lunch hour or recess

2. SPACES - (see excerpts coded as "context of making" in Dedoose)

in the classroom

in shared makerspace or library in school

out of school location

online platforms

Physical spaces

Classroom

Makerspace

out of school location

in the village (community walk) (Assaf & al., 2021)

The community walk became a text for the students to read, interpret, and question. As they walked, they took photos and wrote down issues they wanted to improve. (Assaf & al., 2021)

public library (Gesser & al., 2019)

Virtual spaces

online platform: Zoom

Symbolic spaces

collaboration

The camp provided a space for students to collaborate with peers, teen mentors, and novice teachers to create possible "what if" solutions and reimagine their identities (Assaf & al., 2021)

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DIDACTIC COMPONENTS / COMPOSANTES DIDACTIQUES

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DIDACTIC COMPONENTS / COMPOSANTES DIDACTIQUES

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ACTIVITIES SERVING A NON-ACADEMIC PURPOSE

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ACTIVITIES SERVING A NON-ACADEMIC PURPOSE

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Challenge
MA can be presented to the kids as a challenge

FUSE challenge (Kajamaa & Kumpulainen, 2019)

Seeking a design challenge that had an audience outside of the school community (Hansen & al., 2019)

challenges such as creating a water repellent and boyant prototype of a spaxe shuttle in grade four (Herro & al., 2021a)

Six design challenges were proposed to the students (For a full summary description of the design challenges, see Table 1.) :

Dream Home: students design their dream home in 3D;

Music Amplifier: students build an amplifier for their phone, mp3 player, or computer;

Keychain Customizer: students design and 3D print a key chain with their name or custom message;

LED Color Lights: students combine and control light from three LEDs to produce a rainbow of colors;

Ringtones: students mix their own custom ringtone;

Electric Apparel: students  customize their clothing and accessories so that they light up when they use them.  (Kumpulainen & al., 2020) -- all of these activities could also be coded as STE(A)M/Electronics

competition-based car design challenge (two to three hours per week). Student groups worked as “pit crews” to create cars based upon design criteria that included a single power source that could (a) go a maximum distance, (b) reach a maximum aver-age speed, and (c) minimize the parts used to decrease the overall budget. (Wright & al., 2018)

Design challenge: using littleBits and a "junk of pile" of potentially useful objects, the youth were challenged to either: (a) build something that you can use on a camping trip, or (b) build something that will hep you move two small items across the table (Barton & al., 2017)

gamification

GAIA Challenge is an online serious game, which raises the students’ and teachers’ energy awareness within their own facility, accessible through a web browser.

The challenge utilizes gamification mechanics to motivate participants to engage in energy saving topics by collaboratively working on online ‘‘quests’’ and participating in real-life activities. Moreover, students experience their impact on the facilities’ energy consumption over the course of the challenge, while also competing and comparing against other classes and schools in other countries.Real-time data from sensors in the buildings are used as part of the challenge, in order to visualize the real life impact of the participants’ behaviour and build collaborative (within a facility) and competitive (between facilities) gamification elements.

Teachers are invited to Class Activities to work together with their students on hands-on observation and optimization tasks in classrooms

The online challenge offers the following core features:Quest Map: The Quest Map is the main view for the end-users.It is an interactive visual representation of multiple entities of the online challenge. It symbolizes the user’s journey from the start (top) to the finish line (bottom) of the challenge. Along the way, there are also Quest Sequences and Class Activities, with multiple quests for the user to play. These quests are grouped into five subject areas related to energy consumption reduction.In this map, a number of nodes are included for each subject area, where students have to answer various questions related to these specific energy consumption categories. There are also bonus areas with additional quests available for classes.

Class Activities: Class Activities are crossovers of learning in class, engaging in the online challenge and on-site engagement in the facility, requiring a teacher and on-site engagement. A ClassActivity is divided into three parts: (a) learning the theory, (b)consolidating the knowledge and (c) applying it. Teachers can decide on the topic, the actual activities and the physical space of these Class Activities. (Mylonas & al., 2019)

INDIVIDUAL
Empowerment - identity? - understanding, meaning making? (see below)

The idea behind the "All About Me" book was to provide students with opportunity to make discoveries about themselves, their likes and dislikes, and to uncover who they are, explore how they feel, what they think, and to express these answers through a variety of activities and technologies (Hughes, 2017) -- identity?

As making first involves locating material and intellectual resources and understanding how these resources relate to one another, the first iteration of activities focused primarily on promoting digital literacies skills while raising awareness around bullying and power dynamics, and its impact on individuals. (Hughes et al. 2019)

Hughes 2017

By renewing curriculum-framed learning practices, the school aimed to support a learning culture that increased children’s competence in multidisciplinary areas of learning, from specific subject knowledge to self-esteem and empowerment. (Leinonen & al., 2020)

create possible solutions and reimagine their identities (Assaf & al., 2021) - superheroe project

Participants create and keep written design journals to record their ideas, plans, and revisions --> valuing youth creativity, agency and voice in the making process. (Martin & al.., 2020)

COMMUNITY

Solve a community issue (Assaf & al., 2021; Barton & al., 2017, Cook & al., 2015; Hansen & al. 2019)

design a realistic prosthetic bone (Hansen & al., 19) - in order to answer a need from someone in the community

Seeking a design challenge that had an audience outside of the school community, the teacher collaborated with a professional stuntman. The stuntman was also an enrolled student’s father (herein referred to as Mr. Perez), who was missing part of his leg, an important physical characteristic for the project task. Ms. Taylor and Mr. Perez tasked students with fabricating a prosthetic bone that Mr. Perez would use as a prop in an action scene of an upcoming movie.

help out sellers in front of the school

The team went back to the class and listed the materials they would need to make the “multi-purpose umbrella for Auntie Duang.” Park got the inspiration from a Youtube video on how to make a hand-pulled fan. (Thanaporsang & Holbert, 2020)

Nang clarified that her team wanted to make a welcoming robot for him (a seller) as a marketing tool to bring in more customers. (Thanaporsang & Holbert, 2020)

Social and justice awareness

Eighth grade civics students designed monuments and memori-als for individuals who have been neglected or left out of history text-books. (Trust, 2018)

Middle schoolers envisioned sustainable water conservation technologies as part of a geography unit about human/environmental interactions and designed pre-colo-nial Native American dwellings in their study of interactions between Europeans and Indian peoples (Trust, 2018)

Hughes et al. (2019) -- critical thinking and awareness concerning bullying issues

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STE(A)M (code)

Science, mathematics and technology (Cook & al., 2015)

STEAM (Dalton, 2020)

Arts

creating e-sculptures (Friend & Mills, 2021)

creating a 3D cartoon toy: hand-painting, computer modeling, pattern design, handcraft and creative display (Fu & al., 2022)

students designed and created items that represented the pseudo-english settlement they were emulating in their classroom. They were encouraged to design and build ships, period-specific technologies (toys, machines, etc.) or other prototypes that might represent entry into the war (Herro et al., 2021b) - creating meaning/understanding - dans dedoose: Herro 2021

Science (sous-code)

Energy (small solar panels, wind power, and hydraulic models) (Chen & Lin, 2019)

Regarding the overall organization of the activities and the provided material, the consortium has prepared a series of lab activities, covering aspects of energy consumption and efficiency inside school buildings. The thematic list covered is the following: (a) Energy consumption in our school, (b) Lighting inside school buildings, (c) Heating inside school buildings, (d) Temperature, Humidity and Thermal Comfort, (e) Devices and Energy efficiency, and (f) Energy Inspectors — The energy footprint of our building. An additional activity can be implemented in case schools would like to implement an interactive installation in the form of a class project by students, in order to depict some kind of energy efficiency metric in its own school building. (Mylonas & al., 2019)

healthy food pilot - children wanted to develop their own school's granola bar (Geser & al., 2019)

science unit on air pressure and weather conditions. Build a simulation model showing that high pressure is related to sunny weather and cloudy conditions occur in low pressure areas. After having assembled the model, the students ‘run the model’ mentally, pressing the appropriate switch depending on whether the pressure is High or Low in the areas near their home. (Schlegel & al., 2019) -- see fig. 1 (p. ?) this activity could be used for assessment

science unit of ‘Organisms and Environments’. The learning goals for that unit were to understand that organisms adapt to their environment in order to survive. Examples of adaptations include the shape of a bird's beak or the leaves of a plant.

in pair, design (Tinkercad), print and power (with a basic electronic circuit) a bird beak that would pierce through a foam board, much like a bird might do to gather food. (Schlegel & al., 2019)

Cause and Effect, optics (Bevan, 2020)

Technology

Electronics (Barton & al., 2017)

Electric circuit (Bevan, 2020; Blackey & al., 2018)

creating an electronic hand puppet with a working circuit using e-textile components and tools (Buchholz & al., 2014)

explore electronics by playing with LittleBits - every group worked on a different project (e.g. anti-rape jacket, a fashionable heat-up sweatshirt) - (Barton & al., 2017)

Make a game controller or music player (Harlow & Hansen, 2018)

experiment with Makey Makey (Hansen & al., 2019)

Electric Apparel: students  customize their clothing and accessories so that they light up when they use them.  (Kumpulainen & al., 2020)

creating e-sculptures (Friend & Mills, 2021)

Ingénierie

build robots (Hansen & al., 2019)

create a waste robot (Geser & al., 2019)

Littératies (reading) et ingénierie (Montgomery & Madden, 2019)

design a realistic prosthetic bone (Hansen & al., 19) - in order to answer a need from someone in the community

Mathematics

Resolve math problems with game: The associated math problem is represented in the gameworld through (1) a written task narrative, embedding math vocabulary and expres-sions; (2) pictorial presentations, including interactive 3D game objects (e.g. shippingcontainers of different sizes, families in varied structures, and the house model), 2Ddiagrams (e.g. a floor plan and a material price board in the form of a table of equivalentratios), and a spatial configuration of the landscape designating the position, size, anddirection of the shelter to be built; (3) formal math notations, such as ratios embeddedin the task narrative, numerals inscribed onto game objects, and operations presentedvia cursor-on-target cues, feedback, and the help panel; and (4) interactive manipula-tives, such as a measurement tool that measures distance and angle. Given such a building-centered math problem in E-Rebuild, the player needs to actively investigate and select the related math information embedded in the game world, and then transform and integrate these information into a coherent problem representation to arrive at the design solution. (Ke & al., 2019)

Keychain project with 3D CADA teaching experiment that involved 3 days of 75-minutes lessons was conducted for consolidating student learning of the volume of composite solids. (Ng & Chan, 2019)

Different themes were included in the camp sessions to facilitate students’ problem-based DM. For instance, the first lesson was to introduce Scratch to students by having them design a digital game. The next three lessons focused on solving problems while learning new programming concepts, such as variables, loops, and recursion. The themes of the authentic problems were money saving, dice rolling, and fractal drawing, respectively. The final lesson was arranged or students to present their projects. (Weng & al., 2022) -- example of implementation

LITTERACIES (including digital litt.)

writing and creating comic strips and public news announcement videos Assaf & al. (2021)

translating their play into a digital story (Bull & al., 2017)

Developping a multimodal composing design skills by composing a multimodal science fiction exploring oceans and proposing solutions to climate change (Dalton, 2020) - interdisciplinary

integrate meanings across a multimodal composition using texts, images, colours, organisation and spatial positionning of objects in a Google Slides presentation (Hagerman & al., 2022)

programmed interactive stories and games with Scratch (Hansen & al., 2019)

As making first involves locating material and intellectual resources and understanding how these resources relate to one another, the first iteration of activities focused primarily on promoting digital literacies skills while raising awareness around bullying and power dynamics, and its impact on individuals. (Hughes, 2017)

Littératies (reading) et ingénierie (Montgomery & Madden, 2019)

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DESCRIPTION OF THE MAKER ACTIVITIES (catégorie)

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DESCRIPTION OF THE MAKER ACTIVITIES (catégorie)

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Intention or objectives behind the MA.
N.B. a) souvent interdisciplinaire et b) souvent utilisée pour explorer, pour découvrir un concept, ou présentée comme un défi (challenge)

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TOOLS, MATERIAL AND RESOURCES / OUTILS, MATÉRIAUX ET RESSOURCES

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TOOLS, MATERIAL AND RESOURCES / OUTILS, MATÉRIAUX ET RESSOURCES

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- probably to be presented as a table

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DIGITAL TOOLS AND RESSOURCES / OUTILS ET RESSOURCES DIGITALES

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DIGITAL TOOLS AND RESSOURCES / OUTILS ET RESSOURCES DIGITALES

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SOFTWARES

3D modeling software and a series of 3D cartoon toy design courses (Fu & al., 2022) -- curriculum system created by the research team (could be coded as "how/process/frame")

Graphic design software on Ipad (Holbert, 2016)

design software (Hansen & al., 2022)

Ultimaker Cura (Togou & al., 2020)

free Computer Aid Computer (CAD) software (Trust, 2018)

Tinkercard (see internet Ressources), a free online 3D design software (Cook & al., 2015; Martin & al., 2020, Leinonen & al., 2020 ; Schlegel & al., 2019, Sen & al., 2020)

PROGRAMS

Scratch, (Bull & al., 2017; Hansen & al., 2019; Martínez Moreno & al., 2021)

Makey Makey (Hansen & al., 2019; Livari & al., 2018; Martínez Moreno & al., 2021)

Piano keyboard program (see figure 3), video game and open programming scratch (Harlow & Hansen, 2018)

Dash Robot (by Wonder Workshop) to integrate individual game spots into playable and complete game, Touch Board by Bare Conductive, Makey Makey, Lego education WeDo 2.0 + Workshop Kit Freewheeler (Livari & al., 2018) -- described as playful tools

TECHNOLOGY

3D printer (Hansen & al., 2022; Schlegel & al., 2019, Sen & al., 2020, Togou & al., 2020)

computer (Sen & al., 2020; Montgomery and Madden, 2019)

Ipad (Holbert, 2016)

LITTERACIES

Multimodal composing with embedded images, video, sound (Dalton, 2020) but also colour, text, organisation and spatial positioning of objects (Hagerman & al., 2022)

Digital texts (Assaf & al., 2021)

Evernote app, PicCollage, Lino,  Wordswag, Popplet/Piktochart, Mangamaker (Hughes, 2017; Hughes & al., 2019)

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PHYSICAL TOOLS AND MATERIAL / OUTILS ET MATÉRIAUX PHYSIQUES

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PHYSICAL TOOLS AND MATERIAL / OUTILS ET MATÉRIAUX PHYSIQUES

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RECYCLED and CRAFT MATERIAL

Recycled and craft materials (Assaf & al., 2021)

Wood, cardboard, fabric, old Tupperware, glue gun, fabric, wires and more (Montgomery & Madden, 2019)

Recycled materials from Arduino TM kits, computers (Friend & Mills, 2021)

cardboard and plastics (Geser & al., 2019)

LITTÉRATIES

Non-digital texts (Assaf & al., 2021)

Livre (Montgomery et Madden)

ELECTRONICS

LittleBits - magnetic electric components with various controls and outputs (Barton & al., 2017)

E-textile components and tools (batteries, conductive thread, multimeter, LEDs) (Buchholz & al., 2014)

LEGO Mindstorms and LEGO motors (Bull & al., 2017)

Circuits, LEDs, motors, wooden blocks (Martin & al., 2020)

laser cutter, 3D printer, batteries, motors, buttons, LED and wheels (Geser & al., 2019)

Chibitronics (Hughes, 2017; Hughes & al., 2019)

basic electronics as: rotating motor, conductive copper tape, paper switches and paper circuit boards (Schlegel & al., 2019)

circuits (Montgomery & Madden, 2019)

Makey Makey, 3D Printer (Hansen & al., 2019)

LilyPad Arduino, along with sensors and LEDs. LilyPad Arduino is a circuit board that was created specifically for use in e-textile and wearable construction ; it is small and can be sewn directly onto fabrics. (Hebert & Jenson, 2020)

Makey Makey, Lego education WeDo 2.0 + Workshop Kit Freewheeler (Livari & al., 2018) -- described as playful tools

Makey Makey (Martínez Moreno & al., 2021;  Hansen & al., 2019)

OTHER

Movement, dance (Herro, 2021) -- so the tool here is the body

Genious hour planning sheet (Bishop & Lepou, 2019)

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MAKER ACTIVITIES IMPLEMENTATION / DÉROULEMENT DES ACTIVITÉS MAKER

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MAKER ACTIVITIES IMPLEMENTATION / DÉROULEMENT DES ACTIVITÉS MAKER

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Ce thème porte sur le déroulement des activités Maker, plus précisément sur leurs composantes pédagogiques et didactiques.
This theme focuses on the development of Maker activities, more specifically on their pedagogical and didactic components.

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REPORTED MAKER ACTIVITIES/ ACTIVITÉS BRICO IDENTIFIÉES (thème)

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REPORTED MAKER ACTIVITIES/ ACTIVITÉS BRICO IDENTIFIÉES (thème)

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Ce premier thème porte sur le contenu des activités Maker. Il permet de décrire ce que font les élèves et dans quel cadre, ainsi que les outils physiques et/ou digitaux utilisés lors des activités.
This first theme focuses on the content of Maker activities. It describes what the students do and in what context, as well as the physical and/or digital tools used during the activities.

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Some article share detailed description of the activities (too detailed to be retranscripted in our own article - session by session) but we can definitely redirect readers to the source.

Some other exemples are more friendly, because summarized in a few sentences, as in Schlegel & al. (2019):

The fourth-grade classes engaged in a Making activity aligned with the science unit of ‘Organisms and Environments’. The learning goals for that unit were to understand that organisms adapt to their environment in order to survive. Examples of adaptations include the shape of a bird's beak or the leaves of a plant. The students were given the task of designing a bird beak that would pierce through a foam board, much like a bird might do to gather food. Working in pairs, the students designed a bird's beak using the web-based 3-D design software Tinkercad (www.tinkercad.com). After learning the basics of the Tinkercad program, students spent one day designing a bird's beak that could accomplish the given task. Students had to verbalize to their partner and to other groups why they believed their design would be successful. The classroom team then printed their designs using 3-D printers in the classroom and in our research lab. The students attached their 3-D printed bird's beak to a 3-D printed crankshaft machine, and powered their device using a basic electronic circuit with a geared rotating motor as the load and a switch made out of card stock and conductive copper tape. As a final activity for this unit, the students attempted to pierce the foam board with their motor-powered 3-D printed-beak. Debriefing time was spent discussing why some beaks were successful and some were not. (Schlegel & al., 2019)

The first pilot action took place in a makerspace in the Public Library of Amsterdamoperated by DOIT project partner Waag Society. It was an afterschool activity for children from 8 to 11 years old with 13 participants.

detailed example of step 2 of the making process: First children analysed the system of the production and use of a pair of jeans by mapping out the product chain. By map-ping out the process with laser cut icons, they developed a holistic view of the system and identified intervention points. After detecting these intervention points, they framed identified issues such as waste in problem definitions to develop solutions. They were asked to come up with a waste robot that could help solve the problem. The children prototyped potential solutions in two phases: In the first phase they crafted a physical prototype of the waste robot by combining and manipulating recycled materials like cardboard and plastics. In the second phase they made a more advanced prototype by using digital fabrication and electronic components. They used a laser cutter, a 3D printer, batteries, motors, buttons, LED and wheels for the prototype. (Geser & al., 2019)

Example of MA implementation (planification)

1. Introductory meeting: The junior researchers presented the pupils the Fab Lab concept and the project goal. The pupils discussed their interests in groups related to gaming, programming, and information technology use, and then filled in a questionnaire related to the discussion topics.  A meeting discussing the forthcoming design process: The junior researchers presented the pupils the working process, idea of the board game, the general assignment, and the tools, showing videos of the tool use. They also gave homework for the pupils to start ideating a game spot.

2. Two design sessions: The first session started by dividing children in groups and discussing rules for group work. The groups were then ideating a theme, problem, and actors for their game spots. The children drew sketches and wrote textual descriptions of their possible game spot into their notebooks. The second session was for presenting Fab Lab tools in more detail (laser cutter, 3D printer, etc.). Ideating in groups continued by storyboarding.

3. Five making sessions: In the first session, material for game spots was introduced to the pupils (a brown cardboard box, colored cardboard sheets, glue, and different kind of arts and crafts material) and they started game implementation work. In the second one, pupils tried out and practiced the use of the tools in the school crafts facilities (Figure 3), considering which ones would be most suitable for their game spot plans. In the third session, game implementation was continued (Figure 1) and tools were combined with the game spots. In the fourth one, the pupils and the teacher visited the university Fab Lab for modeling and implementing objects needed for the game spots. Finally, the pupils assembled and finalized the game spots in the school crafts facilities.

4. A playing session: The junior researchers set up a ‘game board’ on the school library floor, i.e., a playable version of the whole game with all the game spots connected with ‘tracks’ leading to the next game spot (Figure 4). When playing the game, children moved between game spots by programming the Dash robot to follow the ‘track’ on the floor from one game spot to another. Later, they evaluated all the game spots and gave constructive feedback and improvement ideas for each game spot (Figure 5). Next week the pupils filled in a feedback questionnaire and participated in interviews either in pairs or in groups of three pupils. (Livari & al., 2018)

Keychain project with 3D CADA teaching experiment that involved 3 days of 75-minute lessons was conducted for consolidating student learning of the volume of composite solids. The teaching experiment took the form of an open-ended class project, which objective was to “Design a keychain and have it printed in 3D; consider the time and cost of printing your project.”

On the first day of the project, the students reviewed how to calculate the volume of prisms which was learned prior to the project. Then, they were introduced the project objective and given time to design their keychains. As implied by the project name, “3D Keychain Project,” the students were going to make keychains; the mention of “volume” was intentionally avoided in the introduction. The need for calculating volume was later introduced as a real-life application when the teacher suggested that, “due to the time and cost for 3D printing,” the students’ designs must satisfy two measurement con-straints: (1) they needed to work within a 50 × 50 mm workspace and (2) the volume of the entire 3D print must not exceed 2500 mm3. Before the students began designing in the computer lab, the teacher demonstrated some basic functions of an online 3D CAD environment, Tinkercad (www.tinkercad.com), which included: resizing, rotating, changing views and adding “holes” to various geometrical objects. - step 1 of the making process: guideline, modeling use of tools, review knowlegde,

On the second and third day of the project, the students continued to work on their designs. The teacher walked around the computer lab to provide technical assistance and advice about the appropriateness of their designs, drawing attention on potential printing issues and the measurement constraints imposed on the project. The students also began to work on the written component of the project: “show your calculation of the volume of their designs clearly” and “write a 100-word reflection about your designing process, challenges, and why you enjoyed or did not enjoy doing this project.” The project was due in three school days after the third day. - steps 2 and 3 of the making process (Ng & Chan, 2019)

Different themes were included in the camp sessions to facilitate students’ problem-based DM.

For instance, the first lesson was to introduce Scratch to students by having them design a digital game.

The next three lessons focused on solving problems while learning new programming concepts, such as variables, loops, and recursion. The themes of the authentic problems were money saving, dice rolling, and fractal drawing, respectively.

The final lesson was arranged or students to present their projects. (Weng & al., 2022)

Example of the 5 steps with mention of a design based organizer (guidance for the students)

(1) After reading the books, students met in small groups to collaboratively discuss how the main characters used their imagination to solve a problem in their community. Some students pointed out how the main characters addressed struggles and how they eventually shifted the community’s belies about reusing materials.

(2) Next, they considered the process of naming and solving problems in their own lives. In small groups, they brain-stormed and named a child-centered problem, like “I keep forgetting my homework at home and my teacher is upset” or “I just moved to a new school and I have no friends.” They used a design- based graphic organizer (modified from the novel engineering project at https://www.novelengineering.org/research/) to brainstorm solutions and consider different perspectives.

The design- based graphic organizer included the following steps: (a) Name the problem; (b) Imagine the problem from different perspectives and brainstorm solutions;

(3) (c) Plan and sketch your design; (d) Create a prototype of your solution, test it, and make improvements; (e) Improve, revise, and publish your design.

(4) Once the students completed their artifact, they presented it to the larger group. (Assaf & al., 2021)

Figure 3 includes all steps of product development from idea generation of children friendly ingredients to prototyping and marketing (Geser & al., 2019) - also coded as implementation/pedagogy/resources

Example of the implementation of 1 class (1 séance)

During the first 10–15 min, we introduced and demonstrated the day’s project, andfacilitated a discussion based on the students’ questions, ideas, and plans. After about 10–15 min, the participants proceeded with activities guided by us, or began their worktime by engaging in various Making activities. We moved around the room andprovided assistance as needed. All participants were encouraged to collaborate and to support each other in the process of Making. They were invited to record and reflect on the design and building process in their science notebooks. For the final 10 min, they wrote or sketched in journals to reflect on the activities (Hsu & al., 2019)

Full example of the six design challenges can be seen in Table 1 (Kumpulainen & al., 2020)

Example of the 4 steps

(1) The Little Builders class began with an introductory session that allowed the students to get to know the researcher and introduce the class’ goals of following King Bhumibol’s foot steps by designing and making social inventions for their community. This session would also encourage students to think of problems that they care about.

(2)  Following these introductory activities, the students interviewed the community members asking: “what are the problems or challenges in the community that you wished to be solved?” The next session invited students to use a problem statement worksheet to de ne and describe community member’s problems. After that, students brainstormed possible solutions tomeet those needs.

(3) Then students created a prototype to help them gain feedback from the community and iterate on their designs.

(4) Toward the end of the workshop, students presented their projects and shared knowledge with their teachers, classmates and community members. Finally, students delivered their projects to the community members.A variety of artifacts were produced by students throughout the Little Builders class.These include the problem statement worksheet, prototypes and  final projects. (Thanapornsangsuth & Holbert, 2020)

Examples of lessons implementation by Trust (2018) : Lesson 1: Monuments/symbols & Lesson 2: STEM Change Makers

Example of a model designed by teachers following 5 phases: preparation, implementation, presentation, evaluation, and correction.

Teachers designed a diverse and innovative M-STEM-PjBL curriculum to enhance students’ competence in creativity and problem solving, and their attitudes toward science and science learning.

In the preparation and implementation phases, teachers taught the necessary knowledge and skills for project production and adjusted study hours according to students’ learning progress.

In the presentation phase, the teachers arranged a public display of students’ products on campus and encouraged students to see or maneuver those products during class breaks.

In the evaluation and correction phases, expert, peer, and self-evaluations guided students to modify their project products based on the feedback provided by these evaluations.

Finally, each group applied for various off-campus science competitions with their project products. (Chen &Lin, 2019)

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Qui sont-ils? que font-ils? quelles ressources peuvent-ils utiliser ?

Facilitators can be : teachers, experts (other teachers as in Rilkonen & al., 2020, from the school community or the entire community), peers, teen mentors, support person, mentors

PRACTICES
Type of instruction (assez hybride)

Each lesson consisted of two parts, namely, teacher-centered whole-class instructions and student-centered problem-solving in Zoom’s breakout rooms. (Weng & al., 20022)

During our 3D Printing 4 Learning Project, we found that hands-on making activities, combined with step-by-step directions, eased the challenge of building a 3D digital model and facilitated successful model printing. (Trust, 2018)

Typically, the teachers provided a few minutes of direct instruction (Herro, 2021; Schlegel & al., 2019)

guided instructions and modeling (eg. project constraints, how to use a tool)

rappel de connaissances or theoritical/conceptual content (Ng & Chan, 2019)

incorporate consistent and supportive "just-in-time" instruction, coupled with reflective guiding questions (Hughes & al., 2019)

draw attention on potentiel issues (eg. printing issues) and on the constraints imposed (eg. measurements) on the project (Ng & Chan, 2019)

oriented questions - open question but oriented towards a certain objective, objective that can be defined by the student)

served as facilitators walking around the classroom visiting groups or reminding students about ways to approach portions of the task (e.g. breaking the code down into smaller parts, referring back to their sketch or diagram, or testing a robot after each portion of a program was coded (Herro, 2021)

walk around to provide technical assistance and advice (Ng & Chan, 2019)

Étayage

Students were encouraged to take increased responsibility for their learning with each successive question, and to explore their learning process through reflection questions (Hughes & al., 2019)

strategy to transfer skills from one tool to the next and help students to develop autonomy : creating and providing them with visuel "walk-through guides" that they could access on Ipads

students were directed to online tutorials for each tools and insisted they they access and view these prior to asking the teacher(s) assistance (Hughes & al., 2019)

The activities were ordered in a sequence that involved progressively increasing demands on the students’ technical skills and they were structured to provide the scaffolding necessary to allow the students to become increasingly more independent.  (Boyle, 2019)

From observations in the first part of the inquiry, teachers decided that for students to succeed in a project-based learning approach reflecting makerspace values, they would need to be scaffolded through a guided inquiry. Tis would enable specific skills and processes to be learnt. Many of these related to the development of the key competences, such as managing self.  (Bishop & Lepou, 2019)

Collaboration

collaboration between teachers

played an important part in negotiating scaffolding and orchestration challenges of the project (Rilkonen & al., 2020)

can support each other by acting as experts  (Rilkonen & al., 2020)

the teachers teamwork structure included “three layers,”:

In the first layer, the craft teacher led the team by organizing schedules and informing others

In the second layer, both craft teachers and the art teacher orchestrated the process and were responsible for planning and implementing the project.

In the third layer, the ICT, math, physics, and Finnish teachers provided their expertise to the student teams when needed. (Rilkonen & al., 2020)

collaboration between students

provide a space for student collaboration (Assaf & al., 2021)

participants were encouraged to collaborate and to support each other in the process of Making (Hsu & al., 2019), but also communicate (zoom context) (Weng & al., 2022) -- positive interaction ?? or positive environment ?

offer choices opportunities

let student chose their own project (from personal interest)

let student chose between several challenges (Barton & al., 2017; Ramey & al., 2019) - that they can stop and start as they want on FUSE (Ramey & al., 2019)

Students were usually allowed to choose their own group members and often choose same-sex partners or groups (Herro, 2021)

students can work indivudually or in pairs or groups

RESSOURCES

for teachers and students

genious hour planning sheet (web-based genious hour teaching resources available to students) (Bishop & Lepou, 2019)

Figure 3 includes all steps of product development from idea generation of children friendly ingredients to prototyping and marketing (Geser & al., 2019)

FUSE website : provides challenges guidelines and help resources for students

handout - student research recording sheet (Trust, 2018) -- image

Pedagogical frameworks

3D modeling software an a series of 3D cartoon toy design courses (Fu & al., 2022) -- 3D cartoon toy design curriculum system created by researchers in aim to offer a playful and collaborative way to engage stduents with creation-based learning.

working within an MCW framework, students shared the roles of scientist, designer, and writer to learn about climate change (Dalton, 2020) - playrole

explicitely introduce some pedagogical frameworks, such as the LCD model to help conceptualize the iterative process of creation and making (Rilkonen & al., 2020)

flipped classroom approach

consisted of two parts, namely, (a) a pre-class video watching and (b) an in-class activity involving the designing of castles on paper and then with 3D CAD. Before they came to class, the students were instructed to watch an 8-minute video and to complete 10 multiple choice questions online to gauge their understanding about the content of the video, which included features and functions of different types of castle and three basic solid construction techniques, namely, union, subtraction and in-tersection. The in-class teaching experiment was a double-lesson that totalled 80 minutes. The teaching experiment began with a quick review of some primitive solids, such as prisms, cones and spheres. The review was followed by an in-class activity in which students were to design their castles freely with paper and pencil. As the students were working on the designs on paper (Ng & Chan, 2019)

Balance Model 3D STEM activity process is presented in figure 2 (Sen & al., 2019)

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make it a visual :)

I've noticed a few steps in the Making process that were frequently mentionned - each step can take a  different from depending on the needs and objectives related to the MA.

1. Introduction to the MA activity

Activity to engage students (idéalement qui a du sens pour elleux)

e.g. reading comic books before creating a comic strip, community walk in the village, video, etc.

articles and videos of interest (Becker & Jacobsen)

the idea is to provoque a discussion and a reflection a dialogue, in order to inspire and prepare students into the Making process

review knowledge learned prior to the project (= rappel des connaissances)

explicite the objective/intention of the project/activity

presentation of specific tools as 3D printer, software,(modélisation)

guidelines (consigne) are shared with the students

2. Brainstorming (usually is small groups, but can be individual too)

identification of a problem

e.g. brainstorming, writing interview protocol to identify people's needs

research

planification of the work

facilitated by a planification sheet given by the teacher (several examples are given in our corpus)

sometimes there is work division, students have specific roles and sometimes it is more organic

this is an iterative step: once students have feedback after presenting/testing their prototype, they might brainstorm again in order to improve or pivot their project

3. Making/réalisation

creating the prototype

getting feedback

making the final project

can be iterative too

4. Recontextualisation/Reinvestment

presentation of the final project to (Trust, 2018):

other groups, classes

parents

school staff

community members

presentation can take several forms :

exhibition (Kendrick & al., 2021)

oral presentation

poster

science fare

applying to a science competition (Chen & Lin, 2019)

online gallery (Google sites or Photos, Adobe Spark, Instagram, Pinterest, Flickr or Padlet) shared by email or with the broader public via social media (Trust, 2018)

presentation includes:

showing the final product

sharing the process

Students have a journal where they share their reflections and assign their ideas, sketches, notes, etc.

These steps are very similar to entrepreneurial process, but also to the creation process (inspiration, réalisation, distanciation) -- both being iterative

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Observation (Harlow & Hansen, 2018)

These pre-service teachers designed a separate activity to run in their classroom to create a more focused opportunity for assessment. In the classroom, they created stations focused on different topics. At one station, children designed rockets, drew ideas, and tested rockets. At another station, children compared two different rocket designs and made predictions about how well they would work and supported their predictions with evidence from earlier trials. This activity both allowed for open-ended design and focused assessment activities. (Harlow & Hansen, 2018)

Performance rubrics guide the assessment of student learning. Using a scale from unacceptable to exemplary, teachers evaluate accuracy of historical information, reliability of sources cited, and creative expression through designs and structures. Such assessments blend factual knowledge and chronological thinking with how effectively students communicate what they have learned. (Trust, 2018)

as an extra activity, the sixth graders carried out a so-called 3D driving licence that tested the Tinkercad 3D modelling skills. The children completed the test in pairs: one performed the 3D tasks by Tinkercad, while the other monitored the correctness and fulfilment of the tasks (Leinonen & al., 2020)

At the end of each making session, and based ont he four scientist characteristics, students were asked to record how they exemplified the role of a scientist that day. Comments in their logbook might reference new questions they were asking, peers they collaborated with, and theories they were considering. (Becker & Jacobsen)

auto-évaluation, journal with reflection question

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TOOLS and MATERIAL (used by the student)

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TOOLS and MATERIAL (used by the student)

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Digital and non-digital texts, recycled and craft materials (Assaf & al., 2021)

LittleBits - magnetic electric components with various controls and outputs (Barton & al., 2017)

Genious hour planning sheet (Bishop & Lepou, 2019)

E-textile components and tools (batteries, conductive thread, multimeter, LEDs) (Buchholz & al., 2014)

Scratch, LEGO Mindstorms and LEGO motors (Bull & al., 2017)

Tinkercard (see internet Ressources), a freem online 3D design software (Cook & al., 2015; Martin & al., 2020)

Multimodal composing with embedded images, video, sound (Dalton, 2020) but also colour, text, organisation and spatial positioning of objects (Hagerman & al., 2022)

Recycled materials from Arduino TM kits, computers (Friend & Mills, 2021)

3D modeling software and a series of 3D cartoon toy design courses (Fu & al., 2022) -- curriculum system created by the research team (could be coded as "how/process/frame")

Scratch, Makey Makey, 3D Printer (Hansen & al., 2019)

Piano keyboard program (see figure 3), video game and open programming scratch (Harlow & Hansen, 2018)

LilyPad Arduino, along with sensors and LEDs. LilyPad Arduino is a circuit board that was created specifically for use in e-textile and wearable construction ; it is small and can be sewn directly onto fabrics. (Hebert & Jenson, 2020)

Movement, dance (Herro, 2021) -- so the tool here is the body

Graphic design software on Ipad (Holbert, 2016)

Evernote app, PicCollage, Lino, Chibitronics, Wordswag, Popplet/Piktochart, Mangamaker (Hughes, 2017; Hughes & al., 2019)

Dash Robot (by Wonder Workshop) to integrate individual game spots into playable and complete game, Touch Board by Bare Conductive, Makey Makey, Lego education WeDo 2.0 + Workshop Kit Freewheeler (Livari & al., 2018) -- described as playful tools

Circuits, LEDs, motors, wooden blocks (Martin & al., 2020)

Scratch, Tinkercad, Makey Makey (Martínez Moreno & al., 2021)

Wood, cardboard, fabric, old Tupperware (Montgomery & Madden, 2019)

...

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students designed and created items that represented the pseudo-english settlement they were emulating in their classroom. They were encouraged to design and build ships, period-specific technologies (toys, machines, etc.) or other prototypes that might represent entry into the war (Herro, 2021) - creating meaning/understanding

imagine how the accomplishments and struggles of lesser-known STEM change makers can be represented symbolically.Students research people in STEM and use the evidence they fnd to design a representation of one impor-tant fgure (Dimension 3). For classes that have access to computers and the Internet, students can craft 3D digital models to represent the fgures they selected. (Trust, 2018)

integrate meanings across a multimodal composition using texts, images, colours, organisation and spatial positionning of objects in a Google Slides presentation (Hagerman & al., 2022)

Could Maker activities it be a form of assessment ?