Making for Teachers: a New Chance for Simple Physical Learning Objects ? A first exploration Construit 2017 Making, thinking and learning in the digital age University of Warwick, July 14 2017 Daniel K. Schneider Associate professor of educational technology TECFA, Faculty of Psychology and Educational Sciences University of Geneva http://tecfa.unige.ch/DKS http://edutechwiki.unige.ch/ This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. http ://tecfa.unige.ch/tecfa/talks/schneide/construit2017/ (slides)
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Making for Teachers: a New Chance for Simple Physical Learning Objects ?
A first exploration
Construit 2017Making, thinking and learning in the digital age
University of Warwick, July 14 2017
Daniel K. SchneiderAssociate professor of educational technology
TECFA, Faculty of Psychology and Educational SciencesUniversity of Geneva
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.http://tecfa.unige.ch/tecfa/talks/schneide/construit2017/ (slides)
Why «teacher making»?1. Some teachers may encounter situations where they
want students to «make». If you plan coaching or tutoring, consider learning «making». Creating objects for one’s own use is a good motivatingway to start…
2. To create educational objectsthat should should trigger cognitive and social processes thatare good for learning
2. Some theoretical foundations for learning with things and others
Following the review of Zuckerman (2006) on constructivst learning objects
1. Learning by manipulating and constructing
Fröbel, 1782-1852• “Gifts” to experiment
Pestalozzi, 1746-1827• Learner autonomy and responsibility• “head, hand and heart”
Papert, 1928-2016• Mindstorms (1980)• LOGO (1967)
The construction kit stimulates learning through manipulation. It:• Invites using it.• Is intuitive,• adaptable / flexible,• robust.• Create larger objects
from small ones
Key idea: Promote learning
through hands-on interaction
Piaget• Constructivism
Locke, 1632-1704• Sensory experience
Rousseau, 1712-1788• Romanticism
Montessori, 1870-1952• “Materials”
2. Activity-based learning
Leontief, 1903-1979• Activity theory (USSR)
Activity theory (Scandinavia)• Expansive learning
(Engeström, 1987)
Vygotski, 1896-1934• Socio-constructivism• Zone of proximal development Learning happens through activities, i.e.
reflection of social knowledgeActivities are:• hierarchical: activity (needs, motivation),
action (goal), operation (task);• focused on objects carrying culture;• mediated by tools carrying culture;• continuously developed/adapted.
Nardi, 1995 (use in HCI)
Key idea: Learning takes
place in a social, cultural and
material contextKarl Marx, 1818-1883 Pavlov, 1849-1936
Framework• Inspiration : Lightbot video game, inspired by Bill the Robot.• Theory
• Montessori pedagogy => Manipule to learn abstract concepts.• Autonomy and Collaborative learning.• Unplugged activity: is fail safe, allows to focus on some specific points.
Ojectives• Learn 2 basic programming principles: instructions, procedures and calls.
6. Results and speculations from teaching design and fabrication to EdTech students
(Since 2011, cohorts of 15-20 students/year, some do teach)
Observations:• 2D (laser cutting, vinyl cutting, embroidery) is easier than 3D
printing. But both need some training• 3D printing has technical problems (slicers, mechanics,
filament printing constraints, very slow)• Nice variety of things created and multiple activities
suggested for most kits produced, student engagement• Most of the objects created fall into three categories:
• innovative projects with good potential for use, • ‘safe’ objects (puzzles, models and matching pairs) • and non-pedagogic symbolic or physical games.
Is there research on teachers using digital fabrication to create learning materials ?• None (or very hard to find)• However, there are many examples shared in various
repositories (some made by teachers)• One article in Blikstein (2016) by Susanna Tesconi (p.112)
Working hypothesis for further explorations: • Digital manufacturing allow teachers to create objects that are
useful (effective) and usable.• Design of physical tools leads to teachers to think educational
activities in a different way.• Digital design and manufacturing has the potential to help
transforming pedagogies in a range of areas
Slogan:
Constructivism for teachers !
Thank you for listening
• Questions ?• Comments ?• Your own work / experience ?
Further reading and linksZuckerman, Oren (2006), Historical Overview and Classification of Traditional and Digital Learning Objects MIT Media Laboratory,https://llk.media.mit.edu/courses/readings/classification-learning-objects.pdf
Mitchel Resnick et al. (1998) Digital Manipulatives: New Toys to Think With. http://web.media.mit.edu/~mres/papers/chi-98/digital-manip.html
Michael Knoll (1997). The Project Method: Its Vocational Education Origin and International Development, The Journal of Industrial Teacher Education, 34. http://scholar.lib.vt.edu/ejournals/JITE/v34n3/Knoll.html
Blikstein, P., S. Libow Martinez & H. Allen Pang (eds). Meaningful Making: Projects and Inspirations for Fab Labs + Makerspaces, Constructing Modern Knowledge Press, (2016).http://fablearn.stanford.edu/fellows/page/meaningful-making-book
Links to our own workhttp://tecfa.unige.ch/tecfa/talks/schneide/construit2017/ (slides of this talk)
http://edutechwiki.unige.ch/en/
https://edutechwiki.unige.ch/fr/stic3-2016 (STIC III class 2016, in french)https://edutechwiki.unige.ch/fr/stic4-2015 (STIC IV class 2015, in french)
https://www.thingiverse.com/danielkschneider/ (some simple creations I made)
• Schneider, D. (2015). Visualisation de projets de thèse avec un dispositif physique et constructif, Actes de la conférence EIAH2015, Agadir. http://tecfa.unige.ch/tecfa/talks/schneide/eiah-2015/Schneider_EIAH2015-lego-final.pdf
• Schneider, Daniel (2017). Création d’outils pédagogiques personnalisés par fabrication numérique, Actes de EIAH2017. http://tecfa.unige.ch/tecfa/talks/schneide/eiah-2017/schneider-2017-outils-pedagogiques-making-reprint.pdf
• Boufflers, L., S.Linh Quang & D.Schneider, Initiation à la pensée informatique avec le jeu de plateau Programming Boty, Atelier "Apprentissage de la pensée informatique de la maternelle à l’Université : recherches, pratiques et méthodes", EIAH'17 - 6 juin 2017 -https://wikis.univ-lille1.fr/computational-teaching/wiki/actions/2017/aii-eiah/home
• Kamanda, Yeelen Maole & Daniel K. Schneider (2017). Aspects motivationnels d’un dispositif technopédagogique pour la géométrie des solides, Actes de EIAH2017.