1,720,969 research outputs found
Meaningful prototyping in Primary Education
No full textAt the moment design is taught in primary education. Teachers often use the design cycle which consists of six phases: 1) Exploring & formulating the problem, 2) Generating & selecting ideas, 3) Generating & selecting concepts, 4) Building prototypes, 5) Testing & optimising and 6) Presenting. There are several tools available for teachers to use when doing a design assignment in class. These tools are focused on exploring, ideating and presenting, but tools for prototyping are missing. In a previous project Nadine Rodewijk developed a game, the Prototype-discussion-game, which was meant to help children in purposefully prototyping. This game is the starting point of this project and the goal of this project is to develop materials that are a contribution to the available tools for designing in primary education and make children use prototyping in a meaningful way.Explorative research, interviews, observations and literature, show that children often do not have a goal when prototyping, while experts use prototyping to find things out. Designing is an iterative process and prototyping allows you to iterate. At the moment children often only make one prototype at the end of their process for communication purposes.In this project three tools are (further) developed in order to stimulate the children to purposefully prototype and use prototyping to iterate in their design process. Due to COVID-19 all the tests in this project could not be performed in schools, since all schools were closed. Therefore, all the tools are tested at home. One of the developed tools is the Skill tool. The goal of this tool is to teach children necessary skills for prototyping. When children do not know how to make things, they will not be able to make meaningful prototypes in a design assignment. Children get a step-by-step instruction in text and image which they have to follow. In the last step the children need to apply the skill they just learned in a different context. This way children already have practised applying the skill in a different context before they have to create a specific prototype in a design assignment. Another tool is the Prototype-discussion-game of Nadine which is further developed. The goal of the game is to make children aware of the different goals prototypes can have. The Prototype-discussion-game is a card game in which groups of 3-4 children have to combine prototypes with goals. The children have five cards with different goals for prototypes on them and they need to combine one of the cards to a card with a prototype on it. The children need to give an argument for their choice and need to discuss which goal fits best with the prototype card. The tests in this project show that the game makes children aware of the different goals and is experienced as a nice and educational game to play. The last tool developed for children is the Iteration tool. The goal of this tool is to guide children through the necessary stages in order to iterate (see Figure 1). In order to iterate you first need to look forward and plan for the prototype you are about to make. Then you execute your plan and once it is finished, you look back and reflect on your progress and process. Lastly, you process your learnings and decide on what the next step would be before you enter the iteration model again by planning for your new prototype. The tool consists of multiple worksheets which are related to the stages of the iteration model. The tests show that using the Iteration tool helps the children to prototype purposefully. In this project there is also a tool developed for teachers. This Info booklet provides information about the role of prototyping in a design process. The booklet also provides examples and information about the tools developed in this project that can be used in class when prototyping. Teachers mentioned that this booklet is very informative and can be useful when preparing a design assignment.Design for Interactio
Secondary Students Intrinsic Motivation during Multidisciplinary STEAM projects : A quantitative study on the influence of competence, autonomy and relatedness in secondary Dutch classrooms
No full textEducation is usually organized along the line of mono-disciplines. It is however argued that a focus on solving problems, designing and advising for clients will be more meaningful for students and will enhance their motivation for Science, Technology, Engineering and Mathematics subjects and careers. Therefore, the Dutch network of Technasia schools have positioned Integrative STEAM projects for clients central in their curriculum.
Usually these projects are related to one discipline and conducted by students with a science-oriented profile. In a pilot, 8 schools developed and conducted Multidisciplinary STEAM Projects for pupils in grade 9 to 11 using social cooperative approaches such Jigsaw and perspective-based question prompts that scaffold multi-disciplinary ways of thinking.
The self-determination theory links intrinsic motivation with the presence of autonomy, relatedness, perceived competences. The theory also links the way students perceive the relevance of their learning activities to motivation. Therefore the Intrinsic Motivation Inventory (IMI) questionnaire was used to determine half-way and after the project of 182 students their interest and enjoyment as well perceived competence, effort, pressure, perceived choice, value/usefulness and relatedness. For relatedness to peers and to the client the original statements from IMI were adapted. The results show that intrinsic motivation was slightly positive on average, while relatedness between teammates was positive and pressure low. Students experienced working from different disciplines as valuable. It is suggested to develop new items to measure relatedness to the client as those based on the original IMI where not able to measure this construct well
Social Learning: Does cooperation contribute to the learning of the makers?
No full textThis chapter explores the scope and nature of social learning evident in the Makerspace movement as identified by the cases studies presented previously. The makerspace movement is clearly situated within a constructionist paradigm, placing the learner centrally in the construction of artefacts. Because of its collaborative nature and the need for learners to become critical thinkers and makers Makerspace is well situated to ensure learners today are equipped with the necessary skills and dispositions essential to life in the 21st century.
This chapter draws on literature on three learning theories particularly relevant to makerspace philosophy. The first, Kolb’s Experiencing Learning theory, providing an excellent mechanism for teaching and learning design-based activities while placing learners at the centre of learning. The second, Social Learning Theory, describes the process of collaborative practice in a common activity with the aim of reaching an intended goal. Bandura suggests that Social Learning theory emphasises synthesis of behavioural events and human cognitive processes. This is relevant to makerspaces through the collaborative nature of design and development of artefacts-technological products and systems. The third theory is Social Partication Theory and draws together both learning through experience and learning socially and is therefore most pertinent to the Makerspace movement as it gives equal emphasis to working collaboratively and learning through doing.
To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners.
To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section, the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Proceedings of FabLearn Netherlands 2018: maker education in the Netherlands - state of play and lessons for the future
No full textFabLearn Netherlands invited submissions to the first FabLearn conference in the Netherlands that was held September 28, 2018, preceding Maker Faire Eindhoven September 29 and 30. This publication contains the accepted papers that were presented at the conference
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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