Ken Kahn
ABSTRACT
Teams of students creating digital artefacts using crafts, 3D printing, electronics, microcontrollers, and computer programming can result in significant science, technology, engineering, art, and mathematics (STEAM) learning. An ecosystem of carefully selected tools, diverse project ideas, and a well-designed pedagogic structure can greatly facilitate this.
The workshop will begin with a presentation by the eCraft2Learn project funded by the European Union's Horizon 2020 Framework. This includes a unified user interface to a large set of tools for ideation, planning, creating, programming, and sharing. Support has been developed to enable children to create AI programs that rely upon cloud services [1]. Learning analytics provides guidance to teachers and coaches [2] [3]. An augmented reality application has been developed to aid team 3D design. Results from pilot studies will be presented.
Following the eCraft2Learn presentations researchers from the world over that are working on incorporating the maker movement into education and learning will present and demonstrate their work. Participants will determine topics for panel discussions.
- Kahn, KM and Winters, N, (2017). Child-friendly programming interfaces to AI cloud services. EC-TEL 2017: Data Driven Approaches in Digital Education, 10474, 566--570. https://ora.ox.ac.uk/objects/uuid:12124254-acce-4c11-a540-19e74530798dGoogle Scholar
- Jormanainen, I., and Sutinen, E. (2014). "Role blending in a learning environment supports facilitation in a robotics class". In Journal of Educational Technology & Society, 17(1), 294--306Google Scholar
- Suero Montero, C., and Suhonen, J. (2014). Emotion analysis meets learning analytics: online learner profiling beyond numerical data. In Proceedings of the 14th Koli calling international conference on computing education research (pp. 165--169). ACM. Google ScholarDigital Library
- Bottino and Chioccariello (2015) Computational Thinking: Videogames, Educational Robotics, and other Powerful Ideas to Think with, https://www.researchgate.net/publication/291412028_Computational_ThinkingGoogle Scholar
- European Commission, 2013, "Survey of schools: ICT in education"Google Scholar
- Kaplan, G. (2012). Moving back home: Insurance against labor market risk. Journal of Political Economy 120(3), 446--512.Google ScholarCross Ref
- Schön, Sandra, Martin Ebner, and Swapna Kumar. (2014). The Maker Movement Implications from modern fabrication, new digital gadgets, and hacking for creative learning and teaching, eLearningPapers, http://www.openeducationeuropa.eu/en/article/Learning-in-cyber-physical-worlds_In-depth_39_2Google Scholar
- Mäkitalo-Siegl, K., Kohnle, C., and Fischer, F. (2011). Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes. Learning and Instruction, 21(2), 257--266.Google ScholarCross Ref
- Valtonen, T., Sointu, E., Mäkitalo-Siegl, K., and Kukkonen, J. (2015). Developing a TPACK measurement instrument for 21st century pre-service teachers. Seminar.net: International Journal of Media, Technology & Lifelong Learning, 11 (2).Google Scholar
- STEAM learning in formal and informal settings via craft and maker projects
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