Digital design and fabrication for ICT education: Difference between revisions

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== Introduction ==
== Introduction ==


[[Digital design and fabrication in education]] is an emerging discipline, e.g. in the UK under the label "Design and technology". In this page we only focus on the potential of digital design and fabrication to teach and learn ICT skills.
[[Digital design and fabrication in education]] is an emerging discipline, e.g. in the UK under the label "Design and technology". In this page will focus on the potential of digital design and fabrication to teach and learn ICT skills.


Contents will include citations and summaries that then could be used for further exploration, research and teaching activities.
Contents will include citations and summaries that then could be used for further exploration, research and teaching activities.
- [[User:Daniel K. Schneider|Daniel K. Schneider]] ([[User talk:Daniel K. Schneider|talk]]) 16:27, 25 May 2018 (CEST)
- [[User:Daniel K. Schneider|Daniel K. Schneider]] ([[User talk:Daniel K. Schneider|talk]]) 16:27, 25 May 2018 (CEST)


[[File:green-et-al-2018.svg|thumb|300px|Green at al. 2018, A Look at Robots and Programmable Devices for the K-12 Classroom]]
See also:
Digital design and fabrication for ICT education most often means assembling a robot from a variety of technologies and the programming it. Some technology, e.g. [http://hyperduino.com/hdrobotics.html HyperDuino],  [http://makerbit.com Makerbit] or [https://www.lego.com/en-us/mindstorms LEGO Mindstorms]are more suitable to combine making and programming while respecting the curriculum, according to Green at al. who created a little taxonomgy that allows classifying use of tools according to educational outcomes. {{quotation|The ''curriculum  domain'' focuses on outcomes that support learners using the tools to understand and demonstrate understanding of content (particularly related to content standardsThe ''making domain'' is strongly focused on outcomes that are craft-centric (i.e., making a product). The ''principles of engineering and coding domain'' focuses on outcomes associated with coding as the curriculum; learning to use the tools is the primary outcome of this domain. The overlapping of the circles combines the outcomes of the different domains.}} (Green et al. 2018)
* [[Digital design and fabrication bibliography]]


Since both Digital design & fabrication and ICT education are most often associated with engineering and since educational robotics has long standing tradition starting in Papert's [[constructionism]], it is natural that making is frequently associated with robotics. {{quotation|Making spans a myriad of activities, including cooking, sewing, welding, robotics, painting, printing, and building (Peppler and Bender 2013). Making activities often involve programming and physical computing (e.g., robotics) that creates interactive experiences of sensing and controlling the physical world with computers (O’Sullivan and Igoe 2014). ([https://doi.org/10.1007/s11528-017-0172-6 Hsu et al. 2017)]


== Bibliography ==
== Bibliography ==


* Green, T., Wagner, R., & Green, J. (2018). A Look at Robots and Programmable Devices for the K-12 Classroom. TechTrends. https://doi.org/10.1007/s11528-018-0297-2
* Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.


* Hsu, YC., Baldwin, S. & Ching, YH. Learning through Making and Maker Education, TechTrends (2017) 61: 589. https://doi.org/10.1007/s11528-017-0172-6
* Brady, C.; K. Orton, D. Weintrop, G. Anton, S. Rodriguez and U. Wilensky, "All Roads Lead to Computing: Making, Participatory Simulations, and Social Computing as Pathways to Computer Science," in IEEE Transactions on Education, vol. 60, no. 1, pp. 59-66, Feb. 2017. doi: 10.1109/TE.2016.2622680 URL: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=7765145&isnumber=7839305
 
* Brown, A. (2015). 3D printing in instructional settings: Identifying a curricular hierarchy of activities. TechTrends, 59(5), 16–24. doi: 10.1007/s11528-015-0887-1
 
* Jacobs,Jennifer; Mitchel Resnick, and Leah Buechley. 2014. Dresscode: supporting youth in computational design and making. In Constructionism. Vienna, Austria.
 
* Jacobs, J., Brandt, J., Mech, R., & Resnick, M. (2018, April). Extending Manual Drawing Practices with Artist-Centric Programming Tools. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (p. 590). ACM.
 
* Jacobs, Jennifer and Leah Buechley. 2013. Codeable Objects: Computational Design and Digital Fabrication for Novice Programmers. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI ’13). ACM, New York, NY, USA, 1589–1598.
 
* Kanada Yaususi, (2016) "3D printing of generative art using the assembly and deformation of direction-specified parts", Rapid Prototyping Journal, Vol. 22 Issue: 4, pp.636-644, https://doi.org/10.1108/RPJ-01-2015-0009
 
* Kumpulainen, Kristiina (2018). Makerspaces – Why They Are Important For Digital Literacy Education, in Marsh, J., Kumpulainen, K., Nisha, B., Velicu, A., Blum-Ross, A., Hyatt, D., Jónsdóttir, S.R., Levy, R., Little, S., Marusteru, G., Ólafsdóttir, M.E., Sandvik, K., Scott, F., Thestrup, K., Arnseth, H.C., Dýrfjörð, K., Jornet, A., Kjartansdóttir, S.H., Pahl, K., Pétursdóttir, S. and Thorsteinsson, G. (2017) Makerspaces in the Early Years: A Literature Review. University of Sheffield: MakEY Project. ISBN: 9780902831506 http://makeyproject.eu/wp-content/uploads/2017/02/Makey_Literature_Review.pdf
 
* Papert, S. (2005). You can’t think about thinking without thinking about thinking about something. Contemporary Issues in Technology and Teacher Education, 5(3/4), 366 -367.
 
* Solin, Pavel. The International Journal for Technology in Mathematics Education, suppl. ESCO 2016 SPECIAL ISSUE; Plymouth Vol. 24, Iss. 4,  (Oct-Dec 2017): 191-198.
 
* Sousa, D. A., & Pilecki, T. (2013). From STEM to STEAM: Using brain-compatible strategies to integrate the arts. Thousand Oaks: Corwin.
 
* Yokana, L. (2015). Creating an authentic maker education rubric. Edutopia. Retrieved from: http://www.edutopia.org/blog/creating-authentic-maker-education-rubric-lisa-yokana.
 
[[category:Fab lab]]

Latest revision as of 12:57, 1 June 2018

Draft

Introduction

Digital design and fabrication in education is an emerging discipline, e.g. in the UK under the label "Design and technology". In this page will focus on the potential of digital design and fabrication to teach and learn ICT skills.

Contents will include citations and summaries that then could be used for further exploration, research and teaching activities. - Daniel K. Schneider (talk) 16:27, 25 May 2018 (CEST)

See also:


Bibliography

  • Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.
  • Brown, A. (2015). 3D printing in instructional settings: Identifying a curricular hierarchy of activities. TechTrends, 59(5), 16–24. doi: 10.1007/s11528-015-0887-1
  • Jacobs,Jennifer; Mitchel Resnick, and Leah Buechley. 2014. Dresscode: supporting youth in computational design and making. In Constructionism. Vienna, Austria.
  • Jacobs, J., Brandt, J., Mech, R., & Resnick, M. (2018, April). Extending Manual Drawing Practices with Artist-Centric Programming Tools. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (p. 590). ACM.
  • Jacobs, Jennifer and Leah Buechley. 2013. Codeable Objects: Computational Design and Digital Fabrication for Novice Programmers. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI ’13). ACM, New York, NY, USA, 1589–1598.
  • Kanada Yaususi, (2016) "3D printing of generative art using the assembly and deformation of direction-specified parts", Rapid Prototyping Journal, Vol. 22 Issue: 4, pp.636-644, https://doi.org/10.1108/RPJ-01-2015-0009
  • Kumpulainen, Kristiina (2018). Makerspaces – Why They Are Important For Digital Literacy Education, in Marsh, J., Kumpulainen, K., Nisha, B., Velicu, A., Blum-Ross, A., Hyatt, D., Jónsdóttir, S.R., Levy, R., Little, S., Marusteru, G., Ólafsdóttir, M.E., Sandvik, K., Scott, F., Thestrup, K., Arnseth, H.C., Dýrfjörð, K., Jornet, A., Kjartansdóttir, S.H., Pahl, K., Pétursdóttir, S. and Thorsteinsson, G. (2017) Makerspaces in the Early Years: A Literature Review. University of Sheffield: MakEY Project. ISBN: 9780902831506 http://makeyproject.eu/wp-content/uploads/2017/02/Makey_Literature_Review.pdf
  • Papert, S. (2005). You can’t think about thinking without thinking about thinking about something. Contemporary Issues in Technology and Teacher Education, 5(3/4), 366 -367.
  • Solin, Pavel. The International Journal for Technology in Mathematics Education, suppl. ESCO 2016 SPECIAL ISSUE; Plymouth Vol. 24, Iss. 4, (Oct-Dec 2017): 191-198.
  • Sousa, D. A., & Pilecki, T. (2013). From STEM to STEAM: Using brain-compatible strategies to integrate the arts. Thousand Oaks: Corwin.
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