Learning Design for Children and Youth in Makerspaces: Methodical-Didactical Variations of Maker Education Activities Concerning Learner’s Interest, Learning with Others and Task Description
- 10.2991/assehr.k.211212.038How to use a DOI?
- maker education; makerspace; didactics; learning design
For some years now, “maker education” has been conquering the world, and with extensive literature describing projects and activities as well as their characteristics and effects. Many authors have described principles of maker education such as working on a product and do-it-yourself activities. However, the literature on how to develop and design a maker activity with children is still limited. This would be of interest to and inform the systematic training of teachers and maker educators. In this paper we propose an overview of the methodological-didactical variations in maker education base on the systematic analysis of the original principles of adults learning in makerspaces to extrapolate the principles for working with children in maker education. Therefore, this paper offers a collection of methodological-didactical variations concerning three aspects, namely (a) the inclusion of the learner’s own interests, (b) learning from and with others, and (c) the kinds of task available at hand. In this way it is intended to offer practitioners support for the design and development of their own maker education programs.
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Martin Ebner AU - Sandra Schön AU - Kristin Narr AU - Maria Grandl AU - Elaine Khoo PY - 2021 DA - 2021/12/14 TI - Learning Design for Children and Youth in Makerspaces: Methodical-Didactical Variations of Maker Education Activities Concerning Learner’s Interest, Learning with Others and Task Description BT - Proceedings of the International Seminar on Language, Education, and Culture (ISoLEC 2021) PB - Atlantis Press SP - 198 EP - 206 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211212.038 DO - 10.2991/assehr.k.211212.038 ID - Ebner2021 ER -