The theory of affordances

Individualism and collectivism

Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

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Cognition In The Wild

Time is divided by geologists according to marked shifts in Earth's state. Recent global environmental changes suggest that Earth may have entered a new human-dominated geological epoch, the Anthropocene. Here we review the historical genesis of the idea and assess anthropogenic signatures in the geological record against the formal requirements for the recognition of a new epoch. The evidence suggests that of the various proposed dates two do appear to conform to the criteria to mark the beginning of the Anthropocene: 1610 and 1964. The formal establishment of an Anthropocene Epoch would mark a fundamental change in the relationship between humans and the Earth system.

Defining the Anthropocene

Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices. They describe how the makerspaces help individuals identify problems, build models, learn and apply skills, revise ideas, and share new knowledge with others. The authors conclude with a discussion of the implications of their findings for this emergent field.

Learning in the Making: A Comparative Case Study of Three Makerspaces.

The maker movement is fundamentally changing the way educators and educational researchers envision teaching and learning. This movement contends making — an active process of building, designing, and innovating with tools and materials to produce shareable artifacts — is a naturally rich and authentic learning trajectory (Martinez & Stager, 2013). Makerspaces are places where making happens in community. I craft my dissertation to explore these two defining characteristics of makerspaces through a comparative case study (Stake, 1995) and a design experiment (Brown, 1992). In the comparative case study, I investigate three youth makerspaces as learning environments and the communities within as learning communities. I employ the design experiment to examine making as an activity that demonstrates learning. With these two complementary studies, I seek to answer the question: how is learning demonstrated in makerspaces? I ground my study in the convergences of new literacies and constructionist learning theories. From the intersections of these two learning theories, I develop an activity-identity-community framework, which I use as my analytic frame. My goal is threefold: 1) to compare three types of youth makerspaces (museum, afterschool, and mobile/library), highlighting design affordances and constraints of each; 2) to build a comprehensive understanding of how experienced young makers approach and complete activities in makerspaces, and 3) to realize implications for design and assessment of makerspace-inspired learning environments (e.g., classroom making activities). Findings expand the limited empirical research connecting making and learning by directly informing our understanding of youth makerspaces as learning environments and assessment of making activities — two key gaps identified earlier this year at the National Research Meeting on

Making learning: Makerspaces as learning environments

Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact We implemented an electronic textiles unit with 23 high school students ages 16–17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit Our analyses not only confirm significant increases in students’ understanding of functional circuits but also showcase students’ ability in designing and remixing program code for controlling circuits In our discussion, we address opportunities and challenges of introducing codeable circuit design for integrating maker activities that include engineering and computing into classrooms

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Stitching Codeable Circuits: High School Students’ Learning About Circuitry and Coding with Electronic Textiles

As the maker movement proliferates, interaction design scholars and educators more commonly refer to makerspaces as learning environments and adopt making for more formal education. So far, researchers have primarily adopted an activity lens toward making, that is, they focus on making as an activity of learning, and in this paper I also consider community and identity lenses by examining makerspaces and maker identities. Specifically, I investigate the affordances and constraints of activity, identity, and community design features across youth makerspaces. I present a comparative case study across three youth makerspaces and offer three design considerations (managing resources, equipping facilitators, and establishing partnerships) that cut across these spaces. Drawing on these features as typical of youth makerspaces, I discuss implications for the design and support of makerspaces.

Breanne Krystine Litts

Papers

Learning in the Making: A Comparative Case Study of Three Makerspaces.

Making learning: Makerspaces as learning environments

Stitching Codeable Circuits: High School Students’ Learning About Circuitry and Coding with Electronic Textiles

Resources, facilitation, and partnerships: three design considerations for youth makerspaces

Debugging open-ended designs: High school students’ perceptions of failure and success in an electronic textiles design activity