Self-Efficacy

Becoming Makers - Examining Making Literacy in the Elementary School Science Classroom

This paper extends the concept of digital literacy and applies it to Making. Through case descriptions, we contribute an understanding of how children can become or fail to become individuals literate in Making within a formal learning context. Our …

Developing Communities of Practice through Peer Mentorship in Making through Micro-manufacturing Model

The purpose of this paper is to focus on how the “Making as Micro-Manufacture (M2)” model, can elucidate STEM learning and self-efficacy outcomes in high-school students through the development of communities of practice in the classroom. We focus on …

Exploring the 3D printing process for young children in curriculum-aligned making in the classroom

With increasing focus on integrating 3D printing in educational settings, more emphasis needs to be placed onhow to introduce young students to the complexities of the 3D printing process. Inspired by the patrons of 3D printer services, we engage …

From Making to Micro-Manufacture

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From Making to Micro-Manufacture - Catalyzing STEM Participation in Rural High Schools

This paper proposes Micro-Manufacture (M2), a model of Making that extends its practice to include aspects of engineering concerns of production and reproducibility. A longitudinal study was conducted with six high school students engaging in the M2 …

Making The Maker

The ‘Making the Maker’ project is an NSF-funded project that aims to investigate how Making can be used to scaffold the interest of children, especially from underrepresented populations, to pursue STEM-related careers. The main mechanism through which the project aims to achieve this goal is to support the development of children’s identity as Makers by integrating Making activities longitudinally into the elementary school curricula. Alex has designed almost all hardware in collaboration with Multi-Disciplinary teams in Manufacturing, Education, and Psychology.

Proximal and Distal Mentors: Sustaining Making-Expertise in Rural Schools

With the increasing interest of integrating Making into formal set- tings, like public school classrooms, questions have emerged on how to sustain Making as a practice in these environments. Men- tors, who can guide students’ development of Making …

Telepresence Robotics for Hands-on Distance Instruction

Access to technology education is a challenge for broadening participation in STEM for remote rural communities that make up 20% of US public schools. Teleconferencing technology has provided some level of access to STEM teaching expertise to these …

Toward a making community of practice: The social aspects of elementary classroom-based making

As Making moves from informal settings, such as museums and libraries to formal learning contexts, such as the classroom, questions arise with regard to the sustainability of the practice of Making. Learning in the classroom is continuous over time, …

howDIY - Introducing Pertinent Online Resources to Digital Fabrication Newcomers

Newcomers to digital fabrication often fail during initial attempts without mentor guidance, causing many to abandon these technologies completely due to a lack of self-efficacy and social support. In order for digital fabrication technologies to be accessible within diverse populations, including those in rural locations with access to fabrication machines but not experienced proximal mentors, proximal mentor roles may be partially emulated through interactions with online social resources. Existing online resources provide the information needed for individuals to learn many practices, but finding and utilizing online 3D printing resources is not always trivial.