"The financial investment in these spaces can be considerable, and sustaining and supporting continued student participation is critical to their success" (Hynes & Hynes, 2018, p. 871).
Making. The Educational Movement.
Integration of Learning Outcomes
Deeper concept engagement needed
Limited long term evidence
"While making activities generate excitement and interest, there is little evidence to date about their long-term impacts on learning or on sustained participation in STEM activities." (Hsu, Baldwin, & Yu-Hui Ching, 2017, p. 506)
Incompatibility with standards?
"These spaces are designed to emulate the self-directed, interdisciplinary, and innovative nature of the Maker Movement" (Hynes & Hynes, 2018, p. 871).
"Buechley et al. (2008) found that through e-textiles activities—in which CS (coding with Arduino Lilypad) was incorporated into activities that girls were already engaged with (sewing)—interest in the activities of a male-dominated field (CS) could be piqued, with a desire to do and learn more with computer coding" (Wardrip & Ryoo, 2020, p. 511).
Innovation support
Innovation mindset
STEM engagement
21st-century skills
Practical skills development
Problem-solving skills
Computational thinking
Creativity fostering
Hands-on experience
Expanding human expression
Teacher Training & Professional Development
Adapting curriculum for makerspace integration
Ongoing support and mentoring
Facilitating interdisciplinary projects
Collaborative planning for interdisciplinary projects
Technology and equipment training
Hands-on technology training sessions
Understanding makerspace pedagogy
Workshops on makerspace pedagogy
Culturally responsive pedagogy
"Making pedagogies that promote social interaction and welcome youth within a space can be supportive for newcomers to engage in making and tinkering" (Wardrip & Ryoo, 2020, p. 514).
What is the Maker movement?
Financial Considerations
Funding Opportunies through Brillant Labs for Atlantic Canadian teachers.
Lack of resources
"The financial investment in these spaces can be considerable, and sustaining and supporting continued student participation is critical to their success" (Hynes & Hynes, 2018, p. 871).
Equipment costs
Equipment updates & maintenance
"Some critics argue that the Maker Movement has been commercialized and co-opted, focusing too much on expensive gadgets rather than the core philosophy of accessible, hands-on learning for all"(Vossoughi et al., 2016)
Investment in spaces
Space requirements
Initial investment
Learning Impacts
"The results of this study indicate that there are significant differences in environmental preferences between genders and disciplines" (Hynes & Hynes, 2018, p. 878).
Discipline-specific preferences
Engineering vs other majors
"complexity does not have as deleterious an effect on preference for the engineering students as it does for the other majors" (Hynes & Hynes, 2018, p. 878).
Gender differences
Gender-based preferences
"Images 1 and 2 were rated much lower for preference by female students than male students" (Hynes & Hynes, 2018, p. 877).
Student preferences
Initial excitement generated
Hand-on experimentation
Persistence through challenges
Varied engagement levels
"Without careful implementation, the maker movement has the potential to exacerbate, rather than bridge, inequities in STEM education." (Hsu, Baldwin, & Yu-Hui Ching, 2017, p. 531)
Environmental preferences
Less complex layouts
Tidy spcaes
Teaching Impacts
"The opportunity of the Maker Movement for higher education is to reinvigorate education with more interdisciplinary, experiential, self-directed and innovative learning" (Hynes & Hynes, 2018, p. 871).
Environmental design considerations
"The four predictor variables used in this study (complexity, coherence, legibility, and mystery) are based on Kaplan and Kaplan's (1989) preference matrix" (Hynes & Hynes, 2018, p. 873).
Space design factors
The work Required for a maker space
Legibility
Mystery
Coherence
Complexity
Self-directed learning
Varied participation levels
Product over process concern
Lack of time
"Challenges to implementing making in schools include lack of time, lack of resources, lack of teacher preparation, and incompatibility with standards and testing." (Hsu, Baldwin, & Yu-Hui Ching, 2017, p. 506)
Student-led projects
Interdisciplinary collaboration
Collaboration across disciplines
