Norms and collaboration in hybrid making-spaces
Bibliographic Data
| ID | 21348467 |
|---|---|
| Authors | Amber Simpson (0000-0001-5467-4885, Department of Teaching, Learning & Educational Leadership Binghamton University - SUNY, Binghamton, NY, USA, corresponding author), Signe Kastberg (0000-0003-0907-5941, College of Education, Purdue University, West Lafayette, IN, USA), Caro Williams-Pierce (0000-0003-0730-6179, College of Information Studies, University of Maryland, College Park, MD, USA) |
| Year | 2023 |
| Volume | 116 |
| Issue | 3 |
| Pages | 134-146 |
| Publication date | 2023-05-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2023.2207191 |
| OpenAlex | W4376106215 |
| Language | EN |
| Citations received | 1 |
| References cited | 78 |
Productive collaborative learning and the utilization of educational robots as a tool for developing conceptual understanding and promoting student engagement and interest levels are considered crucial components of our teaching and learning environments. This is becoming more prevalent with the rise of making spaces where collaboration is a key principle and expectation for learning from one another. In this paper, we utilized Cultural-Historical Activity Theory (CHAT) to illustrate how norms and expectations around the educator’s role and student’s ways of acting and behaving in a hybrid making space disrupted the collaborative experience for a group of fifth-grade students engaged with an educational robotics task. In particular, the collaborative experience became fractured through three contradictions: through the introduction of time, an unclear relationship between students and teacher, and competition for a technological device or tool. Through the examples provided, we demonstrate ways that inattention to expectations and norms in making space design can create obstacles for teachers to foster collaboration and for students to leverage one another’s knowledge and skills. We conclude with implications for the design of a collaborative activity within a space that accounts for formal and informal norms and expectations, and recommendations for tools intended for use in a collaborative environment
Collaborative learning · Knowledge management · Leverage (statistics) · Mathematics education · Pedagogy · Sociology · Space (punctuation) · Task (project management) · Artificial Intelligence · Computer Science · Educational Environments and Student Outcomes · Engineering · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Psychology
Learning by Collaborating
A systematic review of teacher guidance during collaborative learning in primary and secondary education
The Promise of the Maker Movement for Education
Interaction Analysis
“Vygotsky’s Neglected Legacy”
Making Through the Lens of Culture and Power
Formal and informal learning in the workplace
Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments
Bridging In-school and Out-of-school Learning
Studies of expansive learning
Collaborative learning practices
Expansive Learning at Work
The Organization of Informal Learning
Teacher’s Role in Fostering Preschoolers’ Computational Thinking
Understanding students’ social interactions during making activities designed to promote computational thinking
A study in contradictions
Sociomaterial movements of students' engagement in a school's makerspace
Cross-Cultural and Historical Perspectives on the Developmental Consequences of Education
Activity theory and individual and social transformation
Using Activity Theory to Understand the Systemic Tensions Characterizing a Technology-Rich Introductory Astronomy Course
Professional Development Considerations for Makerspace Leaders, Part Two
Professional Development Considerations for Makerspace Leaders, Part One
Bringing maker practices to school
Student teachers’ skills in the implementation of collaborative learning
Anatomy of an Enduring Gender Gap
Adapting Teacher Interventions to Student Needs During Cooperative Learning
A Longitudinal Study of Equity-Oriented STEM-Rich Making Among Youth From Historically Marginalized Communities
Naturalistic inquiry
Research to Practice
The teacher's role in promoting collaborative dialogue in the classroom
Doing Without Data
Cultural-Historical Activity Theory
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |