Analysis of the impact of the training workshops developed by State Distance University's (UNED) FabLab in Costa Rica
DOI:
https://doi.org/10.17398/1695-288X.17.2.117Keywords:
Computer literacy, Teaching Methods, Empowerment, Constructionism, Open Source TechnologiesAbstract
The rapid technological-industrial development, has highlighted the need for a technological literacy that allows people to understand, manipulate, and develop physical or digital creations. This work introduces a training proposal made with different groups at the fabrication laboratory Kä Träre of the UNED of Costa Rica. Ten training workshops were held on the use of open technologies, with a total of 106 inexperienced participants. In all of them, a constructionist methodological proposal linked to the manifesto makers was followed. For the evaluation of the impact of the workshops, a semantic analysis of a open question was used, which was given at the end of each workshop. The results show that more than 70% of the participants were able to imagine new applications adapted to their environment of interest, using the open technologies learned in the workshops. However, only 32% indicated how the proposal would be developed. Considering that each group participated in only one workshop, we considered that the training model is valid, but we noted the need for other deeper workshops to address the developments proposed by the participants. This type of proposal could not only be extended to educational centres, but could also be developed in non-formal educational environments, facilitating the technological empowerment of people who are no longer of school age.
Downloads
References
Ananiadou, K., & Claro, M. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, 41. doi:10.1787/218525261154
Blikstein, P. (2013). Digital fabrication and ‘making’in education: The democratization of invention. En J. Walter-Herrmann & C. Büching, FabLabs: Of machines, makers and inventors (pp. 203-222). Bielefeld: Transcript Publishers. Recuperado a partir de https://tltl.stanford.edu/sites/default/files/files/documents/publications/2013.Book-B.Digital.pdf
Blikstein, P. (2015). Computationally Enhanced Toolkits for Children: Historical Review and a Framework for Future Design. Foundations and Trends in Human–Computer Interaction, 9(1), 1-68. doi:10.1561/1100000057
Boden, M. A. (1998). Creativity and artificial intelligence. Artificial Intelligence, 103(1), 347-356. doi:10.1016/S0004-3702(98)00055-1
Brahms, L. (2014). Making as a learning process: Identifying ans supporting family learning in informal sattings. University of Pittsburgh, Pittsburgh. Recuperado a partir de http://d-scholarship.pitt.edu/21525/1/L_Brahms_etd_2014.pdf
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking (pp. 1-25). Presentado en Proceedings of the American Educational Research Association (AERA) annual conference, Vancouver. Recuperado a partir de https://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_aera2012_ct.pdf
Brynjolfsson, E., & McAfee, A. (2011). Race against the machine: how the digital revolution is accelerating innovation, driving productivity, and irreversibly transforming employment and the economy. Lexington, Mass: Digital Frontier Press.
Bulman, G., & Fairlie, R. (2016). Technology and Education: Computers, Software, and the Internet (p. 67). Cambridge, MA: National Bureau of Economic Research. Recuperado a partir de http://www.nber.org/papers/w22237.pdf
Burnett, D. (2016). El cerebro idiota: un neurocientífico nos explica las imperfecciones de nuestra materia gris. Barcelona: Editorial Planeta.
Bustillo, J., & Garaizar, P. (2016). Using Scratch to foster creativity behind bars: Two positive experiences in jail. Thinking Skills and Creativity, 19, 60-72. doi:10.1016/j.tsc.2015.08.003
Dietrich, A. (2004). The cognitive neuroscience of creativity. Psychonomic Bulletin & Review, 11(6), 1011-1026. doi:10.3758/BF03196731
Dougherty, D. (2013). The Maker Mindset. En M. Honey & D. E. Kanter (Eds.), Design, Make, Play: Growing the Next Generation of STEM Innovators (pp. 7-11). New York: Routledge.
Dweck, C. S. (2008). Mindset: the new psychology of success. New York: Ballantine Books.
Eden, B. L. (2016). Makerspaces: A Practical Guide for Librarians. Journal of Electronic Resources Librarianship, 28(3), 217-217. doi:10.1080/1941126X.2016.1203185
Ferreiro, E. (2011). Alfabetización digital: ¿De qué estamos hablando? Educação e Pesquisa, 37(2), 423-438. doi:10.1590/S1517-97022011000200014
Fourie, I., & Meyer, A. (2015). What to make of makerspaces: Tools and DIY only or is there an interconnected information resources space? Library Hi Tech, 33(4), 519-525. doi:10.1108/LHT-09-2015-0092
Gallagher, L., Michalchik, V., & Emery, D. K. (2010). Assessing Youth Impact of the Computer Clubhouse Network. Menlo Park, CA: SRI International. Recuperado a partir de http://www.computerclubhouse.org/sites/default/files/ICCN%20Youth%20Impact%20Survey%20May-2010.pdf
Hofstadter, D. R. (2001). Analogy as the core of cognition. En The analogical mind: Perspectives from cognitive science (pp. 499-538). Cambridge, Massachusetts: MIT Press.
Hofstadter, D. R., & Sander, E. (2013). Surfaces and essences: analogy as the fuel and fire of thinking. New York: Basic Books.
Kafai, Y., Peppler, K. A., & Chapman, R. N. (2009). The Computer Clubhouse : constructionism and creativity in youth communities. New York: Teachers College Press.
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of General Psychology, 13(1), 1-12. doi:10.1037/a0013688
Litts, B. K. (2015). Making learning: Makerspaces as learning environments. University of Wisconsin-Madison, Wisconsin. Recuperado a partir de http://www.informalscience.org/sites/default/files/Litts_2015_Dissertation_Published.pdf
Miller, K., Champion, E., Summers, L., Lugmayr, A., & Clarke, M. (2018). The Role of Responsive Library Makerspaces in Supporting Informal Learning in the Digital Humanities. En Digital Humanities, Libraries, and Partnerships (pp. 91-105). Elsevier. doi:10.1016/B978-0-08-102023-4.00007-0
Moorefield-Lang, M. H. (2014). Makers in the library: case studies of 3D printers and maker spaces in library settings. Library Hi Tech, 32(4), 583-593. doi:10.1108/LHT-06-2014-0056
Oates, A. (2015). Evidences of learning in an art museum makerspace. University of Washington, Washington, D.C. Recuperado a partir de https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/33432/Oates_washington_0250O_14523.pdf?sequence=1&isAllowed=y
OCDE. (2010). Educación hoy: la perspectiva de la OCDE. México, D.F.: OCDE : INITE.
Okpala, H. N. (2016). Making a makerspace case for academic libraries in Nigeria. New Library World, 117(9/10), 568-586. doi:10.1108/NLW-05-2016-0038
Olivan, R. (2016). La Cuarta Revolución Industrial, un relato desde el materialismo cultural. URBS. Revista de Estudios Urbanos y Ciencias Sociales, 6(2), 101-111.
Peppler, K. A., Halverson, E., & Kafai, Y. B. (2016). Makeology. (Vol. 1). New York: Routledge. Recuperado a partir de http://public.eblib.com/choice/publicfullrecord.aspx?p=4530683
Resnick, M. (2007). Sowing the seeds for a more creative society. Learning and Leading with Technology, 35(4), 18-22. doi:10.1145/1518701.2167142
Resnick, M., & Rusk, N. (1996). The Computer Clubhouse: Preparing for life in a digital world. IBM Systems Journal, 35(3.4), 431-439. doi:10.1147/sj.353.0431
Resnick, M., Rusk, N., & Cooke, S. (1999). The Computer Clubhouse: Technological Fluency in the Inner City. En D. Carnegie, B. Sanyal, & W. Mitchell (Eds.), High technology and low-income communities: prospects for the positive use of advanced information technology (pp. 263-286). Cambridge, MA: MIT Press.
Rosenberg, R. S. (1992). The social impact of computers. London: Academic Press Limited. Recuperado a partir de http://public.eblib.com/choice/publicfullrecord.aspx?p=1875218
Sadler, J., Shluzas, L., & Blikstein, P. (2016). Building blocks in creative computing: modularity increases the probability of prototyping novel ideas. International Journal of Design Creativity and Innovation, 5(3-4), 168-184. doi:10.1080/21650349.2015.1136796
Schwarz, N. (1999). Self-reports: How the questions shape the answers. American Psychologist, 54(2), 93-105. doi:10.1037//0003-066X.54.2.93
Secretaría General Iberoamericana. XXIII Cumbre Iberoamericana de Jefes de Estado y de Gobierno (2013). Panamá. Recuperado a partir de https://www.segib.org/wp-content/uploads/DECLARACI%C3%93N%20DE%20PANAM%C3%81-XXIII-E.pdf
Selby, C., & Woollard, J. (2013). Computational thinking: the developing definition. Presentado en ITiCSE Conference, University of Kent. Recuperado a partir de http://eprints.soton.ac.uk/356481/7/Selby_Woollard_bg_soton_eprints.pdf
Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the Making: A Comparative Case Study of Three Makerspaces. Harvard Educational Review, 84(4), 505-531. doi:10.17763/haer.84.4.brr34733723j648u
Sternberg, R. J. (1998). Handbook of creativity. New York: Cambridge University Press.
Sternberg, R. J., Grigorenko, E. L., & Singer, J. L. (2004). Creativity : from potential to realization. Washington, DC: American Psychological Association. Recuperado a partir de http://es.scribd.com/doc/51023358/Creativity-From-Potential-to-Realization
Tesconi, S. (2015). Crear artefactos para generar conocimiento compartido: el modelo de aprendizaje del movimiento" maker" como herramienta de formación del profesorado. Comunicación y pedagogía: Nuevas tecnologías y recursos didácticos, (283), 40-47.
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137-1148. doi:10.2307/3069429
Vicerrectoría de Investigación de la UNED. (2017, marzo 20). Kä Träre - Espacio para crear [Corporativa]. Recuperado a partir de http://investiga.uned.ac.cr/redinvestigacion/proyectos/laboratorio-de-fabricacion-fablab/
Weisberg, R. W. (1993). Creativity: Beyond the myth of genius. New York: WH Freeman.
Wilson, M., Scalise, K., & Gochyyev, P. (2015). Rethinking ICT literacy: From computer skills to social network settings. Thinking Skills and Creativity, 18, 65-80. doi:10.1016/j.tsc.2015.05.001
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725. doi:10.1098/rsta.2008.0118
Downloads
Published
Issue
Section
License
Authors who publish in this journal accept the following conditions:
1. The Author retains copyright in the article. Upon acceptance of the article, the author shall grant to the Publisher the right of first publication of the article. with the dcoument registered with the Creative Commons Attribution-NonCommercial-NoDerivative 4.0 International (CC BY-NC-ND) license, which allows to third parties to use what is published whenever they mention the authorship of the work and the first publication in this journal.
2. Authors can make other independent and additional contractual agreements for the non-exclusive distribution of the article published in this journal (eg, include it in an institutional repository or publish it in a book) provided they clearly indicate that the work was published for the first time in this journal.
3. Authors are allowed and recommended to publish their work on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and a greater and faster diffusion of published work (see The Effect of Open Access).
