Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1092
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dc.contributor.authorBlikstein, Paulo
dc.contributor.authorChen, Vivian
dc.contributor.authorMartin, Andrew
dc.date.accessioned2018-05-21T22:08:52Z
dc.date.accessioned2019-01-22T19:42:16Z-
dc.date.available2018-05-21T22:08:52Z
dc.date.available2019-01-22T19:42:16Z-
dc.date.issued2014-06
dc.identifier.citationBlikstein, P., Chen, V., & Martin, A. (2014). Promoting Diversity within the Maker Movement in Schools: New Assessments and Preliminary Results. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1669-1670.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1669
dc.identifier.urihttps://repository.isls.org//handle/1/1092-
dc.description.abstractIn recent years, FabLabs and Makerspaces have opened all over the globe, including in schools. However, notwithstanding the popularity of this movement, its track record with diverse populations is still dismal. In this work, we discuss a pedagogical framework for a more inclusive "maker movement" and show results from the creation of new assessments for such environments.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titlePromoting Diversity within the Maker Movement in Schools: New Assessments and Preliminary Resultsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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