Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6819
Title: Providing Instructional Support for Makerspaces: Examining the Type and Diversity of Student Social Interactions
Authors: Chng, Edwin
Seyam, Mohamed
Yao, William
Schneider, Bertrand
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Chng, E., Seyam, M., Yao, W., & Schneider, B. (2020). Providing Instructional Support for Makerspaces: Examining the Type and Diversity of Student Social Interactions. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 897-898). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Open-ended learning environments such as makerspaces present a unique challenge for instructors in monitoring student progress. While it is expected that students are given free rein to work on their projects, instructors are left with the uncertainty of whether students are in need of assistance. Instructors have to strike a difficult balance between micromanaging students and simply leaving them without any form of instructional support. Here we propose the use of Kinect sensors to consistently and continuously monitor students’ social interactions within makerspaces so that instructors can gain a more comprehensive view of their progress. Overall, the examination of type and diversity of social interactions affords instructors an early opportunity to identify struggling students.
URI: https://doi.dx.org/10.22318/icls2020.897
https://repository.isls.org//handle/1/6819
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
897-898.pdf191.34 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.