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|Title:||Providing Instructional Support for Makerspaces: Examining the Type and Diversity of Student Social Interactions|
|Keywords:||Learning and Identity|
|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.|
|Appears in Collections:||ICLS 2020|
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