EAGER: MAKER: Making Prosthetics for Kids - Socially Relevant Making to Catalyze Diversity and Engagement in STEM Learning

EAGER：MAKER：为儿童制作假肢 - 与社会相关的制作，以促进 STEM 学习的多样性和参与度

• 批准号: 1723744
• 负责人: David Wilson
• 金额: $ 29.82万
• 依托单位: University of North Carolina at Charlotte
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-01 至 2021-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1723744&HistoricalAwards=false
• 关键词: EAGER; MAKER; Making; Prosthetics; Kids

This exploratory research project is studying socially-relevant Making in the context of an on campusuniversity Makerspace. Project studies are developing best practice models of howinformal STEM learning through Making can be leveraged to improve the effectiveness of bothinformal and formal learning approaches, as well as to increase retention and broadenparticipation in STEM education for students and faculty. This is being studied across bothsecondary and post-secondary levels in partnership with a local engineering-focused high school.Project research is grounded in a specific socially-relevant challenge problem: designing andfabricating prosthetic hands for children who need them. Challenge problem activities areconnected directly to real world context and outcomes in partnership with a nonprofitorganization that specializes in facilitating and providing 3D printed recreational prosthetichands free of charge for children with limb differences.Project research is defining novel integrations of informal and formal STEM learning pathways,providing case studies, learning materials, lessons learned, and scalable design templates forlearning ecosystems at other institutions. The focus on design thinking supports learningbenefits from cross-disciplinary interaction, particularly in interdisciplinary peer learning ofSTEM concepts, exposing non-STEM learners to STEM concepts, and disrupting traditionalteacher-student roles. Project outcomes are catalyzing and sustaining diverse learner transitionsto a Maker STEM-based affinity identity by identifying best practice design patterns for learning,focused by the challenge problem, which can be applied more generally to foster synergeticinteractions between formal and informal learning within educational environments.

这个探索性研究项目正在校园大学创客空间的背景下研究与社会相关的制作。项目研究正在开发最佳实践模型，说明如何利用“创客”进行非正式 STEM 学习来提高非正式和正式学习方法的有效性，以及提高学生和教师对 STEM 教育的保留率和扩大参与度。正在与当地一所以工程为重点的高中合作，在中学和高等教育阶段对此进行研究。项目研究基于一个特定的与社会相关的挑战问题：为需要的儿童设计和制造假手。挑战问题活动与现实世界背景和结果直接相关，与一家专门为肢体差异儿童免费提供 3D 打印娱乐假肢的非营利组织合作。项目研究正在定义非正式和正式 STEM 学习途径的新颖整合，提供案例研究、学习材料、经验教训以及其他机构学习生态系统的可扩展设计模板。对设计思维的关注支持跨学科互动的学习效益，特别是在 STEM 概念的跨学科同伴学习中，让非 STEM 学习者接触 STEM 概念，并打破传统的师生角色。项目成果通过确定学习的最佳实践设计模式，以挑战问题为重点，催化和维持多样化的学习者向基于 Maker STEM 的亲和力身份的转变，该模式可以更广泛地应用于促进教育环境中正式和非正式学习之间的协同互动。

项目成果

DIY Assistive Technology for Others: Considering Social Impacts and Opportunities to Leverage HCI Techniques

为他人 DIY 辅助技术：考虑社会影响和利用 HCI 技术的机会

• DOI: 10.1145/3311890.3311914
• 发表时间: 2019
• 期刊: Proceedings of FabLearn 2019
• 作者: Okerlund, Johanna;Wilson, David
• 通讯作者: Wilson, David

Topic Modeling for Makerspace Artifact Analysis

• DOI: 10.32473/flairs.v34i1.128699
• 发表时间: 2021-04
• 期刊: The International FLAIRS Conference Proceedings
• 作者: David C. Wilson;Johanna Okerlund;Dominique Exley

Considering HCI Mindsets and Practices in the Making Phenomenon: A Value-Based Approach

• 发表时间: 2020
• 作者: Johanna Okerlund;Celine Latulipe;David Wilson

A Feminist Utopian Perspective on the Practice and Promise of Making

• DOI: 10.1145/3411764.3445126
• 发表时间: 2021-05
• 期刊: Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems
• 作者: Johanna Okerlund;David C. Wilson;Celine Latulipe