Collaborative Research: Research: Development and Validation of Learning through Making Instrument (LMI)

合作研究：研究：通过制造仪器进行学习的开发和验证（LMI）

• 批准号: 2138447
• 负责人: Julie Linsey
• 金额: $ 5.77万
• 依托单位: Georgia Tech Research Corporation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-03-01 至 2026-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2138447&HistoricalAwards=false
• 关键词: Collaborative; Research; Development; Validation; Learning

Makerspaces are informal learning environments that facilitate multimodal learning through iterative practice, collaboration, design, building, prototype, and management. They have proliferated America’s college campuses, with initial creation costs in the thousands to millions of dollars. While emerging data demonstrate the tremendous impact makerspaces may create in the engineering learning experience especially for learning engineering-relevant skills, data also demonstrate that makerspaces fail to meet aspirations of being egalitarian, open, inclusive, and welcoming spaces for all. Currently, it is difficult to determine the learning impact of a makerspace and to compare different makerspaces structures or makerspaces at different institutions with different populations of students. Drawing upon qualitative research that identified the modes and contents of learning in university makerspaces, this project will create and validate an instrument that measures student learning in makerspaces: the Learning through Making survey Instrument. The Learning through Making Instrument will provide a tool for researchers and educators to assess the educational value of makerspaces, compare across different environments, experiment with different approaches, document the learning impacts, and ultimately facilitate understanding how makerspaces can enhance engineering education. This instrument will assist educators in understanding learning gaps that may be associated with obstacles for women, students of color, international students, and first-generation college students providing educators with data critical for designing more inclusive makerspaces and associated curriculum that broaden participation and cultivate more inclusive learning communities. The Learning through Making Instrument will be developed and validated for collegiate students providing a springboard for quantitative research on learning in makerspaces and will facilitate future development of similar instruments applicable for K-12 students.The research objective is to develop a survey for measuring learning in university makerspaces and similar environments. The proposal team’s prior work, The Learning through Making Typology will be a partial basis for development of the Learning through Making Instrument. Data for instrument development and validations with diverse engineering students will occur at very different universities, including San Jose State, Texas State, Texas A&M, Purdue University, Georgia Tech, and James Madison University. The selection includes two Hispanic-Serving Institutions in two different regions of the country; a comprehensive, mid-Atlantic, regional, undergraduate-focused university offering only a general engineering degree; research-focused universities; and a top school for graduating Black and women engineers that also has dual-degree programs providing access to students from HBCUs. These universities also provide a contrasting set of makerspaces. An initial pool of items will be generated, experts will evaluate the pool of items, and evidence of reliability along with structural validity will be sought by exploratory factor analysis and then confirmatory factor analysis. Standards for Educational and Psychological Testing indicate that fairness of assessments is just as crucial as validity and reliability, and fairness will be evaluated as a key part of this research. We seek to answer the following Research Questions: To what extent are measurement construct specifications and actual assessment questions aligned? To what extent are there measurement invariances between gender and minority groups? Are there significant differences in the mean scores between groups that indicate certain groups are learning differently in makerspaces?This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

创造者空间是促使多模式学习的迭代练习，设计型和管理，他们的大学校园E新兴数据表明，制造商在工程上可能会产生巨大的影响，尤其是学习与学习相关技能的工程学的影响。欢迎所有人的空间。提供一种工具，以评估制造商的私人价值，与不同的方法进行比较，并记录学习影响。妇女的障碍。学生在制造商空间中学习的量化研究，并将未来适用于K-12学生的类似方法。研究目标是开发一项调查，以衡量学习learspaces和类似的环境。学习Throgh将在多元化的工程专业的学生中进行，包括得克萨斯州的圣何塞州，德克萨斯州A＆M，普渡大学和詹姆斯·麦迪逊大学。国家 /地区，专注于本科生的肛门工程师和女性工程师也有双级学位。以及具有教育和心理测试的结构标准的证据。在多大程度上，构造规格和实际评估问题在多大程度上是在多大程度上的性别群体和少数群体之间的测量值？坚定的使命，并通过基金会的智力优点和更广泛的影响标准获得了值得通过的支持。