The Future Digital Innovators: Empowering the Young Generation with Digital Fabrication and Making

So far, the implications of digital fabrication and making on digital innovation and the future of IS discipline and profession remain unexplored. This is where this study contributes and it does so by focusing on the perspective of the young generation, in whose hands the future of IS profession, indeed, lies. Digital technology has become intimately intertwined with our everyday life. New stakeholders take part in its development and innovation processes, including children. Calls for offering more in-depth technology knowledge for children have emerged within research on digital fabrication and the maker movement: children need to be educated to design, make, and build new technology. We critically examine existing studies on digital fabrication and making with children, in order to see what the potential of digital fabrication and making for empowering children to become digital innovators of the future is. Implications to IS research, practice, and education are presented

Introduction : Roots and Key Elements of Invention Pedagogy

In this chapter, we embark on a journey to invention pedagogy. The chapter describes the origins and key elements of invention pedagogy along with how and why it was developed over the course of several years of joint efforts of researchers and practitioners. It discusses invention pedagogy in the context of Finnish education and in relation to similar international concepts, such as maker education and the science, technology, engineering, arts, and mathematics (STEAM) approach.Peer reviewe

Educators’ Perceptions of a Maker-Based Learning Experience

Purpose - The purpose of this paper is to examine a cohort of educators’ perspectives of a semester-long, maker-based university course. Design/methodology/approach - This qualitative study utilized participants’ weekly and end-of-semester written reflections to illustrate participants’ perceptions of a semester-long university course focused on the role of maker principles and technologies in a variety of educational contexts. Findings - Participants’ perceptions of learning following the semester-long maker experience viewed learning as a more collaborative experience, and noted the benefits of a classroom community that arose from the collaboration. Originality/value - This study adds empirical research to the literature base on the use of maker tools and strategies in formal educational environments. While other studies have examined similar environments, they tend to focus on short-term, single experiences. This study followed the development of educators’ perceptions of a maker-based learning experience over a longer duration of time. Findings of this study provide a research-based foundation for teacher educators to build upon when developing maker-based learning activities

eLearning and eMaking: 3D Printing Blurring the Digital and the Physical

This article considers the potential of 3D printing as an eLearning tool for design education and the role of eMaking in bringing together the virtual and the physical in the design studio. eLearning has matured from the basics of lecture capture into sophisticated, interactive learning activities for students. At the same time, laptops and internet enabled phones have made computer-based learning mobile, invading classroom learning, changing communication between students, enabling on the spot research, and making the recording of ideas and activities easier. The barriers between online and offline are becoming blurred in a combined digital and physical learning environment. Three-dimensional printing is part of this unification and can be an empowering learning tool for students, changing their relationship with the virtual and the physical, allowing them to take ideas and thinking from screen to reality and back again in an iterative, connected process, however, from an eLearning point of view it is, more importantly, a transformative technology with the potential to change the relationship of the learner to their learning and the scope and nature of their work. Examples from Griffith Product Design student learning illustrate the potential of eMaking to enhance combined learning in a digital ag

Onboarding Future Systemic Innovation Designers Through Informal and Collaborative Activities

The contribution presents a collective learning system developed by the Innovation Design Lab team within the Innovation Module of the Master’s Degree in Systemic Design of the Politecnico di Torino. A strategy aimed at the development of all those soft skills useful to bring out the potential of the individual’s contribution in projects of entrepreneurial, innovative, and sustainable impact. The research shows the results of educational methodology that integrates digital ecosystems and collaborative tools, highlighting how, from the students’ visions, emerges the urgency to design new future-oriented teaching-learning practices

Changing Time - Shaping World

A World of Changemakers - how can a hybrid arts lecture series concept in e-learning create attitudes and shape skills as a playful and critical thinking navigator in an uncertain world? To re-create meaning is an interdisciplinary cross-sectional task of our zeitgeist in a civil society. The international contributors represent key roles in relevant philosophical, technical or economic debates, non-university community art & design projects or companies

A Teacher’s Adoption of Maker-Centered Learning: A Phenomenological Case Study

The maker movement is a social movement which espouses the importance of artifact creation through physical and digital tools. As the maker movement moves into educational spaces, researchers and educators are exploring ways to integrate it alongside current classroom practices. A prevalent framework for maker integration is the maker-centered learning framework, which was used as part of the conceptual framework. Currently, more research is needed which justifies and analyzes maker-centered learning in an educational environment. This study aimed to use phenomenological methods to capture the lived experience of chemistry teacher as she integrated the maker-centered learning framework into her chemistry classroom

Changing Time - Shaping World: Changemakers in Arts & Education

A World of Changemakers - how can a hybrid arts lecture series concept in e-learning create attitudes and shape skills as a playful and critical thinking navigator in an uncertain world? To re-create meaning is an interdisciplinary cross-sectional task of our zeitgeist in a civil society. The international contributors represent key roles in relevant philosophical, technical or economic debates, non-university community art & design projects or companies