DARTS Research Group

Susanna Tesconi publishes “The transformative potential of making in teacher education: A case study on teacher training through making and prototyping. Lecture Notes in Computer Science” (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 9189).

The paper describes an ongoing research on teacher education for the implementation of making and digital fabrication in educational settings taking part at LABoral Art Centre, Spain. It aims to define key points and indications for the design of learning environments for teachers through making and prototyping in the context of an art centre as an open education lab. We present a qualitative instrumental case study articulated around two dimensions: the analysis of the context of the art centre, and the design of two teaching education programs. The analysis of LABoral context aims to explore the potentiality of an open lab and its related community as a learning environment for teacher education. The study of the teaching education programs is set to define the principles in order to put forward a proposal for the design of a learning environment for teacher education in making.

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Susanna Tesconi publishes “Crear artefactos para generar conocimiento compartido: el modelo de aprendizaje del movimiento “maker” como herramienta de formación del profesorado” in Comunicación y pedagogía: Nuevas tecnologías y recursos didácticos, (283), 40-47.

The article presents an analysis of the phenomenon known as movement maker understood as an educational practice based on inquiry. The elements that shape it are examined with special attention to the mentis form that is at the base of its development, its learning model and its potential as a teacher training tool. Subsequently, the preliminary results of a design-based-research that is being carried out at the LABoral Center for Art and Industrial Creation, which is finalized to the design of a teacher training model based on the prototyping of learning environments based on the making, are communicated. Maker movement: the democratization of invention. Life in the globalized world of the knowledge society is partly shaped and determined by the continuous and ubiquitous use of technological gadgets. The interaction with electronic devices occupies a good part of our lives and also determines part of our decisions, cognitive processes and relationships, without having adequate knowledge about its structure and functioning or without being able to intervene in its design and implementation. In the light of the latest developments and impulses to democratize technology such as the maker movement, the popular dissemination of rapid prototyping tools and the FabLAB digital manufacturing laboratories, the future of common technology 1 devices it is determined more and more by the end user who can take advantage of these new instruments in order to think, design, “hack” or build objects and devices while generating shared knowledge. In recent years we have observed how non-experts in product design have become creators of artifacts thanks to the use of open source tools and the large amount of knowledge available on the Internet in the form of tutorials, manuals, explanatory videos, etc. These processes of self-learning and creation constitute a very powerful resource to build a new dynamic of interaction between the human being and technology. The 1 A FabLAB (acronym for the English Fabrication Laboratory) is a space for the production of physical objects on a personal or local scale that groups together machines controlled by computers. Its particularity lies in its size and its strong relationship with society.

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