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Our research study examines the use of online maker modules (developed by our research team) on the learning process for, and professional development of, graduate M.Ed. and M.A. students in a faculty of education in Ontario, Canada. The research draws on the practice of critical making with both digital and real-world artefacts as a vehicle for collaborative knowledge- sharing and generation, deep learning and meaningful engagement with one’s local and global communities. The students engaged in all five online maker modules as part of a graduate-level course and this paper offers insight into the experiences of two of these students -- how the modules impacted their learning process, professional development and their willingness to adopt an inquiry and/or production (maker) pedagogy in their own teaching and learning environments.
Hughes, J., Fridman, L., & Morrison, L. (2016a, November 2-6). Online “Maker” Modules to Support Production Pedagogies in Education. Paper presented at the Higher Education in Transition Symposium, Oshawa, Ontario, Canada. Retrieved from [hyperlink]