Fostering skills for the 21st century: The role of Fab labs and makerspaces
پرورش مهارت برای قرن بیست و یکم: نقش آزمایشگاه های Fab و فضاهای سازندگان-2020
Based on a study of a network of fab labs and makerspaces, this article investigates the role that such ‘fabrication spaces’ can play in fostering 21st century skills. Using a combination of the two main 21st century skills frameworks—DigComp and EntreComp—developed by the EU Commission, we study by the means of two combined qualitative research methods—semi-structured interviews of 13 fab lab/makerspace founders, fol- lowed by a focus group with founders and policymaker—the entrepreneurial and digital skills that are fostered by these fab labs and makerspaces. Our findings are that while fab labs and makerspaces naturally foster some entrepreneurial 21st century skills, only explicit and proactive entrepreneurship and education programme en- able to foster the whole spectrum of these skills. In regard to technical skills, fab labs and makerspaces enable to develop skills beyond what is generally considered as 21st century digital skills, because they combine digital skills with hands-on ‘making’ skills, since they are themselves mixed environment, both digital and physical. Consequently, the growing importance of ‘maker technologies’ may force to redefine what 21st century skills should be.
Keywords: Entrepreneurship | Technology education | 21st Century Skills | Fab labs | Makerspaces | 3D printing
Using educational data mining to assess students’ skills at designing and conducting experiments within a complex systems microworld
استفاده از داده کاوی آموزشی برای ارزیابی مهارت های آموزشی دانش آموزان در طراحی و آزمایشهای درون یک سیستم های پیچیده جهان میکرو-2015
Article history:Received 4 October 2014Received in revised form 25 April 2015 Accepted 30 April 2015Available online xxxKeywords: Complex systems Inquiry assessmentPerformance assessment Educational data mining 21st century skillsMany national policy documents underscore the importance of 21st century skills, includ- ing critical thinking. In parallel, recent American frameworks for K-12 science education call for the development of critical thinking skills in science, also referred to as science inquiry skills/practices. Assessment of these skills is necessary, as indicated in policy doc- uments; however, this has posed a great challenge for assessment researchers. Recently, some science learning environments seek to assess these science skills. These systems log all students’ interactions within the given system, and if fully leveraged, these logs pro- vide rich assessments of inquiry skills. Here, we describe our environment Inq-ITS (inquiry intelligent tutoring system), that uses educational data mining to assess science inquiry skills, as described as 21st century skills. Additionally, here, we describe how we measure students’ skills at designing controlled experiments, a lynchpin skill of inquiry, in the con- text of complex systems. In doing so, our work addresses 21st century skill assessment in two ways, namely of inquiry (designing and conducting experiments), and in the context of complex systems, a key topic area of 21st century skills. We use educational data mining to develop our assessment of this skill for complex systems.© 2015 Elsevier Ltd. All rights reserved.
Complex systems | Inquiry assessment | Performance assessment | Educational data mining | 21st century skills