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Maker-Centered Learning (Learning from Maker Educators and Thought Leaders…
Maker-Centered Learning
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What are some of the key characteristics of the educational environmental and instructional designs under which marker-centered learning thrives?
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Understand the Primary Outcomes of Marker-Centered Learning: Developing Agency and Building Character (emphasize seeing and engaging the world from the vantage point a particular perspective rather than the acquisition of specific skills or proficiencies)
Developing Agency
agency-feeling empowered to make choices about how to act in the world. Deal with actions based choices related to making. Can also be understood as disposition (seeing oneself as an agent of change within the designed environs of ones world)
helping your students figure out how to make or fix things// stuff making . Agency as community making can be defined as finding opportunities to make things that are meaningful to one`s community and as taking ownership over that process of making either independently or with others
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agency- empowerment; what maker educators and thought leaders in the field viewed as the primary outcomes of their work
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deals with choice, intention, and action and can be defined as our species capacity to make intentional choices about how to act in the world
relationship between intention and action , shaped by choices, intentions, and actions
scope- deals with the grain-size of acting we want to refer to when we talk about having a sense of agency
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activating ones agency generally refers to an extensive and complex web of interrelated actions, rather than a single discrete act
Building Character
building competence, building confidence, and forming identities. Also supports the students disposition. Also takes place when students engage in marker-centered learning experiences. Develop empathy
non cognitive skills can be applied across domains and of value of any number of contexts// curios, playful, willing, responsible, persistent, and resourceful.
risk-taking supported by an emphasis on iteration in the marker-centered classroom. risk taking is supported by persistence (grit)
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Understanding the secondary outcomes of marker-centered learning: cultivating discipline- specific and marker-specific knowledge and skills
capacity based outcomes are important but secondary to the disposition-based outcomes. Do not occur separately from cultivating the disposition-based outcomes. These capacity-based outcomes are instrumental to developing agency and character.
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marker empowerment
a sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one`s world through building, tinkering, and redesigning or hacking
an educational outcome- kinda of disposition that students develop that is characterized by understanding oneself as a person of resourcefulness who can muster the where-withal to change the things through making
meant to characterize a broad educational outcome of marker-centered learning- an agentic, dispositional outcome that is worthwhile for many types of students
Youth empowerment
goal is to help young people develop the ability to make decisions for themselves in a manner that positively affects their own lives and the lives around them
developing a sensitivity to Design- technology is a material that young people can explore and interact with
developing a sensitivity to design in a consumer-driven world- encourage young people to see that their worlds are largely composed of objects and systems that have been designed
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2 factors: functional accessibility of contemporary gadgets and gizmos and a growing acceptance of life within a throwaway culture.
theory of dispositional behavior that described dispositions as being active by three factors: ability to act in a certain way, the inclination to do so, and the sensitivity to occasions when such actions are called for.
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