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Maker-Centered Learning (Developing a Sense of Maker Empowerment (student…

- - - - ownership
        
        independence
  - - - identify
      - competence
  - - - maker specific
        
        technologies
        
        practices
        
        tests
- - - - collaboration as a key educational outcome; defined as the ability to work effectively w/ diverse teams, and be helpful and make necessary compromises to accomplish a common goal
    - - plussing technique; compliment sandwich
      - basic goal of productive co-critique, means creating experiences in which students can give and receive genuinely useful feedback, feedback that is thoughtfully informative rather than unthinkingly judgmental
  - - - often a form of agentic behavior; connects to the goal of helping students develop a sense of agency
- - - - maker unempowerment
        
        a passive consumerist orientation; unreflectively accepts ready-made good and social systems as they present
- - - - understanding that a design is malleable means that it is possible to envision changing it
- - - - potential for harm
        
        like any tool, making must be used as a tool for good
    - - eliminate barriers to entry
      - make making easier to access for girls and for children of color
      - supporting and sustaining
        
        keeping up the maker-centered attitude longer than just the "honeymoon" phase
        
        advocate for programs and for others to understand
  - - - basically, finding a way to use assessments and physical documentation with making activities in order to see evidence of learning process
- - - - electronics
      - every day objects
  - - - think, feel, care
      - support sensitivity to design