Equity-based Maker Learning in Informal Settings
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In thThe Maker or DIY Culture is a contemporary movement in which hands-on small-scale fabrication and manufacturing methods are used by non-professionals to create small batch customized designs. Making has the potential to engage children, youth and adults in self-directed projects that support creativity and self-efficacy.
We have been investigating equity-based approaches to maker-based learning for diverse communities. In several collaborative projects with the Digital Harbor Foundation (DHF) in Baltimore City, we are studying the possibilities of hands-on technology-rich learning experiences for urban youth who seek technical training and employment. In two NSF-funded projects (Award nos. DRL- 1723610, DRL- 2005502 and DRL- 2005484), we are investigating how to partner with with multiple Recreation Centers in Baltimore City and Pittsburgh to (1) train educators in equity-oriented approaches to making, (2) create four learning hubs, (3) develop and test equity-based curricula in each space, and (4) establish a replicable Localization Toolkit for future implementation in other communities. Our partners in this project include Baltimore City Department of Recreation and Parks and City of Pittsburgh Parks and Recreation Department. Our external evaluator for the project is MN Associates Inc. In a previous NSF-funded project (Award no. EEC- 1623490), we studied how to design afterschool youth technology-rich employment programs that support the development of technical and social skills, and generate opportunities for community-engagement. |
Relevant Publications:
Hamidi, F., Coy, A., and Freeland, A. 2021. Planting Seeds: Implementing Maker-Based Learning Programs for Urban Youth. Proceedings of the 2021 American Society of Engineering Education Conference and Exposition (ASEE’21), paper ID 32425. Available Online.
Hamidi, F., Freeland, A., Grimes, S., Grimes, S., Moulton, A., and Coy, A. 2020. Expanding Informal Maker-Based Learning Programs for Urban Youth. Proceedings of the 2020 IEEE Frontiers in Education Conference (FIE), 1-9. Available Online.
Hamidi, F., Moulton, A., Grimes, S., Grimes, S., and Coy, A. 2020. Using Retrospective Surveys to Assess the Impact of Participating in an Afterschool Maker Learning Program on Youth. Proceedings of the 2020 American Society of Engineering Education Conference and Exposition (ASEE’20), paper ID 29746. Available Online.
Easley, W., Hamidi, F., Lutters, W., and Hurst, A. 2018. Shifting Expectations: Understanding Youth Employees’ Handoffs in a 3D Print Shop. Proceedings of the ACM on Human-Computer Interaction, Vol. 2, CSCW, Article 47. Available Online.
Hamidi, F., Easley, W., Grimes, S., Grimes, S., and Hurst, A. 2018. Youth Attitudes Towards Assessment Tools in After-school Informal Learning and Employment Training Programs. Proceedings of the 2018 American Society of Engineering Education Conference and Exposition (ASEE ’18). Available Online.
Hamidi, F., Grimes, S., Grimes, S., Wong, C. and Hurst, A. 2017. Assessment Tools for an Afterschool Youth Maker Program. Proceedings of the 2017 Conference Creativity and Fabrication in Education (FabLearn'17), 12:1-12:4. Available Online.
Hamidi, F., Saenz, K., and Baljko, M. Sparkles of Brilliance: Incorporating Cultural and Social Context in Codesign of Digital Artworks. Proceedings of the 2014 conference on Interaction design and children (IDC'14), 2014, 77-84. Available Online.
Hamidi, F., Baljko, M. Subversive Interaction Design: Digital Design and Inspiration. Proceedings of the 9th International Conference on Design and Emotion, 2014, 25-31.
Hamidi, F., Coy, A., and Freeland, A. 2021. Planting Seeds: Implementing Maker-Based Learning Programs for Urban Youth. Proceedings of the 2021 American Society of Engineering Education Conference and Exposition (ASEE’21), paper ID 32425. Available Online.
Hamidi, F., Freeland, A., Grimes, S., Grimes, S., Moulton, A., and Coy, A. 2020. Expanding Informal Maker-Based Learning Programs for Urban Youth. Proceedings of the 2020 IEEE Frontiers in Education Conference (FIE), 1-9. Available Online.
Hamidi, F., Moulton, A., Grimes, S., Grimes, S., and Coy, A. 2020. Using Retrospective Surveys to Assess the Impact of Participating in an Afterschool Maker Learning Program on Youth. Proceedings of the 2020 American Society of Engineering Education Conference and Exposition (ASEE’20), paper ID 29746. Available Online.
Easley, W., Hamidi, F., Lutters, W., and Hurst, A. 2018. Shifting Expectations: Understanding Youth Employees’ Handoffs in a 3D Print Shop. Proceedings of the ACM on Human-Computer Interaction, Vol. 2, CSCW, Article 47. Available Online.
Hamidi, F., Easley, W., Grimes, S., Grimes, S., and Hurst, A. 2018. Youth Attitudes Towards Assessment Tools in After-school Informal Learning and Employment Training Programs. Proceedings of the 2018 American Society of Engineering Education Conference and Exposition (ASEE ’18). Available Online.
Hamidi, F., Grimes, S., Grimes, S., Wong, C. and Hurst, A. 2017. Assessment Tools for an Afterschool Youth Maker Program. Proceedings of the 2017 Conference Creativity and Fabrication in Education (FabLearn'17), 12:1-12:4. Available Online.
Hamidi, F., Saenz, K., and Baljko, M. Sparkles of Brilliance: Incorporating Cultural and Social Context in Codesign of Digital Artworks. Proceedings of the 2014 conference on Interaction design and children (IDC'14), 2014, 77-84. Available Online.
Hamidi, F., Baljko, M. Subversive Interaction Design: Digital Design and Inspiration. Proceedings of the 9th International Conference on Design and Emotion, 2014, 25-31.