Equity-based Maker Learning in Informal Settings
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The 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 learning for diverse populations. In several collaborative projects, with the Digital Harbor Foundation (DHF) in Baltimore, we are studying the possibilities of hands-on technology-rich learning experiences on urban youth who seek technical training and employment. In the past, in a project in Oaxaca, Mexico, I co-conducted a series of maker workshops in which children created digital interactive artifacts, called alebrijes that were inspired by local folk art traditions. Key aspects of this project included incorporating relevant cultural elements in the workshops, using locally sustainable materials and using technology to support collaboration. |
Relevant References:
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.
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).
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., 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.
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.
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).
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., 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.