Information and Learning Sciences: Volume 122 Issue 3/4

Guest editorial

Peter Samuelson Wardrip, Samuel Abramovich, Annie White, Lauren Penney, Stephanie Chang, Lisa Brahms

Exploring ideation strategies as an opportunity to support and evaluate making

Marcelo Worsley

This paper aims to compare two types of prompts, encouraging participants to think about real-world examples or engineering principles to show how these two approaches can result…

Making for learning: how graduate students discuss and design for maker-focused pedagogy

Megan Humburg, Verily Tan, Adam V. Maltese, Amber Simpson, Joshua A. Danish

This study aims to understand how graduate students in a maker education course discuss beliefs about making and implement these beliefs as pedagogy in their curricular designs.

Not all evidence is created equal: assessment artifacts in maker education

Louisa Rosenheck, Grace C. Lin, Rashi Nigam, Prasanth Nori, Yoon Jeon Kim

When using embedded, student-centered assessment tools for maker education, understanding the characteristics of a body of evidence can help teachers guide the assessment process…

“I know it when I see it”: employing reflective practice for assessment and feedback of reflective writing in a makerspace classroom

Ofer Chen, Yoav Bergner

In reflective writing, students are encouraged to examine their own setbacks and progress. With a shortage of guidance in how to provide feedback to students on this type of…

“It’s a lab full of art machinery”: implications of women’s experiences, values and visions of success for makerspace evaluation

Rebecca M. Teasdale

Evaluation of public library makerspaces traditionally examines achievement of library goals, which reflect leaders’ and funders’ values. Understanding makers’ experiences and…

“I played a song with the help of a magic banana”: assessing short-term making events

Jessie Nixon, Erica Halverson, Andy Stoiber, Andy Garbacz

The purpose of this study is to understand how learners describe their experiences with short-term, introductory maker experiences and to test a method for assessing learners’…

Youth engagement during making: using electrodermal activity data and first-person video to generate evidence-based conjectures

Victor R. Lee

This paper aims to introduce and explores the use of electrodermal activity (EDA) data as a tool for obtaining data about youth engagement during maker learning activities.

Implementation of embedded assessment in maker classrooms: challenges and opportunities

Yoon Jeon (YJ) Kim, Yumiko Murai, Stephanie Chang

As maker-centered learning grows rapidly in school environments, there is an urgent need for new forms of assessment. The purpose of this paper is to report on the development and…