Search results

This paper aims to straighten out the research progress in the field of maker education, summarize the research hotspots and frontiers of maker education at home and abroad and provide path optimization suggestions for the research and development of this field.

In total, 751 pieces of domestic and the foreign maker education research literature from 2014 to 2021 are retrieved and screened, and literature analysis methods such as keyword analysis and clustering map analysis are used to quantitatively analyze the quantity distribution, published journals, core authors, research institutions and subject keywords of the maker education literature.

It is found that research in this field is still in the development stage, but the pandemic has severely inhibited maker education and related research. Frontiers at home and abroad have begun to pay attention to the impact of humanistic care on maker education. Strengthening the dialog between multidisciplinary theories requires cross-disciplinary research. Regional and cross-field cooperation and fully grasping the actual situation and constraints of the development of maker education are the cornerstones of bold innovation in maker education research.

This paper uses bibliometric analysis to reveal the severe challenges to the development of maker education due to the normalization of the epidemic. By excavating the research hotspots and research frontiers in this field, it fills the gap that the current research in the field of maker education has not yet formed a complete theoretical framework and evaluation system.

The combination of mobile devices and innovative tools offers new possibilities for the development of a community of practice for design makers. Mobile learning has become an essential method that design makers should adopt. The main content of this study is to explore the characteristics of learning behaviors and learning needs of creative design makers' group in forming a community of practice in the era of mobile learning.

This study conducted questionnaire research on the potentially associated or directly associated population of design makers. The process of the study also combined observational and interview studies to compensate for the lack of questionnaire research.

Based on the support of mobile learning technology, design makers share and co-create to achieve individual development and evolution of learning organizations, and produce creative value. Design-maker communities of practice form common communities in the framework of informal organizations to support continuous individual learning. Convergent interests or concerns in making things, real-world contexts based on makerspaces and hands-on practice based on real projects are the basis for forming design-maker communities of practice. A variety of open-source hardware, software and platforms that can support mobile learning are important for the development of design-maker communities of practice. The design-maker community of practice needs group factors, activity development, physical and technical resources, spatial support and institutional norms to enhance learning behaviors and satisfy learning needs.

The discovery and construction of these associated factors can help creative design practitioners form a lasting and virtuous organizational development. This study facilitates the formation of a social network for learning and knowledge sharing among design-maker communities of practice. It enhances the innovation ability and enthusiasm of design makers according to the population characteristics and learning needs of design makers. This study also facilitates the generation of a positive adaptive maker culture and maker spirit within design maker organizations.

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. This study aims to examine assessment artifacts from a makerspace program and present a set of qualities that emerged, which researchers and maker educators can use to evaluate the quality of evidence before interpreting it and making claims about student learning.

This study used the interpretive analysis approach to identify salient qualities in a body of evidence of maker learning. Data sources included student assessment artifacts, researchers’ analytic memos, notes on the coding and analysis process, background stories and field observations.

The study found that the assessment artifacts generated by students aligned with the maker-related target skills. A set of qualities was produced that can be used to describe the strength of a body of evidence and help determine whether it is appropriate to be used in the meaning making phase.

The qualities identified in this study can be directly incorporated into the embedded assessment toolkit to provide feedback on the strength of evidence for learning in makerspaces.

Assessment methods for maker education are nascent, and ways to describe the quality of a student-generated body of evidence have not yet been established. This study applies existing knowledge of embedded assessment and reflective practice toward the creation of a new way of assessing skills that are difficult to measure.

The purpose of this study is to determine the barriers and constraints executive decision-makers have to face during the delivery method selection stage of water and wastewater projects using alternative project delivery (APD) methods, e.g. design-build (DB), design-build-operate (DBO) and construction management-at-risk (CMAR).

Structured interviews were conducted with 18 executive decision-makers from public agencies to identify the reasons for transitioning to APD from the design-bid-build (DBB) method. Respondents were also asked about the major obstacles they faced during the decision-making process, as well as key positive and negative factors in using APD methods. The executive decision-makers were also asked about their lessons learned during this process. In addition, this study collected key steps in making APD water and wastewater projects successful. All of the findings from the interview phase were validated by seven public agency executive decision-makers of water and wastewater industries.

One major study finding was that executive decision-makers chose the APD method because it provided cost and schedule benefits and the owner could also choose the designer or builder based on qualifications. The study also found that the main obstacles executive decision-makers faced were: (1) difficulty in implementing APD methods because they do not follow the low-bid process, (2) reluctance to use DB/CMAR because of the status quo and (3) unfamiliarity of city councils/elected commissions with the DB/CMAR process. The validation survey found that most findings from the initial phase of interviews were confirmed by the executives who took part in validation phase.

The major limitation of this research is the small sample size. As the executive decision-makers are very hard to reach for interviews, the authors failed to get interviews from a large number of them, despite repeated efforts made by the authors. Another limitation of this study is that the authors contacted most of the executive decision-makers listed in the WDBC list. These executive decision-makers worked for public agencies and, therefore, the views from private agencies could not be included in this research. The authors understand that the validation of the study findings is very important. However, due to the scope and limited time available for the research, the authors could not validate the findings of this study with other public agencies.

Selecting APD methods instead of DBB methods in water and wastewater projects for public agencies is a crucial issue during the project planning phase. Agencies' executive decision-makers need to understand the advantages and disadvantages of APD methods, along with the transition process in order to smoothly deliver projects. The findings of this study will assist public agency executive decision-makers to mitigate risks, overcome obstacles and become more educated about the APD method process, so that these projects can be successfully delivered within budget and on time.

This paper contributes to the existing body of knowledge by identifying lessons learned related to various APD method issues, which can be utilized by municipal executive decision-makers to successfully complete future APD projects.

Conference report

This paper reports on the Maker and Maker Faire events in September at New York City.

The findings include the authors’ impressions of the meetings.

Original impressions of the conferences.

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 implementation of tools to support embedded assessment of maker competencies within school-based maker programs and describes alternative assessment approaches to rubrics and portfolios.

This study used a design-based research (DBR) method, with researchers collaborating with US middle school teachers to iteratively design a set of tools that support implementation of embedded assessment. Based on teacher and student interviews, classroom observations, journal notes and post-implementation interviews, the authors report on the final phase of DBR, highlighting how teachers can implement embedded assessment in maker classrooms as well as the challenges that teachers face with assessment.

This study showed that embedded assessment can be implemented in a variety of ways, and that flexible and adaptable assessment tools can play a crucial role in supporting teachers in this process. Additionally, though teachers expressed a strong desire for student involvement in the assessment process, we observed minimal student agency during implementation. Further study is needed to investigate how establishing classroom culture and norms around assessment may enable students to fully participate in assessment processes.

Due to the dynamic and collaborative nature of maker-centered learning, teachers may find it difficult to provide on-the-fly feedback. By employing an embedded assessment approach, this study explored a new form of assessment that is flexible and adaptable, allowing teachers to formally plan ahead while also adjusting in the moment.

Since the spread of mass education around the world in the mid- to late-twentieth century, teacher quality has been heralded as the key factor to improve education quality nationwide. National education systems worldwide are also engaged in ongoing and often high stakes cross-national comparisons. As a result, policy-makers and educators in most national education systems are looking at and implementing new ways to improve education overall by raising teacher quality levels, and India is no exception. In India, teacher quality is publicly blamed for both perceived low education quality and demonstrated low average student performance, especially following Indian students’ performance on the 2009 Programme for International Student Assessment. Indian education policy-makers are, therefore, looking at teacher quality as a key factor to improve student performance. Little is known about the impact or implementation of Indian policy frameworks on teacher quality and associated student outcomes in India. This introductory chapter identifies and analyzes various measures of teacher quality and how teacher quality varies in India both in response to and in spite of national policies related to teacher quality. It begins by providing evidence regarding the global importance of teacher quality on student outcomes and then addresses the ambiguity of the term “teacher quality.” This chapter then briefly discussed national education policy in India and the role teacher quality has played in these national policies, especially in the early twenty-first century, including NCF 2005, NCFTE 2009, Draft NPE 2016, Draft NPE 2019, and NPE 2020.

There is widespread awareness that evidenced-based policy-making is critical for the long-term development of inclusive education systems. Policy-makers, data collection experts and researchers are aware of the need for data collection at national level that not only meets the requirements of international policy guidelines, but also works within a shared approach so as to promote a synergy of efforts at national and international levels.

Monitoring inclusive education at the system level is increasingly seen as a priority for country and EU level decision-makers. However, what form this monitoring should take and what issues it should focus upon are less clear.

This chapter looks across a number of recent European Agency studies in order to highlight and consider key issues and questions in relation to monitoring the implementation of inclusive education in terms of a system’s efficiency, effectiveness and ability to be equitable for all learners.

By drawing upon the findings of European Agency work considering a range of policy priority areas, it is possible to highlight a number of common factors that apply to monitoring the dimensions of efficiency, effectiveness and equity in different educational contexts or systems.

The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field.

The approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0.

The research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field.

This paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.

Entrepreneurship is increasingly recognised as a crucial element in fostering economic development and growth, especially at the regional level. The purpose of this paper is to examine the evolution of regional enterprise policies and associated governance mechanisms in the UK to address the following questions: How are evolving systems of regional governance in the UK impacting on the capability of regional policy to foster entrepreneurship? To what extent does enterprise policy form a key part of the overall economic development strategy of regions? and are different forms of regional enterprise policy and priorities emerging?

The study draws on a series of key interviews with policy makers across the regions of Wales, Scotland and England (using the case study of the Yorkshire and the Humber region). The approach adopted in this study facilitates an exploration of the perspectives of those responsible for the formulation and delivery of such support. The paper seeks to ascertain and analyse policy maker opinion on the nature of previous policy, as well as future requirements if policies are to become more effective. It focuses on the period from 1997, with the election of the Labour Government, and the period from 2010 to 2015 represented by the Conservative-Liberal Democratic Coalition Government.

The paper finds that regional entrepreneurship differentials emerge due to the spatial and place-based nature of three underlying factors: first, the nature of markets; second, the nature of innovation systems; and third, the nature of place-based cultures, communities and the institutions they establish. In the regions studied, failings and limitations in these factors suggest two potential requirements: first, the introduction of public policy in the form of a range of interventions and support mechanisms, second, the introduction of a system of policy governance to establish appropriate interventions and support mechanisms. In the case study regions, clear attempts have been made to address each of the three limiting factors through a range of policy and governance systems, but due to a complex range of issues these have often achieved limited success.

From an intellectual perspective, the paper positively points toward the establishment of governance and policy frameworks that have been both led and informed by the theory underpinning an explanation of regional differentials in entrepreneurial capacity and capability. However, from a more applied perspective it questions the effectiveness and strategic implementation of the policy frameworks and the sustainability of the associated governance mechanisms.