A study of childrens' relationship with making and use of CAD in collaborative, physical and digital environments : implications for learning and open access fabrication
- Submitting institution
-
Edinburgh Napier University
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 1301439
- Type
- D - Journal article
- DOI
-
-
- Title of journal
- Design and Technology Education: an International Journal
- Article number
- -
- First page
- 10
- Volume
- 23
- Issue
- 3
- ISSN
- 1360-1431
- Open access status
- Compliant
- Month of publication
- November
- Year of publication
- 2018
- URL
-
https://ojs.lboro.ac.uk/DATE/article/view/2406
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
2
- Research group(s)
-
-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This paper, in collaboration with Denise Allan who runs children’s digital making clubs ‘Wee Replicators’, uses data from the clubs and is contextualised and analysed by the authors. Samantha Vettese’s input is in the literature review that combines her research on engagement through making with texts around children and learning. The research is positioned for Design and Technology Education: An International Journal. This is a ‘research journal that uniquely provides a broad and inclusive platform for all aspects of Design and Technology Education, Design Education and Technology Education in primary, secondary and higher education sectors alongside initial teacher education and continuous professional development. The Journal has been published three times a year since 1997, providing a wide range of leading research into Design and Technology.’ The new knowledge in this work is the use of this particular empirical data disseminated and analysed in this way. The children’s clubs formed part of Allan’s research towards her PhD but this concentrated, in particular, around 3D pens and boys learning. Looking at child engagement and, in particular CAD was a new development for this paper and, in combination with its other elements gives a somewhat unique perspective. This dissemination of the research through digital making brings new knowledge to formal education but also informal maker spaces and constructivist approaches. In this paper, the researchers will investigate different ways in which school age, 'generation net' children learn, through non-linear, mediated, collaborative ‘making’ environments, enabled by informal club settings and online ‘builder’ gaming and groups. In addition to this, the study will investigate these learning methods in relation to children’s future attitudes to formal education and their engagement with the ethos of open access digital fabrication facilities. The research will draw upon primary sources - observation and analysis.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -