Blended making
Gabriela T. Richard, Sagun Giri, Zachary A. McKinley, Robert William Ashley · 2018
Past efforts have demonstrated efficacy in broadening maker learning and participation by leveraging the material affordances and implicit presumptions associated with content creation tools. Past work has found that the purposeful integration of activities that blend multiple toolkits to create integrated designs [17;19;20] can both broaden the understanding of these affordances and demonstrate equitable and inclusive outcomes for adolescent youth. We illustrate early stage findings from an interaction analysis of the micro- and meso-level learning and collaborative processes that children and early adolescent learners engaged in throughout purposefully arranged multi-interface design projects to understand their agency and engagement over time and across activities.