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Educating the Reflective Educator: Design Processes and Digital Fabrication for the Classroom

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review

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Educating the Reflective Educator : Design Processes and Digital Fabrication for the Classroom. / Hjorth, Mikkel; Smith, Rachel Charlotte; Iversen, Ole Sejer; Loi, Daria; Christensen, Kasper Skov.

Fablearn '16: proceedings of the 6th annual conference on creativity and making in education. Association for Computing Machinery, 2016. p. 26-33.

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review

Harvard

Hjorth, M, Smith, RC, Iversen, OS, Loi, D & Christensen, KS 2016, Educating the Reflective Educator: Design Processes and Digital Fabrication for the Classroom. in Fablearn '16: proceedings of the 6th annual conference on creativity and making in education. Association for Computing Machinery, pp. 26-33, Fablearn Conference on Creativity and Fabrication in Education, Palo Alto, United States, 14/10/2016. https://doi.org/10.1145/3003397.3003401

APA

Hjorth, M., Smith, R. C., Iversen, O. S., Loi, D., & Christensen, K. S. (2016). Educating the Reflective Educator: Design Processes and Digital Fabrication for the Classroom. In Fablearn '16: proceedings of the 6th annual conference on creativity and making in education (pp. 26-33). Association for Computing Machinery. https://doi.org/10.1145/3003397.3003401

CBE

Hjorth M, Smith RC, Iversen OS, Loi D, Christensen KS. 2016. Educating the Reflective Educator: Design Processes and Digital Fabrication for the Classroom. In Fablearn '16: proceedings of the 6th annual conference on creativity and making in education. Association for Computing Machinery. pp. 26-33. https://doi.org/10.1145/3003397.3003401

MLA

Hjorth, Mikkel et al. "Educating the Reflective Educator: Design Processes and Digital Fabrication for the Classroom". Fablearn '16: proceedings of the 6th annual conference on creativity and making in education. Association for Computing Machinery. 2016, 26-33. https://doi.org/10.1145/3003397.3003401

Vancouver

Hjorth M, Smith RC, Iversen OS, Loi D, Christensen KS. Educating the Reflective Educator: Design Processes and Digital Fabrication for the Classroom. In Fablearn '16: proceedings of the 6th annual conference on creativity and making in education. Association for Computing Machinery. 2016. p. 26-33 https://doi.org/10.1145/3003397.3003401

Author

Hjorth, Mikkel ; Smith, Rachel Charlotte ; Iversen, Ole Sejer ; Loi, Daria ; Christensen, Kasper Skov. / Educating the Reflective Educator : Design Processes and Digital Fabrication for the Classroom. Fablearn '16: proceedings of the 6th annual conference on creativity and making in education. Association for Computing Machinery, 2016. pp. 26-33

Bibtex

@inproceedings{74c4d005812f428087b953614dde2c8d,
title = "Educating the Reflective Educator: Design Processes and Digital Fabrication for the Classroom",
abstract = "Design thinking and digital technologies are increasinglyintroduced in education to develop children{\textquoteright}s design literacy. Thisshift demands a change in teachers{\textquoteright} mindsets, capabilities andapproaches to design and technology as well as new teachingpractices. This paper reports on a research-based master's coursedeveloped to address and study the challenges that educatorsexperience when teaching design in K-12 classes. We investigatethree aspects that we argue are crucial when developing teachers'capability to teach design literacy to children: (1) ability tonavigate a complex design process, (2) managing digital andanalogue design materials and (3) balancing different modes ofteaching. This paper demonstrates how a combination of designtheory, in-school practice and peer-to-peer learning created aframework towards educating design educators – a frameworkthat allowed us to investigate K-12 teachers' development of corecompetencies for bringing design and digital fabrication to diversestudents. In addition, the study shows how the framework canfacilitate and support co-development of new teaching practices.",
author = "Mikkel Hjorth and Smith, {Rachel Charlotte} and Iversen, {Ole Sejer} and Daria Loi and Christensen, {Kasper Skov}",
year = "2016",
month = oct,
day = "16",
doi = "10.1145/3003397.3003401",
language = "English",
isbn = "978-1-4503-4802-7",
pages = "26--33",
booktitle = "Fablearn '16",
publisher = "Association for Computing Machinery",
address = "United States",
note = "null ; Conference date: 14-10-2016 Through 16-10-2016",
url = "http://fablearn.stanford.edu/conferences/stanford2016/",

}

RIS

TY - GEN

T1 - Educating the Reflective Educator

AU - Hjorth, Mikkel

AU - Smith, Rachel Charlotte

AU - Iversen, Ole Sejer

AU - Loi, Daria

AU - Christensen, Kasper Skov

PY - 2016/10/16

Y1 - 2016/10/16

N2 - Design thinking and digital technologies are increasinglyintroduced in education to develop children’s design literacy. Thisshift demands a change in teachers’ mindsets, capabilities andapproaches to design and technology as well as new teachingpractices. This paper reports on a research-based master's coursedeveloped to address and study the challenges that educatorsexperience when teaching design in K-12 classes. We investigatethree aspects that we argue are crucial when developing teachers'capability to teach design literacy to children: (1) ability tonavigate a complex design process, (2) managing digital andanalogue design materials and (3) balancing different modes ofteaching. This paper demonstrates how a combination of designtheory, in-school practice and peer-to-peer learning created aframework towards educating design educators – a frameworkthat allowed us to investigate K-12 teachers' development of corecompetencies for bringing design and digital fabrication to diversestudents. In addition, the study shows how the framework canfacilitate and support co-development of new teaching practices.

AB - Design thinking and digital technologies are increasinglyintroduced in education to develop children’s design literacy. Thisshift demands a change in teachers’ mindsets, capabilities andapproaches to design and technology as well as new teachingpractices. This paper reports on a research-based master's coursedeveloped to address and study the challenges that educatorsexperience when teaching design in K-12 classes. We investigatethree aspects that we argue are crucial when developing teachers'capability to teach design literacy to children: (1) ability tonavigate a complex design process, (2) managing digital andanalogue design materials and (3) balancing different modes ofteaching. This paper demonstrates how a combination of designtheory, in-school practice and peer-to-peer learning created aframework towards educating design educators – a frameworkthat allowed us to investigate K-12 teachers' development of corecompetencies for bringing design and digital fabrication to diversestudents. In addition, the study shows how the framework canfacilitate and support co-development of new teaching practices.

U2 - 10.1145/3003397.3003401

DO - 10.1145/3003397.3003401

M3 - Article in proceedings

SN - 978-1-4503-4802-7

SP - 26

EP - 33

BT - Fablearn '16

PB - Association for Computing Machinery

Y2 - 14 October 2016 through 16 October 2016

ER -