Maker-Centered Learning by unknow

Author:unknow
Language: eng
Format: epub
Publisher: John Wiley & Sons, Incorporated
Published: 2016-12-05T00:00:00+00:00

In Chapter Two we discussed the distributed nature of teaching and learning in maker settings. Teachers often tell stories of how students solidify their newly acquired and often fragile knowledge of a skill or technique by teaching what they have just learned to someone else. In this way, students develop an I-can-do-that sense of agency not merely because of an internal decision to be proactive about redesigning, hacking, or tweaking but also because of an engagement with a community and responding to its needs. It is not surprising then that the educators we spoke with both emphasized student agency as a primary outcome of maker-centered learning in Chapter One and suggested that distributed learning was a central practice in the maker-centered classroom in Chapter Two.

To summarize: first, at its core, agency is shaped by choices, intentions, and actions. One can make a distinction between having a sense of agency and agentic action: Having a sense of agency implies having the intention or tendency toward action, but does not necessarily guarantee that the actions one feels empowered to take will necessarily be enacted. Agentic action moves beyond having a sense of agency and involves the process of activating—or performing—one's intentions.

Second, in the sphere of maker-centered learning, activating one's agency generally refers to an extensive and complex web of interrelated actions, rather than a single discrete act. And third, maker-centered agentive acts are not simply the output of an individual working solo without context. They are best understood as supported by, and often enacted within, a social context.

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