Gathering spaces where individuals come together to create and invent through making. In the space, various tools and materials are available for constructing, which may include no or low technology (e.g., tape, blocks, fabrics, metal, cardboard) to high technology (e.g., 3D printers, computers).
Published in Chapter:
Role of Mentorship and Reflection in Leading Learning Through Making: A Pilot Project
Jennifer Lock (University of Calgary, Canada), Kristi-Mari Fedorko-Bartos (University of Calgary, Canada), Kristal Louise Turner (University of Calgary, Canada), and Kathy Wise (University of Calgary, Canada)
Copyright: © 2021
|Pages: 17
DOI: 10.4018/978-1-7998-4739-7.ch009
Abstract
There is a growing trend of learning through making in P-16 education in both formal and informal learning environments. In the informal learning environments, who provides support and mentorship for learning through making? In this chapter, the authors report on a maker mentor pilot project using a self-study methodology. This initiative was designed to develop knowledge and skills using a mentoring approach to support learning through making with pre-service and in-service teachers, and to model reflective practice. Using a reflective process, they share insights into the work of maker mentors, what worked well, as well as recommendations to enhance this mentoring initiative. They conclude with three implications for practice in support of the role of maker mentors.