DIY culture in primary school. Transdisciplinar and collaborative learning shared in DIYLab Hub
Supporting Agencies
- Comisión Europea. Lifelong Learning Programme and the Education
- Audiovisual and Culture Executive Agency
- Ministerio de Educación
- Cultura y Deporte
Abstract
This paper accounts for the DIYLab European project and its implementation in a Spanish primary school. The project was developed in primary, secondary and higher education institutions in Spain, Finland and the Czech Republic. The focus was to incorporate, in the organizations involved, learning modalities related to Do it Yourself (DIY) culture. Following a methodology based on the principles of the collaborative action-research, we planned discussion groups with families, teachers and students. In addition, we defined its implementation starting from the characteristics of each institution and the professional development of teachers. During this action, it was decided that students collaboratively performed an audio-visual production about their learning and the processes that had propitiated it. It was also decided in which research-based project DIYLab would be implemented, to develop features of DIY culture such as creativity, collaboration, self-regulation, authorship, sharing and use of technologies. Simultaneously, the open platform DIYLabHub was also provided so that students’ audiovisual productions could be shared. Throughout this implementation, researchers made observations, recordings and took field notes. From these sources, we focused the results and conclusions on audio-visual productions that primary school students from Spain created collaboratively and shared in the Hub, as well as on the strengths and weaknesses regarding pedagogical relations, digital competences and sustainability of the project.Downloads
References
Ala-Mutka, K. (2009). Review of Learning in ICT-enabled Networks and Communities. European Commission. Institute for Prospective Technological Studies. https://goo.gl/g12EDL
Ashworth, H. (2016). Students’ acquisition of a threshold concept in childhood and youth studies. Innovations in Education and Teaching International, 53(1), 94-103. https://doi.org/10.1080/14703297.2014.1003953
Atkinson, D. (2011). Art, Equality and Learning: Pedagogies against the State. Rotterdam: Sense Publishers.
Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutiérrez, K., … Zhou, M. (2007). Learning in and out of school in diverse environments. Life-long, life-wide, life-deep. The LIFE Center for Multicultural Education. https://goo.gl/Cu2R6J
Barbour, R., & Kitzinger, J. (Ed.) (1999). Developing Focus Group Research: Politics, Theory and Practice. London, UK: Sage Publications Ltd.
Bell, P., Tzou, C., Bricker, L., & Baines, A. D. (2013). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55(5-6), 269-284. https://doi.org/10.1159/000345315
Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method, Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
Boyd, D. (2014). It’s Complicated. The social lives of networked teens. New Haven, Connecticut, EE.UU: Yale University Press Book.
Buckingham, D. (2007). Beyond Technology: Children’s Learning in the Age of Digital Culture. Cambridge, UK: Polity Press.
Calvani, A., Fini, A., & Ranieri, M. (2010). Digital Competence. In K-12. Theoretical Models, Assessment Tools and Empirical Research. Anàlisi, 40, 157-171. https://doi.org/10.7238/a.v0i40.1151
Carey, B. (2014). How we learn: the surprising truth about when, where, and why it happens.New York, EE.UU: Random House.
Domingo-Coscollola, M., Arrazola-Carballo, J., & Sancho-Gil, J. M. (2016). Do It Yourself in Education: Leadership for Learning across Physical and Virtual Borders. International Journal of Educational Leadership and Management, 4(1), 5-29. https://doi.org/10.17583/ijelm.2016.1842
Domingo-Coscollola, M., Sánchez-Valero, J. A., & Sancho-Gil, J. M. (2014). Researching on and with Young People: Collaborating and Educating. Comunicar, 42(21), 157-164, https://doi.org/10.3916/C42-2014-15
Dussel, I., & Gutiérrez, D. (Comps.) (2006). Educar la mirada. Políticas y pedagogías de la imagen. Buenos Aires, Argentina: Manantial/FLACSO.
Edgington, U. (2016). Emotional labour in the classroom: Lessons from a history of the British education system. Journal of New Zealand Studies, 22, 72-86.
Erstad, O., Gile, O., Sefton-Green, J., & Arnseth, H. C. (2016). Learning identities, education and community: young live in the cosmopolitancity. Cambridge, UK: Cambridge University Press.
Erstad, O., Kumpulainen, K., Mäkitalo, A., Schrøder, K. C., Pruulmann-Vengerfeldt, P., & Jóhannsdóttir, T. (Eds.) (2016). Learning across contexts in the knowledge society. Rotterdam: Sense Publishers.
Escola Virolai (s.f.). Projecte Educatiu. http://www.virolai.com/projecte_educatiu_ca.html
Fields, D., Vasudevan, V., & Kafai, Y. B. (2015). The programmers’ collective: fostering participatory culture by making music videos in a high school Scratch coding workshop. Interactive Learning Environments, 23(5), 613-633. https://doi.org/10.1080/10494820.2015.1065892
Furlong, J., & Oancea, A. (Eds.). (2008). Assessing quality in applied and practice-based research in education: continuing the debate. London, UK: Routledge.
García-Galera, C., & Valdivia, A. (2014). Prosumidores mediáticos. Cultura participativa de las audiencias y responsabilidad de los medios. Comunicar, 43(22), 10-13. https://doi.org//10.3916/C43-2014-a2
García-Valcárcel, A., & Basilotta, V. (2017). Aprendizaje basado en proyectos (ABP): evaluación desde la perspectiva de alumnos de Educación Primaria. Revista de Investigación Educativa, 35(1), 113-131. http://dx.doi.org/10.6018/rie.35.1.246811
Gutiérrez, A., & Tyner, K. (2013). Educación para los medios, alfabetización mediática y competencia digital. Comunicar, 38(19), 31-39. https://doi.org/10.3916/C38-2011-02-03
Hernández-Hernández, F. (2006). ¿Por qué decimos que estamos a favor de la educación si optamos por un camino que deseduca y excluye? En J. M. Sancho-Gil (Coord.), Tecnologías para transformar la educación (pp. 51-75). Madrid: AKAL/UNIA.
Hernández-Hernández, F. (Coord.). (2017) ¡Y luego dicen que la escuela pública no funciona! Investigar con jóvenes cómo transitan y aprenden dentro y fuera de los centros de Secundaria. Barcelona: Octaedro.
Hernández-Hernández, F., & Domingo-Coscollola, M. (2017). Jóvenes que participan en una investigación para ser reconocidos. En F. Hernández-Hernández (Coord.),¡Y luego dicen que la escuela pública no funciona! Investigar con jóvenes cómo transitan y aprenden dentro y fuera de los centros de Secundaria (pp. 241-284). Barcelona: Octaedro.
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., ... Watkins, S. C. (2013). Connected Learning: An Agenda for Research and Design. Irvine, California, EE.UU: Digital Media and Learning Research Hub.
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the Challenges of Participatory Culture. Media Education for the 21st Century. Cambridge, Massachusetts, EE.UU: MIT Press.
Jenson, J., Dahya, N., & Fisher, S. (2014). Valuing production values: a “do it yourself” media production club. Learning, Media and Technology, 39(2), 215-228. https://doi.org/10.1080/17439884.2013
Kafai, Y. B., & Peppler, K. A. (2011). Youth, Technology, and DIY: Developing Participatory Competencies in Creative Media Production. Review of Research in Education, 35, 89-119. https://doi.org/10.3102/0091732x10383211
Kafai, Y. B., & Peppler, K. A. (2014). Transparency Reconsidered: Creative, Critical and Connected Making with E-Textiles. En M. Ratto & M. Boler (Eds.), DIYCitizenship. Critical Making and Social Media (pp. 179-188). Cambridge, Massachusetts, EE.UU: MIT Press.
Knobel, M., & Lankshear, C. (Eds.). (2010). DIY Media: Creating, Sharing and Learning with New Technologies. New York, EE.UU: Peter Lang Publishing.
Livingstone, S., & Sefton-Green, J. (2016). The Class: living and learning in the digital age. New York, EE.UU: New York University Press.
Maturana, H. (1990). Emociones y lenguaje en educación y política. Santiago de Chile, Chile: Ediciones Dolmen.
Meléndez, R, (2015). Educación – Currículo y Sociedad. Revista de Tecnología de Información y Comunicación en Educación, 9(2), 51-62.
Palaigeorgiou, G., & Grammatikopoulou, A. (2016). Benefits, barriers and prerequisites for Web 2.0 learning activities in the classroom: The view of Greek pioneer teachers. Interactive Technology and Smart Education, 13(1), 2-18. https://doi.org/10.1108/ITSE-09-2015-0028
Peppler, K. (2013). STEAM-powered computing education: Using e-textiles to integrate the arts and STEM. IEEE Computer 46(9), 38-43. https://doi.org/10.1109/MC.2013.257
Pérez-Escoda, A., Castro-Zubizarreta, A., & Fandos, M. (2016). La competencia digital de la Generación Z: claves para su introducción curricular en la Educación Primaria. Comunicar, 49(24), 71-79. https://doi.org/10.3916/C49-2016-07
Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research: Participative inquiry and practice. London, UK: Sage.
Richard, G. T., & Kafai, Y. B. (2016). Blind Spots in Youth DIY Programming: Examining Diversity in Creators, Content, and Comments within the Scratch Online Community. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp. 1473-1485). New York, EE.UU: ACM.
Sharpe, R., Beethan, H., & De Freitas, S. (2010). Rethinking Learning for a Digital Age: How Learners are Shaping Their Own Experiences. New York, EE.UU: Routledge.
Shirky, C. (2010). Cognitive Surplus: How Technology Makes Consumers into Collaborators.New York, EE.UU: Penguin.
Thomas, T., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Lexington, Kentucky, EE.UU: Create Space.
Thompson, V. A. (2014). What intuitions are... and are not. Psychology of Learning and Motivation, 60, 35-75. https://doi.org/10.1016/B978-0-12-800090-8.00002-0
Van Maanen, J. (2011). Tales of the field: on writing ethnography. Chicago, Illinois, EE.UU: University of Chicago Press.
Weimer, M. (2013). Learner-centered teaching: five key changes to practice. San Francisco, California, EE.UU: Jossey-Bass.
Zimmerman, B. J. (1989). Models of Self-Regulated Learning and Academic Achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement. Theory, Research, and Practice. New York, EE.UU: Springer-Verlag.
The articles and scientific documents published in RIE abide the following conditions:
1. The Servicio de Publicaciones de la Universidad de Murcia (the publisher) has the property rights (copyright) of all the documents published and allows the reuse under the user’s license indicated in point 2.
2. All documents are published in the digital edition of RIE under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (legal document) license. These documents can be copied, used, distributed, communicated and explained publicly if: i) the author(s) and its original source of publishing (magazine, publisher and URL of the document) are cited; ii) it is not used for commercial purpose; iii) the existence and the specifications about this license are mentioned.
3. Auto-archive’s conditions. The authors are allowed and encouraged to digitally distribute the pre-print versions (a version before evaluation) and/or post-print (a version that it is already evaluated and accepted to its publication). This promotes circulation and distribution earlier and can increase the citations and significance within the academic community.
