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While some view making as liberating and anti-oppressive, concerns persist that current making practices reproduce inequities in access and participation. This paper presents an educational innovation creating a more equitable maker learning experience for high school aged youth through mobile infrastructure, just-in-time teaching, and youth-centered choice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-mobile-workshop-model-for-equitable-making-with-high-school-aged-youth/589934/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-mobile-workshop-model-for-equitable-making-with-high-school-aged-youth/589934.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address about making in education?","Question",{"text":112,"@type":113},"It addresses concerns that making practices today may reproduce patterns of inequality in access and participation rather than achieving equity goals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the proposed model support youth with different kinds of needs?",{"text":117,"@type":113},"It meets youth where they are in three senses: physical/geographical access via a mobile makerspace, cognitive scaffolding via flexible projects and just-in-time teaching, and affective support via student choice in projects and presentation audiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper include beyond the model design?",{"text":121,"@type":113},"It describes the mobile workshop design and pedagogical approach and provides two qualitative cases—one out-of-school and one in-school—along with a summary qualitative evaluation of effectiveness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589934,1792073197,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2019  \nA Mobile Workshop Model for Equitable Making with High School Aged Youth  \nLEE MARTIN  \nUniversity of California, Davis AND  \nCOLIN DIXON Concord Consortium Emeryville, CA  \nABSTRACT  \nThere is growing interest in the engineering education community in making and the Maker Movement as a context for young people to learn and develop interest around design and early engineering competencies. Although some researchers argue that making has the potential to serve a liberating and anti-oppressive function in education, there are deep and abiding concerns that making as it exists today is not serving the goals of equity, but is in fact reproducing patterns of inequality in access and participation. In this paper, we consider an educational innovation we designed to create amore equitable maker learning experience for high school aged youth. We designed our innovation around a core pedagogical commitment to meeting youth “where they are”. We mean this in three senses: First, we mean this literally/geographically, as youth need physical access to resources to learn. We addressed this goal by creating a mobile makerspace. Second, we mean this cognitively, as new knowledge must be built on existing knowledge. We addressed this goal by creating flexible project structures with “just-in-time” teaching. Third, we mean this affectively, so that we meet students as who they are. We addressed this goal primarily by giving youth the freedom to make choices about their project work, in what they worked on, in how they wanted it to look, and in who their audience or client for the work would be. The paper describes the design of the mobile workshop and the pedagogical approach and offers two cases of educational programs implementing these models, one from an out-of-school context and one from an in-school context.  \nKeywords: Design; Project based learning; High school  \nADVANCES IN ENGINEERING EDUCATION  \nA Mobile Workshop Model for Equitable Making with High School Aged Youth  \nINTRODUCTION  \nThere is growing interest in the engineering education community in making and the Maker Movement as a context for young people to learn and develop interest around design and early engineering competencies. Making can be defined as “a class of activities focused on designing, building, modifying, and/or repurposing material objects, for playful or useful ends, oriented toward making a ‘product’ of some sort that can be used, interacted with, or demonstrated”(Martin, 2015, p. 31) . The idea that making is a germane activity for learning connects to claims by Papert (1993) that students learn best when they are able to build and share physical creations. Blikstein (2008) extends this idea to suggest that making provides young people with powerful tools of production for realizing their ideas. Others have argued that making has the potential to foster creativity and innovation while broadening access to and participation in STEM fields (Vossoughi & Bevan, 2014) .  \nExcitement for making in education spans a variety of contexts. In K12 education, Quinn and Bell (2013) argue that making is well-aligned with the new Next Generation Science Standards, which introduce national engineering standards to K12 contexts for the first time (Carr, Bennett, & Strobel, 2012) . In museums, making is associated with engagement, intentionality, innovation, and solidarity (Bevan, Gutwill, Petrich, & Wilkinson, 2015) . In community contexts, maker spaces can be contexts for the development of resourcefulness and connectedness to the community (Sheridan & Konopasky, 2016), as well as the development of adaptive expertise in design (Martin & Dixon, 2016) . In universities, makerspaces are being designed to give engineering students opportunities to invent, design, and build early in their educational careers, rather than waiting years for","cbCaiaB8sWrgzTij","https://ap.wps.com/l/cbCaiaB8sWrgzTij","pdf",2878164,23,"English","# Introduction\n# Conceptual Framework for Equitable Maker Pedagogy","[{\"question\":\"What problem does the paper address about making in education?\",\"answer\":\"It addresses concerns that making practices today may reproduce patterns of inequality in access and participation rather than achieving equity goals.\"},{\"question\":\"How does the proposed model support youth with different kinds of needs?\",\"answer\":\"It meets youth where they are in three senses: physical/geographical access via a mobile makerspace, cognitive scaffolding via flexible projects and just-in-time teaching, and affective support via student choice in projects and presentation audiences.\"},{\"question\":\"What does the paper include beyond the model design?\",\"answer\":\"It describes the mobile workshop design and pedagogical approach and provides two qualitative cases—one out-of-school and one in-school—along with a summary qualitative evaluation of effectiveness.\"}]","A Mobile Workshop Model for Equitable Making with High School Aged Youth | PDF",1792068433,58]