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Using observations of children attending 3D printing clubs designed for learners from age six, the research evaluates educational benefits of shared design and digital fabrication making for future learning spaces.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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learning environments does the article focus on for children’s CAD and making?","Question",{"text":63,"@type":64},"It focuses on informal, collaborative making settings supported by club participation and online builder-style gaming, examining how these non-linear, mediated environments enable learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the observations for the study collected?",{"text":68,"@type":64},"The research drew on primary sources by observing and analyzing children attending 3D printing clubs created by one of the authors.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the key aims of the research?",{"text":72,"@type":64},"The study aims to determine how informal club settings and tools affect learning outcomes, compare online hobby-led activity experiences with club outcomes, and synthesize implications for institutional learning environments for multi-generational 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for institutional learning environments  \nMs Denise Allan, Edinburgh Napier University  \nDr Samantha Vettese, Edinburgh Napier University  \nDr Paul Thompson, Edinburgh Napier University  \nAbstract  \nIn this article, the researchers investigate different ways in which school age, 'generation net' children learn, through non-linear, mediated, collaborative ‘making’ environments, enabled by informal club settings and online ‘builder’ gaming and groups. In addition to this, the study will investigate these learning methods in relation to children’s future attitudes to formal education and their engagement with the ethos of open access digital fabrication facilities.  \nThe research will draw upon primary sources including the observation and analysis of children who attend 3D printing clubs created by one of the authors. These clubs are aimed at children who are just starting their formal school education, from the age of six. The clubs are informal and relaxed to allow a great deal of creative freedom. The children have access to 3D printers, CAD software and 3D printing pens to allow them to explore the technology and design process in different ways. They can choose to work together or alone, and can participate in the group discussion in an unforced way. This research will conclude by analysing the educational benefits of informal shared design practices and digital fabrication making processes and how they could be used in the learning spaces of the future.  \nKey words  \nmaking, builder games, 3D printing, computer aided design, informal spaces, learning  \nIntroduction  \nThis research examines several characteristics of the digital making process. In particular, it will look at ways in which children engage and learn when given the access to these informal maker environments and tools. It will then consider how their particular ways of interacting with these approaches and processes may influence current and future learning strategies, which could be applied to more formal and institutional environments.  \nChildren, making, and what we can learn from their methods and creations, in an'unstructured' environment is well documented, although not always put into practice in institutionalised places of learning. The idea that education should be more experiential and connected to real world objects is originally attributed to John Dewey but also to many other scholars and innovators including Froebel, Freudenthal and Montessori. (Dewey, 1902; Freudenthal, 1973; Froebel, 1887; Montessori, 1964) . Freire, (1973) introduced the idea of culturally meaningful curriculum construction, in which designers get inspiration from the local culture toward creating 'generative themes' with members of these cultures. Papert’s (1980) theory of constructionism describes the importance of learning through the experience of doing.  \nThis research, based on a case study from a digital making club set up by one of the authors, called ‘Wee Replicators’, observed how children naturally interact with digital technologies and how these children are informed by their experience of digital ‘builder games’ such as Minecraft. This research explores the relationship between digital experience of CAD (Computer Aided Design), through online interaction in shared space games, and physical CAD, through 3D printing technologies at a children’s maker club. The children observed in this study showed a flexibility in their use of CAD and 3D printing technologies, with innovative results that might not have been achieved through a structured taught programme. Their designs and objects created were reflective of and directly inspired by their 'hobbies' . These results were then analysed alongside the existing literature on making and constructivist learning. Through this theoretical and empirical study, implications for educators and learning spaces ","cbCaimWUYNhUXKJT","https://ap.wps.com/l/cbCaimWUYNhUXKJT","pdf",750587,17,"English","# Abstract\n# Introduction\n# Literature Review\n## Digital Making, 'Connecting' [Processes and People] and Learning","[{\"question\":\"What learning environments does the article focus on for children’s CAD and making?\",\"answer\":\"It focuses on informal, collaborative making settings supported by club participation and online builder-style gaming, examining how these non-linear, mediated environments enable learning.\"},{\"question\":\"How were the observations for the study collected?\",\"answer\":\"The research drew on primary sources by observing and analyzing children attending 3D printing clubs created by one of the authors.\"},{\"question\":\"What are the key aims of the research?\",\"answer\":\"The study aims to determine how informal club settings and tools affect learning outcomes, compare online hobby-led activity experiences with club outcomes, and synthesize implications for institutional learning environments for multi-generational learners.\"}]","Children’s Relationship with Making and Use of CAD in Collaborative Informal Environments - Learning Implications | PDF",1792089639,43]