Student Growth through Design-Centered Learning - Report from the Learning Studios Pilot - Executive Summary - October 2017

Oct 15, 2026

Uploaded by Jacob

Digital Promise Global pilots 60 Learning Studios to support student-centered, experiential design-and-maker learning as part of HP and Microsoft’s Reinvent the Classroom initiative. Each studio pairs advanced technologies (including an HP Sprout Pro with 3D scanning and touch input, and a Dremel 3D printer) with project guides and teacher professional development. Research from May 2016 to May 2017 uses teacher surveys, student surveys, and interviews to document technology use, growth in confidence and identity, and improvements in engagement, persistence, and design thinking.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Executive Summary

About the Research Study

Results

Technology Use, Comfort, and Related Skills

Student Identity and Confidence as Designers and Makers

Engagement and Persistence

Student Growth through Design-Centered Learning Report from the Learning Studios Pilot Executive Summary October 2017 Executive Summary Digital Promise Global is engaging a global network of 60 Learning Studios designed for student-centered, experiential learning, as part of HP and Microsoft’s Reinvent the Classroom initiative. Each Learning Studio is equipped with technology, project guides, training and professional development to support teachers and students. Specifically, the technology and resources package includes a Sprout Pro by HP (all-in-one computer with integrated 3D scanner and interactive touch mat), a Dremel 3D printer, and notebook computers running Windows 10, as well as additional technologies and materials. About the Research Study Digital Promise Global commissioned research in order to learn more about how students and teachers made use of the technology, document areas of growth experienced by the participants, and understand the effects of implementation context on technology use and learning. We also sought insights related to challenges and best practices that could inform the broader field. The study was conducted during the initial pilot year of the program between May 2016 and May 2017. Teachers were asked to complete a series of four surveys: baseline, mid-course, post, and follow-up. Teachers were also invited to a brief phone interview at the start of the program to ask about their implementation plans and progress to date. Students were asked to complete three surveys: baseline, post, and follow-up. Additional teacher interviews and student focus groups were conducted to collect qualitative information about changes in engagement, agency, empathy and design thinking in students. Results Below we present a summary of key findings from the exploratory research. The first sections focus on context of implementation, including students’ and teachers’ familiarity with the technology and confidence as makers and designers. The subsequent sections highlight results related to the focal outcome areas of engagement, agency, collaboration, and design thinking. For an indepth analysis and detailed description of the study, please refer to the full report, available [at](at global.digitalpromise.org/learning-studios)[ ](at global.digitalpromise.org/learning-studios)[global.digitalpromise.org/learning-studios](at global.digitalpromise.org/learning-studios). Learning Studios Research Report - Executive Summary | 2 Technology Use, Comfort, and Related Skills One goal of the Learning Studios was to increase students’and teachers’ access to advanced technologies for designcentered and maker learning. This access was associated with improvements in related skills, as well as comfort with the technology. • Student comfort while using technology (specifically the Sprout computer and 3D printer), teaching others the technology, and troubleshooting technology issues increased significantly. • Students whose teachers extended the Learning Studio implementation through the Spring period showed continued growth, highlighting the importance of time for building comfort and skill with advanced technologies. • Teachers’ comfort levels also continued to increase over the Spring 2017 implementation. “In the beginning, I felt like I needed to really know how to do all the different things [the Sprout and 3D printer] could do... But I found that so long as I didn’t have that expectation of myself, the kids weren’t blocked by that barrier.” -Teacher Learning Studios Research Report - Executive Summary | 3 Student Identity and Confidence as Designers and Makers Many students who participated in the Learning Studios reported increases in their sense of self as a designer or maker, and in their confidence with design-centered and maker learning activities. • Four in five students reported that taking part in the Learning Studio contributed to their view of themselves as a maker

FAQs

What was the purpose of the Learning Studios pilot research?

To understand how students and teachers used the technologies, what growth occurred, and how implementation context affected technology use and learning, including challenges and best practices.

Which technologies were provided in the Learning Studios?

Studios included an HP Sprout Pro with integrated 3D scanning and an interactive touch mat, a Dremel 3D printer, and Windows 10 notebook computers, along with additional technologies and materials.

How did participation affect students’ identity as designers and makers?

Most students reported increased confidence and self-view as designers/makers; four in five students said participation contributed to this perspective, alongside a measurable rise from pre- to post-surveys.

Oct 15, 2026

Uploaded by Jacob