The Critical Role of Peer Feedback and Autonomy in Maker Learning Contexts for Educators

• In Event: ID - Developments in Universal Design for Learning

Short Description

Providing teachers with autonomy to design maker learning with respect to their instructional contexts is critical; however, maker autonomy does not necessarily translate from educators to students. Grounded in constructionism and maker frameworks, this empirical study details how K-12 in-service teachers in an online graduate course engaged in maker activities of choice and the ways in which peer feedback expanded disciplinary ideas and resources. Designing autonomy into student maker learning remains an area of growth.

Authors

• Contributor: Tiffany Roman, Kennesaw State University

• Contributor: Hyunjin Son, Kennesaw State University