Supporting Knowledge Construction in Making via Collective Process-Oriented Documentation: A Path for More Effective Facilitation?

• In Event: Facilitation of Maker-Centered Learning in Formal and Informal Spaces

Abstract

This three-year design-based study explores knowledge construction in making, presenting a novel design which uses process-oriented documentation as a means to enable learners and facilitators to collectively recognize and reflect on their learning. We built upon previous research on process-oriented documentation (Tseng, 2016; Keune & Peppler, 2017; Murai et al., 2020) and knowledge building (Bereiter & Scardamalia, 2014; Zhang et al., 2018), and add a collective and social learning lens to students’ documenting process. Our design (Anonymous,. 2023) takes students’ rich project documentation and auto-generates knowledge maps using natural language processing and network analysis techniques. These maps are then made available for students to reflect on their and the class’ learning trajectories. The contribution of this work is two-fold: First, it suggests design and practices on supporting knowledge construction in making, by incentivising rich in-process project documentation. Second, since the knowledge maps are a more shareable representation of students’ knowledge, they enhance their understanding of their own work, help them in sharing their own learnings and questions with peers, and potentially assist facilitators in understanding where students are at.

The study adopts a design-based research approach with two rounds of testing of the documentation interface with the implementation of a student-facing knowledge mapping dashboard, focusing on 31 adult learners engaged in a maker-centered design course over three years. According to self-reports, 24 out of 31 students had no prior experience with digital fabrication tools before taking the class. Data were collected through video recorded individual testing sessions using a think aloud protocol, as well as focus groups, analysis of student-generated artifacts, and field notes.

Our findings reveal that adult learners utilized the collective process-oriented documentation to support their learning in three major aspects: 1) reflect on past projects, 2) get inspiration from others’ progresses, and 3) develop a sense of community and achievement. With regards to the student-facing dashboard, students reported that it was particularly helpful in making visible their transitions from novices to experts throughout the semester, by highlighting tacit, implicit or hidden knowledge in the learning community. Besides, the dashboard enabled them to see both the overall trends/commonalities in the class and the diverse learning trajectories that different students took. Data from testing sessions and field observations also indicated points for improvement, such as the need for more flexible visualizations and better scaffolds for navigating and utilizing the collective documentation interface.

This study expands the understanding of knowledge construction within makerspaces, highlighting the potential of collective process-oriented documentation. By introducing natural language processing and network analysis of students’ documentation into this practice, our system transforms otherwise tacit or hard-to-share knowledge into a more public and understandable set of artifacts. The system and the study underscore a novel way for learners in complex project-based environments to perceive connections among projects, recognize that multiple learning trajectories should be valued, thereby facilitating peer learning. Additionally, it provides detailed insights into the knowledge construction process in makerspaces, paving the way for more informed and effective facilitation in maker education.

Authors

• Yipu Zheng, Teachers College, Columbia University

• Paulo Blikstein, Teachers College, Columbia University