Login | Register

Design for the Art of Learning: Defining Challenges for Maker-Driven Design Activities and Design Education in Secondary Schools


Design for the Art of Learning: Defining Challenges for Maker-Driven Design Activities and Design Education in Secondary Schools

Mathewson, Alec (2023) Design for the Art of Learning: Defining Challenges for Maker-Driven Design Activities and Design Education in Secondary Schools. Masters thesis, Concordia University.

[thumbnail of Mathewson_MDes_F2023.pdf]
Text (application/pdf)
Mathewson_MDes_F2023.pdf - Accepted Version
Available under License Spectrum Terms of Access.


This thesis reflects on strategies used to facilitate didactic interactions between design research-creation and maker experiences in a secondary school. The author uses maker-driven design activity as a hybrid term to define educational activities that integrate critical making, sustainable action, and creative uses of technology. Two projects are described to exemplify the challenges and qualities of this didactic approach. The careful use of design constraints and observations of patterns of concern, such as process avoidance, are essential in understanding the qualities necessary for a meaningful design experience in the context of school. The author uses observations of maker-driven design activity situated in a school Fab Lab to inform guideposts for future research-creation infusing creative-technical learning with design literacy. This thesis is intended for designers, teachers, and researchers interested in creative and interdisciplinary learning experiences in what is broadly labelled as design for the art of learning.

Divisions:Concordia University > Faculty of Fine Arts > Design and Computation Arts
Item Type:Thesis (Masters)
Authors:Mathewson, Alec
Institution:Concordia University
Degree Name:M.Des.
Date:June 2023
Thesis Supervisor(s):Racine, Martin
Keywords:maker-driven design activity, didactic experimentation, process avoidance, design literacy, design & technology, STEAM, Middle Years Program, International Baccalaureate, design thinking, design education, constructionism, makerspaces, Fab Labs, sustainable action, creative uses of technology, critical making, microworlds
ID Code:992508
Deposited By: Alec Mathewson
Deposited On:14 Nov 2023 21:54
Last Modified:18 Dec 2023 14:49
Related URLs:
Additional Information:This thesis is intended for designers, teachers, and school administrators who see design education as a way to inspire 21st-Century learning.


Ackerman, E. (2001). Piaget’s Constructivism, Papert’s Constructionism: What’s the difference? Future of Learning Group Publication, 5(3), 438–448.
Ackermann, E. K. (1996). Perspective-Taking and object Construction (Issue 2). Lawrence Erlbaum Associates.
Alkove, L. D., & McCarty, B. J. (1992). Plain Talk: Recognizing Positivism and Constructivism in Practice. Action in Teacher Education, 14(2), 16–22. https://doi.org/10.1080/01626620.1992.10462806
Ames, M. G. (2018). Hackers, Computers, and Cooperation: A Critical History of Logo and Constructionist Learning. Proceedings of the ACM on Human-Computer Interaction, 2(CSCW), 1–19. https://doi.org/10.1145/3274287
Archer, B. (1979). Design as a discipline. Design Studies, 1(1), 17–20. https://doi.org/10.1016/0142-694X(79)90023-1
Archer, B., Baynes, K., & Roberts, P. H. (1992). The nature of Research into Design and Technology Education. Loughborough University of Technology. https://repository.lboro.ac.uk/articles/book/The_nature_of_research_into_Design_and_Technology_education/9350141
Archer, B., Baynes, Ken., Roberts, Phil., & Loughborough University. Department of Design and Technology. Design Education Research Group. (2005). A framework for design and design education : a reader containing key papers from the 1970s and 80s. The Design and Technology Association.
Arida, S. (2011). More Seeing in Learning [Doctor of Philosophy in Architecture: Design and Computation]. Massachusetts Institute of Technology.
Arsenault, S. (2015). La place des écoles alternatives dans les commissions scolaires québécoises: perceptions des groupes fondateurs quant aux facteurs de résistances et facteurs favorisants rencontrés. Canadian Journal for New Scholars in Education/Revue Canadienne Des Jeunes Chercheures et Chercheurs En Éducation, 999(999).
Atkinson, S. (1990). Design and Technology in the United Kingdom. Journal of Technology Education , 2(1), 1–12. https://doi.org/http://doi.org/10.21061/jte.v2i1.a.2
Banerjee, B., & Gibbs, T. (2016). Teaching the Innovation Methodology at the Stanford d.school. In B. Banerjee & S. Ceri (Eds.), Creating Innovation Leaders: A Global Perspective (pp. 163–174). Springer. http://www.springer.com/series/8802
Baynes, K. (1985). Defining a design dimension of the curriculum. Journal of Art & Design Education, 4(3), 237–243.
Bdeir, A. (2008). Electronics as material: littleBits. www.ayahbdeir.com
Bell, D., Wooff, D., & McLain, M. (2019, June). Re-imagining the Future of Design and Technology Education: Undoing a decade of decline. 2019 Solstice ELearning and CLT Conference. http://sure.sunderland.ac.uk/id/eprint/10856/
Bennett, J. (2004). The force of things: Steps toward an ecology of matter. Political Theory, 32(3), 347–372. https://doi.org/10.1177/0090591703260853
Bevan, B., Gutwill, J. P., Petrich, M., & Wilkinson, K. (2015). Learning Through STEM-Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice. Science Education, 99(1), 98–120. https://doi.org/10.1002/sce.21151
Bhaduri, S., Biddy, Q. L., Bush, J., Suresh, A., & Sumner, T. (2021). 3DnST: A Framework towards Understanding Children’s Interaction with Tinkercad and Enhancing Spatial Thinking Skills. Proceedings of Interaction Design and Children, IDC 2021, 257–267. https://doi.org/10.1145/3459990.3460717
Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. https://doi.org/10.1007/s11092-008-9064-9
Bijker, W. E. (1995). Of Bicycles, Bakelites, and Bulbs Toward a Theory of Sociotechnical Change. MIT Press.
Blikstein, P. (2013). Digital Fabrication and ‘Making’ in Education: The Democratization of Invention. FabLabs: Of Machines, Makers and Inventors, 1–21.
Blikstein, P. (2018). Maker Movement in Education: History and Prospects (pp. 419–437). https://doi.org/10.1007/978-3-319-44687-5_33
Blikstein, P., Kabayadondo, Z., Martin, A., & Fields, D. (2017). An Assessment Instrument of Technological Literacies in Makerspaces and FabLabs. Journal of Engineering Education, 106(1), 149–175. https://doi.org/10.1002/jee.20156
Blikstein, P., & Valente, J. A. (2019). Professional Development and Policymaking in Maker Education: Old Dilemmas and Familiar Risks. Constructivist Foundations, 14(3), 268–271. http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=137772566&site=ehost-live&scope=site
Bohemia, E., Edwards-Leis, C., Mary, S., Gordon, S., Grover, P., Keirl, S., Kimbell, R., Lewis, T., Hallam University Julie Lunt, S., McLaren, S., Seery, N., Stables, K., de Vries, M., Welch, M., & John, A. P. (2015). Design and Technology Education: An International Journal. In An International Journal 20 (Vol. 1). Prof Chitra Natarajan.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 5–62.
Brown, T., & Barry, K. (2011). Change by Design. In Journal of Product Innovation Management (Vol. 28).
Buchanan, R. (1992). Wicked Problems in Design Thinking. Design Issues, 8(2), 5–21. http://www.jstor.org/stable/1511637
Buchanan, R. (2001). Design Research and the New Learning. In Source: Design Issues (Vol. 17, Issue 4). https://www.jstor.org/stable/1511916
Bull, G., Nguyen, N. R., Watts, J., Gibson, R., & Littman, M. (2022). Reflection:“Twenty Things to Do With a Computer” Revisited.
Catterall, L. (2017). A Brief History of STEM and STEAM from an Inadvertent Insider. Steam, 3(1), 1–13. https://doi.org/10.5642/steam.20170301.05
Chapman, O., & Sawchuk, K. (2012). Research-Creation: Intervention, Analysis and “Family Resemblances.” Canadian Journal of Communication, 37(1), 5–26. https://doi.org/10.22230/cjc.2012v37n1a2489
Charlotte Latin Fab Lab. (n.d.). Charlotte Latin Fab Lab - Fab Academy 2023. Retrieved June 27, 2023, from https://fabacademy.org/2023/labs/charlotte/
Charlotte Latin School. (n.d.). Charlotte Latin School: Steam. Retrieved June 27, 2023, from https://www.charlottelatin.org/academics/steam
Christensen, K. S., Hjorth, M., Iversen, O. S., & Blikstein, P. (2016). Towards a formal assessment of design literacy: Analyzing K-12 students’ stance towards inquiry. Design Studies, 46, 125–151. https://doi.org/10.1016/j.destud.2016.05.002
Christensen, K. S., Hjorth, M., Iversen, O. S., & Smith, R. C. (2019). Understanding design literacy in middle-school education: assessing students’ stances towards inquiry. International Journal of Technology and Design Education, 29(4), 633–654. https://doi.org/10.1007/s10798-018-9459-y
Clemente, V., Tschimmel, K., & Pombo, F. (2020). Mapping the Territories Around Design Research: A Four-Layer Analysis. In R. Almendra & J. Ferreira (Eds.), Research & Education in Design : People & Processes & Products & Philosophy (pp. 147–156). CRC Press.
Cohen, J. (2017). School Disruption on the Small Scale. Education Next, Spring, 28–33.
Cohen, J., Jones, W. M., Smith, S., & Calandra, B. (2017). Makification: Towards a framework for leveraging the maker movement in formal education. Journal of Educational Multimedia and Hypermedia, 26(3), 217–229.
Colucci-Gray, L., Trowsdale, J., Cooke, C. F., Davies, R., Burnard, P., & Gray, D. S. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? British Educational Research Association.
Costanza-Chock, S. (2020a). Design Justice , and Escape from the Matrix of Domination.
Costanza-Chock, S. (2020b). Design Justice: Community-Led Practices to Build the Worlds We Need. The MIT Press.
Costanza-Chock, S. (2020c). Design Practices: “Nothing about Us without Us.” Design Justice. https://doi.org/10.7551/mitpress/12255.003.0006
Cross, N. (2006). Designerly Ways of Knowing. Springer.
Cross, N. (2011). Design Thinking. Bloomsbury Publishing.
Csikszentmihalyi, M. (2014a). Play and Intrinsic Rewards. In Flow and the Foundations of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi (pp. 135–153). https://doi.org/10.1007/978-94-017-9088-8
Csikszentmihalyi, M. (2014b). The Concept of Flow. In Flow and the Foundations of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi (pp. 239–263). https://doi.org/10.1007/978-94-017-9088-8
Cuban, L. (2020). Commentary Reforming the Grammar of Schooling Again and Again. In American Journal of Education (Vol. 126).
Cuban, L., & Tyack, D. (1995). “Tinkering toward Utopia.” Harvard University Press. https://doi.org/10.4135/9781452275406.n33
Cullingford, C. (1990). The Nature of Learning: Children, Teachers and the Curiculum. Cassell Educational.
Davidson, A.-L., & Price, D. W. (2018). Does Your School Have the Maker Fever? An Experiential Learning Approach to Developing Maker Competencies. LEARNing Landscapes, 11(1), 103–120. https://doi.org/10.36510/learnland.v11i1.926
Davis, M., & Littlejohn, D. (2017). A Culture of Practice: Design-Based Teaching and Learning. In S. Goldman & Z. Kabayadondo (Eds.), Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms (pp. 20–36). Routledge.
De Bono, E. (1990). Lateral thinking : a textbook of creativity. Penguin Books.
Dew, K. N., & Rosner, D. K. (2019). Designing with waste: A situated inquiry into the material excess of making. DIS 2019 - Proceedings of the 2019 ACM Designing Interactive Systems Conference, 1307–1319. https://doi.org/10.1145/3322276.3322320
Dewey, J. (1934). Having an Experience. In Art as Experience (pp. 36–59). Penguin Books.
Dewey, J. (1938). Education and Experience. The Educational Forum, 50(3), 241–252. https://doi.org/10.1080/00131728609335764
Dorst, K. (2010). The Nature of Design Thinking. In K. Dorst, S. Stewart, I. Staudinger, B. Paton, & A. Dong (Eds.), DTRS8 Interpreting Design Thinking: Design Thinking Research Symposium Proceedings (pp. 132–139). DAB documents. http://hdl.handle.net/10453/16590
Dorst, K. (2016, June 25). Design practice and design research: finally together? https://doi.org/10.21606/drs.2016.212
Dorst, K., & Cross, N. (2001). Creativity in the design process:co-evolution of problem–solution. Design Studies, 22(5), 425–437. www.elsevier.com/locate/destud
Dougherty, D. (2013). The Maker Mindset. In M. Honey & D. E. Kanter (Eds.), Design. Make. Play. Growing the Next Generation of STEM Innovators (pp. 7–16). Routledge.
Dunne, A., & Raby, F. (2013). Speculative Everything: Design, Fiction, and Social Dreaming.
Dweck, C. S. (1986). Motivational Processes Affecting Learning. American Psychologist, 41(10), 1040–1048.
Dweck, C. S. (2015). Growth. British Journal of Educational Psychology, 85(2), 242–245. https://doi.org/10.1111/bjep.12072
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71. https://doi.org/10.1002/piq.21143
FabLearn: research. (n.d.). Transformative Learning Technologies Lab. Retrieved January 27, 2023, from https://fablearn.org/research/
Findeli, A. (1990). Moholy-Nagy’s Design Pedagogy in Chicago (1937-46). Design Issues, 7(1), 4–19. https://about.jstor.org/terms
Franklin, U. M. (1999). The Real World of Technology (Revised). House of Anansi Press.
Friedman, K. (2008). Research into, by and for design. Journal of Visual Art Practice, 7(2), 153–160. https://doi.org/10.1386/jvap.7.2.153_1
Friedman, K. (2012). Models of design: Envisioning a future design education. Visible Language, 46(1/2), 132.
Fry, T. (2009). Design Futuring. Berg.
Fry, T., & Dilnot, C. (2003). Manifesto for Redirective Design. In Design Philosophy Papers (Vol. 1, Issue 3). Taylor & Francis Ltd.
Gelmez, K., & Bagli, H. (2018). Tracing design students’ affective journeys through reflective writing. International Journal of Technology and Design Education, 28(4), 1061–1081. https://doi.org/10.1007/s10798-017-9424-1
Gershenfeld, N. (2012). How to make almost anything. Foreign Affairs, 91(6), 43–57.
Gilbert, J. (2017). Educational Makerspaces: Disruptive, Educative or Neither? In New Zealand Journal of Teachers’ Work (Vol. 14, Issue 2). http://techculturematters.com/2015/11/06/mass-making-in-china
Godhe, A. L., Lilja, P., & Selwyn, N. (2019). Making sense of making: critical issues in the integration of maker education into schools. Technology, Pedagogy and Education, 28(3), 317–328. https://doi.org/10.1080/1475939X.2019.1610040
Goldman, S., & Kabayadondo, Z. (2017). Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms. In S. Goldman & Z. Kabayadondo (Eds.), Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms (pp. 3–19). Routledge.
Graham, M. A. (2020). Deconstructing the Bright Future of STEAM and Design Thinking. Art Education, 73(3), 6–12. https://doi.org/10.1080/00043125.2020.1717820
Halverson, E. R., & Sheridan, K. M. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495–504. https://doi.org/10.17763/haer.84.4.34j1g68140382063
Hanning, K. K. R. (2018). Tinkering with ScratchBit: Explorations in blended making. Massachusetts Institute of Technology.
Harel, I. (2016). A Glimpse Into the Playful World of Seymour Papert. EdSurge. https://www.edsurge.com/news/2016-08-03-a-glimpse-into-the-playful-world-of-seymour-papert
Hartnett, J.-P. (2021, June 14). Ontological Design Has Become Influential in Academia - But What Is It? AIGA Eye on Design. https://eyeondesign.aiga.org/ontological-design-is-popular-in-design-academia-but-what-is-it/
Hasni, A., Lenoir, Y., & Alessandra, F. (2015). Mandated Interdisciplinarity in Secondary School: The Case of Science, Technology, and Mathematics Teachers in Quebec. Issues in Interdisciplinary Studies, 33, 144–180.
Henriksen, D. (2017). Creating STEAM with design thinking: Beyond STEM and arts integration. The STEAM Journal, 3(1), 11.
Honey, M., & Kanter, D. E. (2013). Introduction. In Design, Make, Play: Growing the Next Generation of STEM Innovators (pp. 1–6). Routledge.
Horn, M. B. (2015). The rise of micro-schools: combinations of private, blended, and at-home schooling meet needs of individual students. Education Next, 15, 77+. https://www.educationnext.org/wp-content/uploads/2022/03/ednext_XV_3_whatnext.pdf
Hsiao, P. W., & Su, C. H. (2021). A study on the impact of steam education for sustainable development courses and its effects on student motivation and learning. Sustainability (Switzerland), 13(7). https://doi.org/10.3390/su13073772
Hubbard, L., & Datnow, A. (2020). Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change. In American Journal of Education (Vol. 126).
International Baccalaureate. (2014). Middle Years Program Design Guide. https://doi.org/10.1680/dofrcs.64447.205
International Baccalaureate. (2016). Design Technology Guide (p. 132).
Irving-Bell, D., Wooff, D., McLain, M., & Morrison-Love, D. (2017). Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity. The Curriculum Journal, 28, 1–20. https://doi.org/10.1080/09585176.2017.1286995
K12 Lab. (n.d.). D.School. Retrieved February 25, 2023, from https://dschool.stanford.edu/programs/k12-lab-network
Khan, K., & Winters, N. (2020). Constructionism and AI: A history and possible futures. In B. Tangney, J. Byrne, & C. Girvan (Eds.), Constructionism 2020. The University of Dublin.
Kimbell, L. (2011). Rethinking Design Thinking: Part I. Design and Culture, 3(3), 285–306. https://doi.org/10.2752/175470811x13071166525216
Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H. Y. (2015). Design Thinking and 21st Century Skills. In Design Thinking for Education: Conceptions and Applications in Teaching and Learning (pp. 33–46). https://doi.org/10.1007/978-981-287-444-3
Kohn, A. (2008). Progressive Education: Why It’s hard to Beat, But Also Hard to Find. Independent School, 1–9.
Kohtala, C. (2017). Making “Making” Critical: How Sustainability is Constituted in Fab Lab Ideology. Design Journal, 20(3), 375–394. https://doi.org/10.1080/14606925.2016.1261504
Kohtala, Cindy. (2016). Making sustainability : how Fab Labs address environmental issues. School of Art and Design.
Lachney, M., & Foster, E. K. (2020). Historicizing making and doing: Seymour Papert, Sherry Turkle, and epistemological foundations of the maker movement. History and Technology, 36(1), 54–82. https://doi.org/10.1080/07341512.2020.1759302
Laprade, M., & Lassiter, S. (2021). Constructionism 3.0: The emergence of digital fabrication learning in K-12 educational technology: A four-decade narrative history of objects-to-think-with. https://doi.org/10.5281/zenodo.5169830
Latour, B. (2008). A cautious prometheus? A Few Steps Toward a Philosophy of Design. Design History Society, 2–13.
Legault, J. (2015). Amino: a domestic system for synthetic biology and continuous culturing. Massachusetts Institute of Technology.
Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology, 30(3), 281–295. https://doi.org/https://doi.org/10.1016/j.newideapsych.2011.12.006
Loveless, N. S. (2015). Towards a Manifesto on Research-Creation. In Canadian Art Review (Vol. 40, Issue 1). www.ted.com/talks/stella_young_i_m_not_your_inspiration_
Lutnæs, E. (2021). Framing the concept design literacy for a general public. FormAkademisk, 14(4). https://doi.org/10.7577/formakademisk.4639
Mader, A., Dertien, E., & others. (2016). Tinkering as method in academic teaching. DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016, 240–245.
Maeda, J. (2013). STEM + Art = STEAM. STEAM, 1(1), 1–3. https://doi.org/10.5642/steam.201301.34
Maeda, J. (2019). Introduction. In How to Speak Machine: Computational Thinking for the Rest of Us. Portfolio / Penguin.
Maeda, J. (2020). Design Education in the Post‐Digital Age. Design Management Review, 31(1), 41–48. https://doi.org/10.1111/drev.12201
Maeda, John. (2006). The laws of simplicity. MIT Press.
Maker Ed. (n.d.). Beyond Rubrics: Overview. https://makered.org/beyondrubrics/overview/
Martinez, S. L., & Stager, G. S. \. (2019). Invent to Learn: Making, Tinkering, and Engineering in the Classroom (2nd ed.).
Mau, B. (2004). Massive Change. Phaidon.
McCarthy, S. (2020). Design at Stanford: The D.School’s Daddy. In R. Almendra & J. Ferreira (Eds.), Research & Education in Design: People & Processes & Products & Philosophy (pp. 207–210). CRC Press.
MEES. (n.d.-a). Broad Areas of Learning [Québec Education Program]. Ministère de l’Éducation Ministère de l’Enseignement supérieur. Retrieved May 18, 2023, from http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ_domaines-generaux-formation-deuxieme-cycle-secondaire_EN.pdf
MEES. (n.d.-b). Integrative Project [Québec Education Program]. Ministère de l’Éducation Ministère de l’Enseignement supérieur. Retrieved May 18, 2023, from http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ_projet-integrateur_EN.pdf
MEES. (n.d.-c). Science and Technology [Quebec Education Program]. In Quebec Education Program. Ministère de l’Éducation Ministère de l’Enseignement supérieur. Retrieved April 30, 2023, from http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ_science-technologie-deuxieme-cycle-secondaire_EN.pdf
MEES. (2018). Plan d’action numérique en éducation et en enseignement supérieur. Ministère de l’Éducation Ministère de l’Enseignement supérieur. http://www.education.gouv.qc.ca/en/current-initiatives/digital-action-plan/digital-action-plan/
Meyer, M. W., & Norman, D. (2020). Changing Design Education for the 21st Century. She Ji, 6(1), 13–49. https://doi.org/10.1016/j.sheji.2019.12.002
Milara, I. S., Pitkänen, K., Niva, A., Iwata, M., Laru, J., & Riekki, J. (2019, May 28). “The STEAM path”: Building a community of practice for local schools around STEAM and digital fabrication. ACM International Conference Proceeding Series. https://doi.org/10.1145/3335055.3335072
Millard, J., Sorivelle, M. N., Deljanin, S., Unterfrauner, E., & Voigt, C. (2018). Is the maker movement contributing to sustainability? Sustainability (Switzerland), 10(7). https://doi.org/10.3390/su10072212
MIT Playful Journey Lab. (2021). Designing for Documentation & Assessment. https://playfulmit.github.io/beyond-rubrics/
Moggridge, B. (2007). People & Prototypes. In Designing Interactions (pp. 647–662). MIT Press.
Murphy, E. (1997). Constructivism: From Philosophy to Practice.
Negroponte, N. (1975). The architecture machine. Computer-Aided Design, 7(3), 190–195. https://doi.org/https://doi.org/10.1016/0010-4485(75)90009-3
Negroponte, Nicholas. (1995). Being digital. Hodder & Stoughton.
Nelson, H. G., & Stolterman, E. (2012). The design way : intentional change in an unpredictable world. The MIT Press.
Neumann, R. (2008). Charter Schools and Innovation: The High Tech High Model. American Secondary Education, 36(3), 51–69. http://www.jstor.org.lib-ezproxy.concordia.ca/stable/41406121
Norman, D. A. (1999, May 1). Affordance, Conventions, and Design. Interactions. http://www.jnd.org
Norman, D. A. (2010). Why Design Education Must Change. Core77. http://www.jnd.org
Noss, R., & Hoyles, C. (2017). Constructionism and microworlds. Technology Enhanced Learning: Research Themes, 29–35.
NuVu The Innovation School. (n.d.). NuVuX. Https://Nuvux.Nuvustudio.Com/. Retrieved June 27, 2023, from https://nuvux.nuvustudio.com/
OECD. (2018). The Future of Education and Skills: Education 2030. OECD Education Working Papers, 23. http://www.oecd.org/education/2030/E2030 Position Paper (05.04.2018).pdf
Oxman, N. (2016). Age of Entanglement. Journal of Design and Science. https://doi.org/10.21428/7e0583ad
Page, T., & Thorsteinsson, G. (2018). Design and Technology Education For 2020 and Beyond. I-Manager’s Journal on School Educational Technology, 14(1), 1–19.
Pallascio, R., & Beaudry, N. (2001). L’École Alternative et la Réforme en Éducation: Continuité ou changement? Presses de L’Université du Québec.
Panke, S. (2019). Design Thinking in Education: Perspectives, Opportunities and Challenges. In Open Education Studies (Vol. 1, Issue 1, pp. 281–306). De Gruyter Open Ltd. https://doi.org/10.1515/edu-2019-0022
Papanek, V. (1985). Design for the Real World: Human Ecology and Social Change. Academy Chicago.
Papavlasopoulou, S., Giannakos, M. N., & Jaccheri, L. (2017). Empirical studies on the Maker Movement, a promising approach to learning: A literature review. Entertainment Computing, 18, 57–78. https://doi.org/10.1016/j.entcom.2016.09.002
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas.
Papert, S. (1993). The Children’s Machine: Rethinking School in the Age of the Computer. Basic Books.
Papert, S. (1996). A Word for Learning. In Constructionism in Practice: Designing, Thinking, and Learning in a Digital World (pp. 9–24). Lawrence Erlbaum Associates.
Papert, S. (2002). Hard Fun. Bangor Daily News, 2.
Papert, S., & Solomon, C. (1972). Twenty Things to Do with a Computer. In Educational Technology (Vol. 12, Issue 4, pp. 9–18).
Patton, M. Q. (2002). 5 Strategic Design Principles for Qualitative Inquiry. In Qualitative Research & Evaluation Methods: IntegratingTheory and Practice (4th ed.). SAGE Publishing.
Peek, N., Coleman, J., Moyer, I., & Gershenfeld, N. (2017). Cardboard Machine Kit. 3657–3668. https://doi.org/10.1145/3025453.3025491
Petko, D., Prasse, D., & Cantieni, A. (2018). The Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model. Computers in the Schools, 35(1), 1–18. https://doi.org/10.1080/07380569.2018.1428007
Piaget, J. (1964). Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2, 176–186. https://doi-org.lib-ezproxy.concordia.ca/10.1002/tea.3660020306
Picard, R. W., Papert, S., Bender, W., Blumberg, B., Breazeal, C., Cavallo, D., Machover, T., Resnick, M., Roy, D., & Strohecker, C. (2004). Affective learning-a manifesto. In BT Technology Journal • (Vol. 22).
Poggenpohl, S. H. (2008). Design Literacy, Discource and Communities of Practice. Visible Language, 42(3), 213–235.
Qi, J., Buechley, L., Huang, A., Ng, P., Cross, S., & Paradiso, J. A. (2018). Chibitronics in the Wild. 1–11. https://doi.org/10.1145/3173574.3173826
Quinn, H., & Bell, P. (2013). How Designing, Making, and Playing Relate to Learning Goals of K-12 Science Education. In Design, Make, Play: Growing the Next Generation of STEM Innovators (pp. 17–33). Routledge.
Ramaprasad, A., & Sridhar, S. P. (2009). Ontological Design. Proceedings of the 4th International Conference on Design Science Research in Information Systems and Technology (DESRIST ’09), 1–7.
Rancière, J. (1991). An Intellectual Adventure. In The Ignorant Schoolmaster (pp. 1–18).
Ratto, M. (2011). Critical making: Conceptual and material studies in technology and social life. Information Society, 27(4), 252–260. https://doi.org/10.1080/01972243.2011.583819
Ratto, M., Resch, G., & Southwick, D. (2018). The ongoing practicing of critical making Published by: Center for Sustainable Practice in the Arts. 21, 53–57. https://doi.org/10.2307/90025369
Rauth, I., Köppen, E., Jobst, B., & Meinel, C. (2010). Design thinking: An educational model towards creative confidence. DS 66-2: Proceedings of the 1st International Conference on Design Creativity, ICDC 2010, December, 1–8.
Redström, J. (2020). Certain Uncertainties and the Design of Design Education. She Ji, 6(1), 83–100. https://doi.org/10.1016/j.sheji.2020.02.001
REPAQ. (n.d.). REPAQ: portrait. Réseau Des Écoles Publiques Alternative Du Québec. Retrieved June 27, 2023, from https://repaq.org/
Resnick, M. (2007). All I Really Need to Know (About Creative Thinking) I Learned (By Studying How Children Learn) in Kindergarten. Creativity and Cognition 2007, CC2007 - Seeding Creativity: Tools, Media, and Environments, 1–6. https://doi.org/10.1145/1254960.1254961
Resnick, M. (2018). Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play. In Lifelong Kindergarten. MIT Press.
Resnick, M., & Rosenbaum, E. (2013). Designing for Tinkerability. In Design, Make, Play: Growing the Next Generation of STEM Innovators (pp. 163–181).
Resnick, M., & Silverman, B. (2005). Some reflections on designing construction kits for kids. Proceedings of: Interaction Design and Children 2005, IDC 2005, 117–122. https://doi.org/10.1145/1109540.1109556
Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. UNESCO publishing.
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169. https://doi.org/10.1007/BF01405730
Robinson, K., & Aronica, L. (2016). Creative Schools: The Grassroots Revolution That’s Transforming Education. Penguin Books.
Robinson, S. K. (2022). Imagine If... Creating a Future For Us All (K. Robinson, Ed.). Peguin Books.
Rodgers, P. A., & Bremner, C. (2017). The Concept of the Design Discipline. Dialectic, I(1). https://doi.org/10.3998/dialectic.14932326.0001.104
Rosenheck, L., Lin, G. C., Nigam, R., Nori, P., & Kim, Y. J. (2021). Not all evidence is created equal: assessment artifacts in maker education. Information and Learning Sciences, 122(3/4), 171–198. https://doi.org/10.1108/ILS-08-2020-0205
Sang, W., & Simpson, A. (2019). The Maker Movement: a Global Movement for Educational Change. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-09960-9
Santos Arias, F. (2021). From the bauhaus to the fab lab. The digital revolution of learning by doing. EGA Expresión Gráfica Arquitectónica, 26(42), 192–203.
Schad, M., & Jones, W. M. (2019). The Maker Movement and Education: A Systematic Review of the Literature (Vol. 52, Issue 1, pp. 65–78). Routledge. https://doi.org/10.1080/15391523.2019.1688739
Schön, D. A. (1987). Educating the Reflective Practioner - Toward a new design for teaching and learning in the professions (first edit). Joey-Bass Publishers.
Schön, D. A. (1988). Designing: Rules, types and worlds. Design Studies, 9(3), 181–190. https://doi.org/https://doi.org/10.1016/0142-694X(88)90047-6
Schön, D. A. (1992a). Designing as reflective conversation with the materials of a design situation. Knowledge-Based Systems, 5(1), 3–14. https://doi.org/https://doi.org/10.1016/0950-7051(92)90020-G
Schön, D. A. (1992b). The Theory of Inquiry: Dewey’s Legacy to Education. Journal of Inquiry and Action in Education, 22(2), 119–139.
Schön, D. A. (2001). The Crisis of Professional Knowledge and the Pursuit of an Epistemology of Practice. 17. http://www.heacademy.ac.uk/
Sikandar, A. (2015). John Dewey and his philosophy of education. Journal of Education and Educational Development, 2(2).
Silver, J. J. S. (2014). Lens x block: World as construction kit. Massachusetts Institute of Technology.
Silverman, B., & Bontá, P. (n.d.). TurtleArt. Retrieved April 21, 2023, from https://www.playfulinvention.com/portfolio/turtleart/
Sjøberg, S. (2007). Constructivism and learning. In E. Baker, B. McGraw, & P. L. Peterson (Eds.), International Encyclopedia of Education (3rd ed.). Elsevier Ltd.
Smith, R. C., Iversen, O. S., & Hjorth, M. (2015). Design thinking for digital fabrication in education. International Journal of Child-Computer Interaction, 5, 20–28. https://doi.org/10.1016/j.ijcci.2015.10.002
Solomon, C., Harvey, B., Kahn, K., Lieberman, H., Miller, M. L., Minsky, M., Papert, A., & Silverman, B. (2020). History of Logo. Proceedings of the ACM on Programming Languages, 4(HOPL). https://doi.org/10.1145/3386329
Spendlove, D. (2022). Why did design and technology education fail, and what might replace it? In A. Hardy (Ed.), Debates in Design and Technology Education (2nd ed.). Routledge.
Spuybroek, L. (2012). The Ages of Beauty : Revisiting Hartshorne’s Diagram of Aesthetic Values. In J. Brouwer, A. Mulder, & L. Spuybroek (Eds.), Vital Beauty: Reclaiming Aesthetics in the Tangle of Technology and Nature (2nd ed., pp. 33–60).
Stager, G. (2017, March 13). Seymour Papert – Father of the Maker Movement – Stager-to-Go. http://stager.tv/blog/?p=3990
Taylor, B. (2016). Evaluating the Benefit of the Maker Movement in K-12 STEM Education. Electronic International Journal of Education, Arts, and Science, 2(Special Issue), 1–22. http://www.eijeas.comhttp://www.eijeas.com
Taylor, P., & Taylor, E. (2019). Transformative STEAM education for sustainable development (pp. 125–131). https://doi.org/10.1201/9780429461903-19
The Green School. (n.d.). The Green School: About. Retrieved June 27, 2023, from https://www.greenschool.org/about-us/
Thomson, P., & Maloy, L. (2022). The benefits of Art, Craft and Design education in schools: A Rapid Evidence Review. https://nottingham-repository.worktribe.com/output/14516686
Tonkinwise, C. (2014). Design Away. In Design as future-making (pp. 198–213). Bloomsbury Publishing Plc.
Tuckett, S. (2022). A spotlight on Design and Technology study in England.
Turakhia, D. G., Blikstein, P., Holbert, N. R., Worsley, M., Jacobs, J., Anderson, F., Gong, J., Desportes, K., & Mueller, S. (2022). Reimagining Systems for Learning Hands-on Creative and Maker Skills. Conference on Human Factors in Computing Systems - Proceedings. https://doi.org/10.1145/3491101.3503732
United Nations: Sustainable Development Goals. (n.d.). Retrieved January 25, 2023, from https://www.un.org/sustainabledevelopment/sustainable-development-goals/
Valente, J. A., & Blikstein, P. (2019). Maker Education: Where Is the Knowledge Construction? Constructivist Foundations, 14(3), 252–262. http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=137772562&site=ehost-live&scope=site
Verganti, R., Dell’Era, C., & Swan, K. S. (2021). Design thinking: Critical analysis and future evolution. In Journal of Product Innovation Management (Vol. 38, Issue 6, pp. 603–622). John Wiley and Sons Inc. https://doi.org/10.1111/jpim.12610
Verplank, B. (2009). Interaction Design Sketchbook: Frameworks for designing interactive products and systems.
Waks, L. J. (2001). Donald Schon’s Philosophy of Design and Design Education. In International Journal of Technology and Design Education (Vol. 11).
Waks, S. (1997). Lateral Thinking and Technology Education. Journal of Science Education and Technology, 6(4), 245–255. https://doi.org/10.1023/A:1022534310151
Weeks, G. (2012). What Is an Alternative School in Quebec? In Réseau des écoles publiques alternatives du Quebec. Réseau des écoles publiques alternatives du Quebec.
Whitewolf, E. (2023). Activating Digital Makerspaces for Authentic Student Learning. University of Pittsburgh.
Wilkinson, K., & Petrich, M. (2013). The Art of Tinkering - Karen Wilkinson, Mike Petrich. Weldon Owen Inc.
Williams, M. K. (2017). John Dewey in the 21 st Century. Journal of Inquiry & Action in Education, 9(1), 91–102.
Willis, A.-M. (2006). Ontological Designing –Laying the Ground. Design Philosophy Papers, Collection Three, 80–98. https://www.academia.edu/888457/Ontological_designing
Wolf, J., Fuhrmann, T., Wagh, A., Eloy, A., Blikstein, P., & Hoda Wilkerson, M. (2022). After the Study Ends: Developing Heuristics To Design for Sustainable Use of Learning Technologies in Classrooms. https://doi.org/10.1145/3501712
Ylioja, J., Georgiev, G. V, Sánchez, I., & Riekki, J. (2019). Academic recognition of fab academy. Proceedings of the FabLearn Europe 2019 Conference, 1–7.
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top