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16.03.2021 | Original Paper

Exploring Ambiguity Tolerance during the Adoption of Maker-Centered Learning Tools and Strategies

verfasst von: Shaunna Smith, Shelly Rodriguez

Erschienen in: TechTrends | Ausgabe 4/2021

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Abstract

Maker-centered learning is a creative hands-on educational strategy that uses a variety of tools and materials to support the iterative design of physical or digital artifacts. It involves the “messy” process of trial and error; therefore, authentic integration of maker-centered learning requires teachers to embrace ambiguity. This descriptive case study explores how two in-service teacher participants tolerate ambiguity through unpacking the ways that they process, interpret, and react to ambiguous stimuli. The study uses participants’ weekly reflections during a 15-week course focused on tools and strategies to support maker-centered learning. Findings highlight examples of how participants’ experiences connect to the four ambiguity constructs (i.e., complexity, insolubility, uncertainty, unfamiliarity) and the dual roles of ambiguity as a learner and ambiguity as a teacher. Implications for teacher educators who design maker-centered learning professional development experiences are also discussed.

Vorheriger Artikel Leveraging Failure-Based Learning to Support Decision-Making and Creative Risk in Instructional Design Pedagogy

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Titel: Exploring Ambiguity Tolerance during the Adoption of Maker-Centered Learning Tools and Strategies
verfasst von: Shaunna Smith
Shelly Rodriguez
Publikationsdatum: 16.03.2021
Verlag: Springer US
Erschienen in: TechTrends / Ausgabe 4/2021
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI: https://doi.org/10.1007/s11528-021-00600-0

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Exploring Ambiguity Tolerance during the Adoption of Maker-Centered Learning Tools and Strategies

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