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Przestrzenie wytwarzania i wytwarzanie przestrzeni

100%

Gądecki J.

Stan Rzeczy

2022

issue 2(23) Kultura designu

171-186

Tekst dotyczy polskich przestrzeni kreatywno-warsztatowych typu makerspace. Celem artykułu jest odpowiedź na pytanie, czy mogą one skutecznie pełnić funkcję miejsc trzecich, czyli przestrzeni społecznych oddzielonych od domu i miejsca pracy. Jednocześnie chciałbym wskazać, że – będąc przestrzeniami wytwarzania – same mogą współtworzyć miasto. Dodatkowym celem opracowania jest redefinicja pojęcia kreatywności w świetle badań nad przestrzeniami warsztatowymi. To istotne zwłaszcza w kontekście studiów miejskich i promowania przedsiębiorczego podejścia do miast. Tekst opiera się na wynikach ilościowo-jakościowego projektu badawczego realizowanego w wybranych makerspace’ach, fab labach i hakerspace’ach w Polsce.

This paper deals with Polish creative-workshop spaces. Its aim is to consider whether they can effectively function as third places, that is, as social spaces separated from the home and workplace. At the same time, it is also indicated that – being makerspaces – they themselves co-create the city. An additional goal of the paper is to redefine the concept of creativity in light of research on workshop spaces. This is important especially in the context of urban studies and the promotion of an entrepreneurial approach to cities. The text is based on the results of a quantitative-qualitative research project conducted in selected makerspaces, fab labs, and hackerspaces in Poland.

Taking risks, getting messy, and having fun with professional learning: Makerspaces as professional development for 21st century second language teachers

85%

MacCormac K.

International Journal of Pedagogy, Innovation and New Technologies

2019

vol. 6(1)

94-106

The use of makerspaces in education has exploded around the world over the past decade (Halverson & Sheridan, 2014); however, their employment in professional development for teachers has only recently emerged within the literature. Previous studies have found that makerspaces have the potential to radically transform how professional development is delivered to teachers by fostering nurturing opportunities to collaboratively engage in professional learning (see Girvan et al., 2016; Kjällander et al., 2017; Panganelli et al., 2017). Despite its emergence in the literature, the study of makerspaces in teacher professional development is limited to those studies inspired by STEAM education (science, technology, engineering, arts, and math). Consequently, little knowledge exists about their use in professional development for second language teachers. While presenting data gathered from reflective feedback questionnaires of teacher participants taking part in makerspace workshops, this paper contributes to the conversation in the literature by exploring the utility and application of makerspaces as professional development for second language teaching. The goal of the study was to explore in what ways this type of experiential professional development might enhance professional learning and reflective practice and contribute to professional growth and development among early career second language teachers. Findings strongly indicate that makerspace professional development sessions offer second language teachers a positive and supportive space in which to reflect and expand on their professional knowledge of best practices in second language teaching by directly engaging with learning activities meant to support students in their acquisition of the target language.

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1 International Journal of Pedagogy, Innovation and New Technologies

1 Stan Rzeczy

1 Gądecki J.

1 MacCormac K.

1 2022

1 2019

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Przestrzenie wytwarzania i wytwarzanie przestrzeni

Taking risks, getting messy, and having fun with professional learning: Makerspaces as professional development for 21st century second language teachers