Digital fabrikation for unge i specialtilbud

Authors

DOI:

https://doi.org/10.7146/lom.v14i24.118070

Keywords:

Digital fabriaktion, læring, autismespektrumforstyrrelse, didaktik, makerspace

Abstract

Fælles for børn og unge med kognitive handicap er, at de typisk kommunikerer bedst ved brug af visuel kommunikation, simple sætninger, langsomt tempo, kendt struktur, gentagelser og individuelt målrettet kommunikation. Det kan derfor som udgangspunkt være vanskeligt for denne målgruppe at deltage i digital fabrikation, som er kendetegnet ved teambaserede aktiviteter, samfundsrelevante problemstillinger og en høj grad af ansvar for egen læring. I denne artikel præsenterer vi to eksempler på, hvordan digital fabrikation kan praktiseres på en specialskole for børn og unge med autismespektrum forstyrrelser. Vores analyser viser, at arbejdet med digital fabrikation inden for specialområdet især kræver læringsforløb, der tager udgangspunkt i den enkelte elev (dvs. individbaseret frem for teambaseret), interesser (dvs. særinteresser frem for samfundsmæssige problemstillinger) og lærerstøtte (dvs. styrede forløb frem for egen initieret aktivitet). En anden vigtig pointe fra studiet er, at digital fabrikation kan påvirke de unges sociale liv, hvilket er en positiv udvikling for målgruppen.

 

Downloads

Download data is not yet available.

References

Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers

Andersen, H. V., & Pitkänen, K. (2019). Empowering educators by developing professional practice in digital fabrication and design thinking. International Journal of Child-Computer Interaction, 21, 1–16. https://doi.org/10.1016/j.ijcci.2019.03.001

Andreasen, D., & Kanstrup, A. M. (2019). “Digital Relations among Youth with Cognitive Disabilities – A field study of technology use for developing and maintaining social relations”. In Proceedings of Communities & Technologies (C&T 2019), June 3-7, 2019, Vienna, Austria. ACM, New York, NY, USA, doi: 10.1145/3328320.3328394.

Blikstein, P. (2013). Digital Fabrication and ’Making’ in Education: The Democratization of Invention. I J. Walter-Herrmann & C. Büching (Red.), FabLabs: Of Machines, Makers and Inventors. transcript Verlag.

Bogers, L., & Chiappini, L. (2019). Introduction. I L. Bogers & L. Chiappini (Red.), The Critical Makers Reader: (Un)learning Technology (pp. 7–16). Institute of Network Cultures.

Børne- og Undervisningsministeriet, 2019. Folkeskoleloven. https://www.retsinformation.dk/Forms/R0710.aspx?id=209946 Tilgået 18/12.2019

Dewey, J. (2007). Democracy and education: An introduction to the philosophy of education. [Sioux Falls SD]: NuVision Publications LLC.

Gomez, A. (2019). The effects of makerspace learning on the social interactions among students with emotional or behavioral disorder. 10.13140/RG.2.2.16209.38241.

Gillen, J., Staarman, J. K., Littleton, K., Mercer, N., & Twiner, A. (2007). A ‘learning revolution’? Investigating pedagogic practice around interactive whiteboards in British primary classrooms. Learning, Media and Technology, 32(3), 243. https://doi.org/10.1080/17439880701511099

Happé F. (2013) Weak Central Coherence. I: Volkmar F.R. (Red) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1698-3_1744

Hjorth, M. (2019). The K–12 Maker Studio—Towards Teaching and Development of Design Literacy in Educational Maker Settings. Aarhus University, Aarhus.

Holm Sørensen, B., Audon, L., & Levinsen, K. (2010). Skole 2.0. Århus: Klim.

Iversen, O. S., Smith, R. C., & Dindler, C. (2018). From Computational Thinking to Computational Empowerment: A 21st Century PD Agenda. I Proceedings of the Participatory Design Conference 2018, Genk, Belgium [7] Association for Computing Machinery. https://doi.org/10.1145/3210586.3210592

Husen, M. (1996) Det fælles tredje - om fællesskab og værdier i det pædagogiske arbejde. I: Pècseli, Benedicta (Red.), Kultur og pædagogik, Hans Reitzels Forlag, 1. udgave

Jornet, A., Arnseth, H. C., & Smørdal, O. (2019). Makerspaces in the making. I A. Blum-Ross, K. Kumpulainen, & J. Marsh (Red.), Enhancing Digital Literacy and Creativity: Makerspaces in the Early Years.

Karadechev, P., Kanstrup, A. M., & Davidsen, J. (2021). Digital Producers with Cognitive Disabilities: Participatory Video Tutorials as a Strategy for Supporting Digital Abilities and Aspirations. I Human-Computer Interaction - INTERACT 2021: 18th IFIP TC 13 International Conference, Bari, Italy, August 30 – September 3, 2021, Proceedings, Part II (1 udg., Bind 12933, s. 170-191). Springer. Lecture Notes in Computer Science https://doi.org/10.1007/978-3-030-85623-6_12

Katterfeldt, E.-S., Dittert, N., & Schelhowe, H. (2015). Designing digital fabrication learning environments for Bildung: Implications from ten years of physical computing workshops. International Journal of Child-Computer Interaction, 5, 3–10. https://doi.org/10.1016/j.ijcci.2015.08.001

Knight, V., McKissick, B., & Saunders, A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2628–2648.

Kristiansen, S., & Krogstrup, H. K. (2005). Deltagende observation: Introduktion til en samfundsvidenskabelig metode. (1. udg., 2. opl.). Reitzel.

Marsh, J., Kumpulainen, K., Nisha, B., Velicu, A., Blum-Ross, A., Hyatt, D., Jónsdóttir, S., Levy, R., Little, S., Marusteru, G., Ólafsdóttir, M., Sandvik, K., Scott, F., Thestrup, K., Arnseth, H. C., Dýrfjörð, K., Jornet, A., Kjartansdóttir, S. H., Pahl, K., ... Thorsteinsson, G. (2017). Makerspaces in the early years: A literature review. University of Sheffield. http://makeyproject.eu/wp-content/uploads/2017/02/Makey_Literature_Review.pdf

Ochs, E. & O. Solomon 2010. Autistic Sociality. ETHOS, 38:1, pp. 69-92

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.

Piaget, J. (2002). The language and thought of the child (3rd ed.). Routledge.

Retsinformation (2019). https://www.retsinformation.dk/Forms/R0710.aspx?id=201823. Lov om forbud mod forskelsbehandling på grund af handicap. Tilgået 4/1-2020

Ringland, K. E. (2019). A Place to Play: The (Dis)Abled Embodied Experience for Autistic Children in Online Spaces. I 2019 CHI Conference on Human Factors in Computing Systems Proceedings (CHI 2019), May 4– 9, 2019, Glasgow, Scotland, UK. ACM, New York, NY, USA. 12 pages. https://doi.org/10.1145/3290605.3300518

Rizzo, A., Schutt, S., Linegar, D. (2012). Imagine that: creating a 'third space' for young people with high functioning autism through the use of technology in a social setting. I Proceedings of the 24th Australian Computer-Human Interaction Conference (OzCHI '12), Vivienne Farrell, Graham Farrell, Caslon Chua, Weidong Huang, Raj Vasa, and Clinton Woodward (Red.). ACM, New York, NY, USA, 513-516. DOI=http://dx.doi.org/10.1145/2414536.2414615

Ruch, G., Winter, K., Cree, V., Hallett, S., Morrison, F., and Hadfield, M. (2017) Making meaningful connections: using insights from social pedagogy in statutory child and family social work practice. Child & Family Social Work, 22: 1015– 1023. doi: 10.1111/cfs.12321.

Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. https://dx.doi.org/10.1037/0003-066X.55.1.68

Seale, Jane K. 2007. “Strategies for Supporting the Online Publishing Activities of Adults with Learning Difficulties.” Disability & Society 22 (2): 173–86. https://doi.org/10.1080/09687590601141626.

Sejer, O. S., Dindler, C., & Smith, R. C. (2019). En designtilgang til teknologiforståelse. Dafolo.

Simonsen, J., & Robertson, T. (Eds.). (2013). Routledge international handbook of participatory design. Routledge.

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

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.

Wing, L. and Gould, J. (1979). Severe impairments of social interaction and associated abnormalities in children: epidemiology and classification. Journal of Autism and Developmental Disorders 9, 11–29.

Downloads

Published

2021-09-23

How to Cite

Davidsen, J., Søndergaard, H., & Kanstrup, A. M. (2021). Digital fabrikation for unge i specialtilbud . Tidsskriftet Læring Og Medier (LOM), 14(24). https://doi.org/10.7146/lom.v14i24.118070