Agency by Design
Educational initiatives that emphasize making, design, engineering, and tinkering have been gaining traction in schools and organizations across the country. While maker-centered learning is not a new concept, recent and emerging trends suggest a new kind of hands-on pedagogy—a responsive and flexible pedagogy that encourages community and collaboration (a do-it-together mentality), distributed teaching and learning, and crossing boundaries.
Agency by Design (AbD) is a multiyear research initiative at Project Zero investigating the promises, practices, and pedagogies of maker-centered learning experiences.
Slow Looking: The Art and Practice of Learning Through Observation
Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge. A museum-originated practice increasingly seen as holding wide educational benefits, slow looking contends that patient, immersive attention to content can produce active cognitive opportunities for meaning-making and critical thinking that may not be possible though high-speed means of information delivery. Addressing the multi-disciplinary applications of this purposeful behavioral practice, this book draws examples from the visual arts, literature, science, and everyday life, using original, real-world scenarios to illustrate the complexities and rewards of slow looking.
Parts, Purposes, Complexities in a Technology Classroom
High School technology students in Darlease Monteiro’s class use Parts, Purposes, Complexities to analyze website apps prior to designing their own.
PARTES, PESSOAS, INTERAÇÕES
Maker-Centered Learning And The Development Of Self
Maker-Centered Learning And The Development Of Self: Preliminary Findings Of The Agency By Design Project
A White Paper Presented By Agency by Design
Project Zero, Harvard Graduate School Of Education
This White Paper, from January 2015, presents an overview of our developing work, and concludes by presenting the “big take away” from our research and by making suggestions for policymakers, educators, and other stakeholders. Along the way, we identify what we consider to be the most salient benefits of maker-centered learning for young people and, introduce some of the key concepts and resources that have emerged from our work, including the concept of maker empowerment, the importance of developing a sensitivity to design, and the three pathways that lead to these desired outcomes.