---
title: EDUCATIONAL RESEARCH
description: archive
Autors: Xavi and Santi
---

###### tags: `Research` `Future Learning Unit` `Fab Lab Barcelona`

# EDUCATIONAL RESEARCH

[TOC]

## Task

## Concepts

### Equity


More:
https://www.palomamedina.com
Sally : https://docs.google.com/document/d/1ONL_dCOvFNklPd5S2aMLJXnVzlcTKA-M50GU-RxnSt4/edit?usp=sharing

* Electronic Textiles and Ambient Belonging -> Justify Gender Equality in EU Projects
https://45.55.127.102/handle/1/6723
https://45.55.127.102/bitstream/1/6723/1/669-672.pdf

There is a growing body of evidence showing that electronic textiles provide a promising way of closing gender gaps in computing and electrical engineering. The prevailing explanation for this is framed in terms of attractive forces—women are drawn to e-textiles because of their alignment with “historically feminine practices” (Buchholz et al., 2014). However, these gender differences may also be due to repulsive forces. Traditional tools and materials may broadcast ambient identity cues that indicate women do not belong. This hypothesis leads to two predictions: (1) Women and girls are less likely to be interested in workshops that involve tools like wires and soldering irons because they associate those tools with feelings of exclusion and alienation, and (2) e-textiles may be more appealing to women and girls because these tools do not broadcast messages of exclusion. We tested these predictions in an online study with 42 university students (22 male, 20 female). We found that “standard” items like soldering irons and wires broadcast ambient identity cues that lowered women’s sense of belonging while having no effect on men. Additionally, we found that e-textiles did not have a similar discriminatory effect. Thus, “standard” items are not neutral, but charged with meaning, and these items broadcast messages to women that they do not belong.

Ex: SHE MAKES

### Challenge Clinic
https://static1.squarespace.com/static/59b1c7dee45a7c768c8c3c9f/t/5a7cbe9ce2c48370ebfe5c9e/1518124700834/Challenge+Clinic+HowTo.pdf

### Learning and Skills for the Digital Era

[Learning and Skills for the Digital Era](https://ec.europa.eu/jrc/en/research-topic/learning-and-skills)


### Creativity
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC121862/jrc121862_c4lll_literature_review_report.pdf

### Digital Social Innovation
From [DSI Scale project](https://digitalsocial.eu/what-is-dsi)

Digital social innovation brings together people and digital technologies to tackle social and environmental challenges.

Across the world, thousands of people, projects and organisations are using digital technologies to tackle social and environmental challenges in fields ranging from healthcare, education and employment to democratic participation, migration and the environment. These initiatives use a broad range of established and emerging technologies - including collaborative platforms, open data, citizen sensing, digital fabrication, open hardware, blockchain, machine learning, and augmented and virtual reality - to empower citizens to collaborate and deliver social impact. They have the potential to transform the way our public services operate, revitalise civic life and allow citizens to become direct participants in tackling social challenges.

We call this field digital social innovation (DSI), a term which overlaps significantly with other terms including tech for good, social tech and civic tech.

DSI PROJECTS ARE CHARACTERISED BY:

the primacy of social or environmental impact over financial return;
a dedication to openness, collaboration and citizen empowerment.

THE BROAD AIMS OF DSI ARE TO:

- harness digital technologies to improve lives and reorient technology towards more social ends;
- empower citizens to take more control over their lives, and to use their collective knowledge and skills to positive effect;
- Increase the accountability and transparency of government, business and civil society;
- foster and promote alternatives to the dominant technological and business models — alternatives which are open and collaborative rather than closed and competitive;
- use technology to create a more environmentally sustainable society.

#### Creativity
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC121862/jrc121862_c4lll_literature_review_report.pdf

#### Creative Process

http://www.dubberly.com/wp-content/uploads/2009/03/ddo_creative_process.pdf

#### Machine Learning in DSI

- [Applying AI for Social Good - McKinsey Report, 2018](https://www.mckinsey.com/~/media/McKinsey/Featured%20Insights/Artificial%20Intelligence/Applying%20artificial%20intelligence%20for%20social%20good/MGI-Applying-AI-for-social-good-Discussion-paper-Dec-2018.pdf)

### Education ODS

#### Doughnut Economy
From [Kate Raworth](https://www.kateraworth.com/doughnut/)


### CS - Standards for Effective Teachers


ref: https://csteachers.org/page/standards-for-cs-teachers

### Learning Ecology

- A learning ecology[4] is the physical, social and cultural context in which learning takes place. The underlying idea of this research area is that the learner constructs his or her own personal learning ecology and learning identity through a series of educational experiences in different contexts in both formal and informal setings. Educators, counsellors and teachers in both areas should work to to bridge the gaps between the two, in order to help an individual student pursue personal growth, and generally encourage and retain the involvement and motivation of students for certain subjects.




Ref: http://getcreative.impasto.ca/wordpress/?page_id=8

### Deeper Learning

- Where ideas and concepts are learned in meaningful and applied contexts, and learning becomes both more resilient and transferable.


### Learning Theories Timeline

https://www.mybrainisopen.net/learning-theories-timeline/


### Open Badges for Lifelong Learning

**Exploring an open badge ecosystem to support skill development and lifelong learning for real results such as jobs and advancement**

Many types of learning other than traditional classroom learning,including interest-based projects, self-directed tinkering and information gathering, communityparticipation or on-the-job experience. In most cases, the opportunities, communities andmaterial are there and sufficient to support each learner in discovering and pursuing interests,developing and refining skills, often digital literacies and 21st century skills, and gainingmomentum and progressing in life. However, each of these learners encounters a problem inmaking their knowledge and skills visible and consequential in terms that are recognized byformal educational institutions and broader career ecosystems. Most existing systems ofeducational degrees and job-relevant accreditation require enrollment in formal programs andinstitutions and dictate that learning needs to follow prescribed paths. Informal, peer-based andself-directed learning is only acknowledged to the degree that it supports the formal curriculum.Further, most of these formal systems do not account for newer skills like digital literacies or forgranular skills and incremental learning, and thus a degree or report card tells a limited storyabout what relevant skills and competencies people have developed along the way.

- https://wiki.mozilla.org/images/5/59/OpenBadges-Working-Paper_012312.pdf
- https://openbadges.org

### Students Journey


### Research

**What is research**

“If you think of the research – ‘re-search’ – that’s what a lot of the research activity is: going back over the many things you know, the many things you found out, and try to build a story about them.”

**What is evidence**

“Evidence isn’t facts, it isn’t data, it’s an interpretation of all that data.”

**Which evidence is used in schools**

• Evidence from ‘controlled’ studies (“we don’t have in our discipline the notion of controlled studies, it just isn’t in the nature”)
• Evidence from observations
• Evidence from past experience (“That’s the one that teacher use the most, but how can we contest that evidence?”)

**3 problems with the interpretation**

“Every one sees something different, but the mountain doesn’t change. It’s our lens that we have on, that makes the difference. Are we prepared to see the mountain in a different way? Are we prepared to falsify our assumptions?” John Hattie provides more details when he explains the three main problems related to the use of evidence in schools:

Problem 1: Too much information
• We are drawn to details that confirm our own existing beliefs
• We notice flaws in others more easily than flaws in ourselves
Problem 2: Not enough meaning
• We think we know what others are thinking
• We project our current mindset and assumptions onto the past and future
Problem 3: Need to act fast
• We are motivated to complete things that we have already invested time and energy in
• We favour options that appear simple over more complex onesmmmm

### Research-Practice Partnership

- Where educators and researchers are equally involved in identifying the research question, making meaning of the data, and building capacity for ongoing improvement.
- Each partner has commons and differences objectives / goals that are complementary.

- Ref:
- http://researchandpractice.org/
- [Collaboratories as a Vehicle for Investing in the Improvement of Education: Reflections on the Illuminative Case of the Research + Practice Collaboratory](http://researchandpractice.org/wp-content/uploads/2019/04/Collab-Case-Study_032019-FINAL.pdf)

### Competencia

Por **competencia** se entiende una compleja mezcla de conocimientos, habilidades, saberes, valores, actitudes y deseos que activan la acción humana personificada y efectiva, en las relaciones personales o en la sociedad civil. La **competencia** implica un sentimiento de protagonismo, acción y valor. El foco está en cumplir "las tareas del mundo real" y en las múltiples formas de saber - por ejemplo, saber hacer algo, conocerse a sí mismo y conocer los propios deseos, o saber por qué algo es importante, además de saber de algo-.
Ref: *[Sara Candy, "Opening Minds: A Curriculum for the 21st Century", Forum 53, nº2, pág 286](https://drive.google.com/file/d/1_GBhwrQ3xhB-0U9Tafzm_Z-1dHRi_I4s/view?usp=sharing).*

### Agency

Ability to take action and to own learning.

### Participant Observation Methods

How to evaluate and document a maker research action:

- Observation field notes.
- Videos, photos
- Audio recordings
- Student surveys
- Student journal entries ( personal documentation )
- Interviews of students and adults.
- *Artefact result*
- *Km0 impact*

- 1 a month **a 90-minute “inquiry group” meeting** involving afterschool educators, program directors, and researchers

### AI + Machine Learning

- https://github.com/touretzkyds/ai4k12/wiki

- What every K-12 student should know about AI
Ref:
- https://www.gettingsmart.com/2019/05/podcast-ai4k12-guidelines-and-getting-students-passionate-about-computer-science/
- https://www.gettingsmart.com/2018/12/what-k-12-students-should-know-about-artificial-intelligence/


- https://www.gettingsmart.com/2019/04/smart-review-the-promise-and-implications-of-artificial-intelligence-in-education/

### Project Based Learning (PBL)

*Project Based Learning* is an approach to curricular design that organizes learning and teaching around projects and has significant connections to maker-centered learning. Making things is often synonymous with pursuing a project.
In project-based learning, the projects students do are typically pursued over an extended time period and revolve around a substantive inquiry question closely connected to curricular content.
**Project-based learning experiences characteristics** (2):
1. They start with a driving question, a problem to solved.
2. Students explore the driving question by participating in authentic, situated inquiry -processes of problem solving that are central to expert performance in the discipline. As students explore the driving question, they learn and apply important ideas in the discipline.
3. Students, teachers, and community members engage in collaborative activities to find solutions to the driving question. This mirrors the complex social situation of expert problem solving.
4. While engaged in the inquiry process, students are scaffolded with learning technologies that help them participate in activities normally beyond their ability.
5. Students create a set of tangible products that address the driving question. These are shared artifacts, publicly accessible external representations of the class's learning.

**Maker-centered learning** (relation with project-based learning):

* Usually interest driven.
* It sometimes involve using expert knowledge and skills

Ref:
* *Teaching and Learning in the Maker-Centered Classroom book, pg48-50*
* *(2) Joseph S.Krajcik and Phyllis C.Blumenfeld, "Project-Based Learning" in R.Keith Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (New York: Cambridge University Press, pp. 317-334), P318.*

### Learning Dimensions


The dimensions do not develop linearly or hierarchically. Multiple dimensions become intertwined during the “Bootcamp”.
Many of the learning dimensions only became evident over time ( feedback and after challenges follow up is important )
The dimensions do not "just happen" without careful attention paid to the nature of the Bootcamp ( activities, pedagogy, environment ).

The purpose of the MDEF Learning Dimensions Framework is ultimately to guide the design and facilitation of the MDEF challenges that can produce these learning outcomes.

The MDEF Learning Dimensions Framework can also be used as a reflective tool to formally assess participants learning (individually and collectively).

#### Skills Description
- **Making Skills Development**: this dimension refers to the maker skills they develop during the bootcamp in a makerspace/fablab.
- **Initiative and Intentionality**: this dimension refers to the ways in which MDEF participants engage with the bootcamp ( and single activities ), develop their own ideas or goals, and pursue them.
- **Problem Solving & Critical Thinking**: during the bootcamp, a number of rich problems arise that force participants ( individually and collectively ) to engage their critical thinking and problem-solving skills.
- **Conceptual Understanding**: Participants develop circular and collaborative conceptual understanding by working with references, guides, concepts, and tools to achieve the bootcamp (collectively) and their ideas and goals (individually). Through iterative design and redesign they can refine as well as make visible how they understand MDEF challenges.
- **Creativity and Self-Expression**: Creativity sits at the heart of making. Developing an idea, one's own idea or a collective idea, and creatively working with different people, materials, tools, resources makes the experience deeply satisfying and personal.
- **Social and Emotional Engagement**: Through their active participation in and leadership within a MDEF community, participants develop a sense of belonging, and build their identities as creative circular economy makers.

##### Action Research 1 - MDEF The almost useful machine bootcamp

* Background
* Context
* Data Collection
- Form preview: https://kf.kobotoolbox.org/#/forms/avzw6EkPViyVi9V6UfJ8Rk/edit
-
* **Conclusion**
"The almost useful machine bootcamp" provides a context for students to develop, apply, and make visible their thinking and understanding.
When MDEF projects are designed to support students’ pursuit of their own ideas, students become more committed to persisting to understand and realize their idea.

The almost useful machine bootcamp has been designed with multiple entry-points and pathways, and room for complexification, students are more likely to develop an idea that they care about.

**Background**

* Some previous questions:
*- How does time spent on Making activities connect with and advance learning goals that schools and teachers have for students across the curriculum?*
*- What kinds of dispositions and capacities do students develop that can be applied in new contexts and even subject matter areas?*
*-If Making represents a form of “deeper learning” does Making also help young people become “deeper learners,” and what does this mean in the classroom?*

* Goal: document the conceptual, dispositional, and social-emotional learning that teachers felt made students stronger.
* How: including tracing the learning trajectories of a number of participating middle school students, and later interviewing their classroom teachers.

**Research-Practice Partnership**

**Theory**
- Underpinned by two related sociocultural theories of learning: cultural-historical and critical pedagogy.
- How young people were supported, by each other and by adults, to draw on their own experiences, ideas, and cultural resources to participate in and contribute to the Maker program community.
- Note how they excersided and developed their agency including their ability to learn from as well as teach one another.

**Data Collection**

- Participant observation methods
- 1 a month **a 90-minute “inquiry group” meeting** involving afterschool educators, program directors, and researchers:
1. Review and discuss the emerging research data documenting young people’s afterschool Maker work and learning trajectories.
2. Reflect on the relationship between the afterschool educators’ learning goals, their program design strategies, and the evidence they saw or were collecting of student learning outcomes.

- Each semester, afterschool educators created poster presentations describing their program goals and learning outcomes, supporting their claims with different forms of evidence including student work, student journal entries, interviews, and observations of student activities.

**Learning Dimensions Framework Constructs**

- The dimensions do not develop linearly or hierarchically.
- Multiple dimnesions become intertwined during the "challenge".
- Many of the learning dimensions only became evident over time, through triangulation of the videos of student's tinkering, excerpts from student science journals, and interviews with students and/or their teachers.
- The dimensions do not "just happen" without careful attention paid to the nature of the Tinkering/Making activities, environment, and pedagogy.
- The purpose ot the Framework is ultimately to guide the design and facilitation of Tinkering activities and environments that can produce these learning outcomes.
- The Framework can also be used as a reflective tool to formatively asses students learning.

**Conclusion**
Making provides a context for students to develop, apply, and make visible their thinking and understanding.
When Tinkering projects are designed to support students’ pursuit of their own ideas, students become more committed to persisting to understand and realize their idea.

When activities are designed with multiple entry-points and pathways, and room for complexification, students are more likely to develop an idea that they care about.

Ref:
* *Tinkering Studio, Exploratorium:* https://www.exploratorium.edu/tinkering/our-work/learning-dimensions-making-and-tinkering
* [Making Deeper Learners: A Tinkering Learning Dimensions Framework v 2.0](https://drive.google.com/file/d/0B0qZeOKwdxpXelZKS3F5Q0pRV00/view)
* [Learning Dimensions Pop-Machina](https://docs.google.com/document/d/1ftYxu8FPDUkTDewfQHGAgjo2R_fKsY4jjIlRc-NlgCo/edit)
* [Research and Practices](http://researchandpractice.org/)
* 1 National Research Council. (2012). Education for life and work: Developing transferable knowledge and skillsin the 21st century. Washington, DC: National Academies Press.
* 2 Coburn, C. E., & Penuel, W. R. (2016). Research-practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48-54.
* 3 Freire, P. (1970/1990). Pedagogy of the oppressed. New York, NY: Continuum; Stetsenko, A. (2017). The transformative mind: Expanding Vygotsky’s approach to development and education. New York: Cambridge University Press; Vygotsky, L. S. (2004). The essential Vygotsky. New York: Kluwer Academic/Plenum Publishers.
* 4 Bevan, B., Gutwill, J., Petrich, M., & Wilkinson, K. (2015). Learning through STEM-rich tinkering: Findings from a jointly negotiated research project taken up in practice. Science Education, 99, 98-120.
* 5 Resnick, M., & Rosenbaum, E. (2013). Designing for tinkerability. In M. Honey & D. Kanter (Eds.), Design, make, play: Growing the next generation of STEM innovators (pp. 163-181). New York: Routledge.

## Curriculums of the Future

### Opening Minds
Programa de desarrollo de curriculum para el s.XXI que puso en marcha la *[Royal Society of Arts, Manufacturers and Commerce (RSA)](https://www.thersa.org/)* en el Reino Unido en 1999. Se basa en las ideas expuestas en el artículo de Howard Gardner *Opening Minds*.
Se hicieron unas preguntas previas para el desarrollo del curriculum:

- *What knowledge and skills do students need to be capable, creative learners, citizens and employees?*
- *How can we ensure the curriculum excites and engages young people?*
- *What are the needs of the economy?*
- *How can we balance specialised learning with developing a good all-round education?*
- *How can we best combine prescription about essentials with choice for students?*
- *How can student learning be maximised?*

Opening Minds destaca cinco categorías de competencia:

1. ***Ciudadanía, ética y valores*** : diversidad cultural y de comunidades, conocimiento de las implicaciones sociales de la tecnología y autosuficiencia.
2. ***Aprender a aprender*** : pensar de forma sistemática, talentos creativos, manejo de las TIC y conocimiento de sus procesos subyacentes.
3. ***Relación con las personas***: trabajo en grupo, comunicación y alfabetismo emocional.
4. ***Gestión de las situaciones***: gestión del tiempo, gestión del cambio, capacidad de emprendimiento y asunción de iniciativas, y gestión del riesgo la incertidumbre.
5. ***Gestión de la información***: acceso a la información, su valoración, diferenciación, análisis, síntesis y aplicación, y reflexión y aplicación del juicio crítico.

Opening Minds se estructura como una serie de proyectos temáticos y transversales. Ha generado un "currículo basado en áreas" que se centra en la elaboración de programas curriculares a partir de las necesidades de municipios y comunidades específicos.

## References

### Action Research

#### Paulo Freire

Action Research - Definition by Paulo Freire (in Smith et al, 1997:xi):

“Those promoting participatory action-research believe that people have a universal right to participate in the production of knowledge which is a
disciplined process of personal and social transformation. In this process, people rupture their existing attitudes of silence, accommodation and passivity, and gain confidence and abilities to alter unjust conditions and structures”.

Dialogue in itself is a co-operative activity involving respect. The process is important and can be seen as enhancing community and building social capital and to leading us to act in ways that make for justice and human flourishing.

Key texts: Paulo Freire’s central work remains:

Freire, P. (1972) Pedagogy of the Oppressed, Harmondsworth: Penguin. Important exploration of dialogue and the possibilities for liberatory practice. Freire provides a rationale for a pedagogy of the oppressed; introduces the highly influential notion of banking education; highlights the contrasts between education forms that treat people as objects rather than subjects; and explores education as cultural action. See, also:

Freire, P. (1995) Pedagogy of Hope. Reliving Pedagogy of the Oppressed, New York: Continuum. This book began as a new preface to his classic work, but grew into a book. It’s importance lies in Freire’s reflection on the text and how it was received, and on the development of policy and practice subsequently. Written in a direct and engaging way.

### Action Research and Interventions

From [here](https://wac.colostate.edu/docs/books/lillis/chapter3.pdf).
Action research is a process in which a specific problem is identified and an
experimental “intervention” designed and tested with a view to gaining insight into
the problem and ultimately solving it (John Elliott, 2001; David Kember, 2000).

- Paper_ [Action Research: A Strategy in Community Education](http://www.jgbm.org/page/28%20Ismail%20.pdf)

### Makerspaces for Education and Training
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC117481/makerspaces_2034_education.pdf

### Maker Ed

[Link a Web](https://makered.org/)

### Partnership for 21st Century Skills (P21)

- Grupo de apoyo de Estados Unidos en el que participan miembros de todas las principales empresas multinacionales de informática, medios de comunicación y servicios educativos. La misión es promover los "resultados del estudiante del siglo XXI".

[Link a Web](https://www.battelleforkids.org/)

### Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies
https://read.oecd-ilibrary.org/education/teachers-as-designers-of-learning-environments_9789264085374-en#page9

### Nesta

**EdTech**

The EdTech Innovation Testbed will help schools and colleges to trial promising technology products that are suited to their needs for free, with hands-on support from evaluation experts to understand what works and generate actionable insights for schools, colleges and EdTech organisations.


https://media.nesta.org.uk/documents/EDTech_testbeds_v6.pdf

**Playbook_for_innovation_learning**

https://media.nesta.org.uk/documents/nesta_playbook_for_innovation_learning.pdf

### El Cazador de Cerebros - Educación basada en evidencias

http://www.rtve.es/alacarta/videos/el-cazador-de-cerebros/cazador-cerebros-educacion-basada-evidencias/5475036/

* Notas:
- Emociones positivas y después...negativas.
- El cerebro aprende y consolida mejor lo que más le emociona.
- Debemos diseñar aulas, actividades y contenidos de manera que emocionen positivamente al alumnx.
- Consejos:
- En edades tempranas...comer bien ! -> Pensar proyectos entorno a esto.
- Interacción con los padres y madres es clave! Somos sociales y necesitamos cariño.
- Flipped Classroom: llegar al aula para practicar habiendo preparado anteriormente la parte teórica -> Aplicarlo en Teachers In Residence.
* **[Comunidades de Aprendizaje](https://agora.xtec.cat/ceip-jruyra-l-h/docs/)** (enseñar conocimientos, competencias y habilidades):

**Actuaciones de éxito basadas en evidencias científicas** :

1. Grupos Interactivos
2. Tertúlias Dialógicas
3. Formación de familiares
4. Participación educativa de la comunidad
5. Modelo dialógico de prevención y solución de conflictos
6. Formación dialógica del profesorado
## Tools
- Kit to collect, analyze and map data: https://www.kobotoolbox.org/

### Tools to know better youth people

https://www.researchgate.net/publication/335260806_Lifelong_Learning_Policies_for_Young_Adults_in_Europe_Navigating_Between_Knowledge_and_Economy/figures

## Conferences
* [IDC - Designing for the Future ](https://idc.acm.org/2020/): 21-24 London UK, open call: https://idc.acm.org/2020/call-for-papers/

## Random Thoughts

### Estructura de proyectos
* Posible estructura de un proyecto aplicable a cualquier etapa

* Ejemplo de [HTH](https://www.hightechhigh.org/hthma/project/wicked-soap-company/)

### Output de proyectos


Referencia de Sergi del Moral de IE Les Vinyes

### DOIT Week
* Reaction machines around europe -> Reflection about DOIT goals
*

## Rúbricas: Hacia la evaluación integrada en la educación maker

* Referencia de [Maker Ed](https://makered.org/beyondrubrics/)

- El reto es cómo evaluar prácticas y resultados de colaboración, interdisciplinarios e iterativos en la educación maker.
- *Contexto:* Muchos creen que el aprendizaje centrado en el making es un *enfoque convincente que puede despertar y mantener el interés de los estudiantes y desarrollar habilidades y disposiciones críticas* (Sheridan, Halverson, Litts, Brahms, Jacobs-Priebe y Owens, 2014; Martin, 2015). Para que la educación de los makers arraigue de manera sostenible, se deben considerar una serie de factores, desde la **integración curricular** hasta el **desarrollo profesional docente**, desde **estrategias de facilitación equitativas** hasta la aceptación del administrador, desde el **desarrollo de capacidades** hasta los **métodos de evaluación**.
- Lxs docentes necesitan urgentemente **recursos de evaluación a medida** que se alineen estrechamente con los estándares de contenido y las habilidades del mundo real (Remold, Fusco, Anderson y Leones, 2016).

### Principios de Diseño de la Evaluación Maker
- La **evaluación integrada** (*embedded assestment*) es una forma de evaluación que se entrelaza directamente con el entorno y las actividades de aprendizaje, por lo que el aprendizaje de los estudiantes se puede monitorear y respaldar en tiempo real sin interrumpir el flujo de aprendizaje (Shute, Ventura, Bauer y Zapata-Rivera, 2009; Wilson y Sloane, 2000).
- Principios básicos:
- La evaluación en la educación maker debe estar **basada en la construcción**.
- La evaluación del making debe **involucrar a los estudiantes como participantes activos** en el proceso de evaluación.
- La evaluación de la educación maker debe estar **centrada en la evidencia**, generando formas de evidencia **visibles, tangibles y variadas** para las construcciones subyacentes.
- Las evaluaciones de la educación maker deben **integrarse** perfectamente en la **cultura del aula y el entorno de aprendizaje**.
- La evaluación de la educación maker debe ser **divertida y acogedora** para todxs los alumnxs.
- La evaluación, por escrito, debe ser **multidimensional**, continua, basada en el rendimiento, basada en los valores de los alumnos y maestros, flexible, integrada y lúdica!

### Kit Beyond Rubrics

- El [kit Beyond Rubrics](https://makered.org/beyondrubrics/toolkit/) tiene herramientas integradas para capturar evidencias cualitativas y cuantitativas del proceso de making "en tiempo real".
- El kit fue diseñador por MIT Playful Journey Lab, Maker Ed, NSF, Albemarle County Public Schools, Portola Valley School District, and the San Mateo County Office of Education. Distribuido bajo licencia Creative Commons BY-SA-NC 4.0.
- [Descripción del Kit y Download files](https://makered.org/beyondrubrics/downloads/?eType=EmailConfirmation&eId=6d83393d-bb74-4f6d-8bd6-ec6734da0a28)
- El kit está dividido en 3 tipos de herramientas:
-
## El Futuro Del Currículum

### Programas I+D de currículo
#### [Enquiring Minds](https://www.enquiringminds.org.uk/)
- Proyecto de I+D ( 2005- 2009) por Futurelab con financiación de [Microsoft Partners in Learning](http://schoolnet.org.za/PILP/).
- Currículo basado en una idea dinámica del conocimiento y los retos a los que se enfrentan las escuelas en su tarea de preparar a los niñxs para un futuro que se caracteriza por un cambio social, tecnológico, cultural, político y económico.
**Links:**
- National Foundation for Educational Research: [@TheNFER](https://twitter.com/TheNFER), https://www.nfer.ac.uk/
- Principal investigadora: [Keri Facer](https://research-information.bristol.ac.uk/en/persons/keri-facer(69584c7d-efdb-438c-8bac-b989d4649de0).html)

#### [High Tech High](https://www.hightechhigh.org/)
**Links**:
- https://www.hightechhigh.org/

## Papers

* Tools: https://www.overleaf.com/register?planCode=collaborator_free_trial_7_days&currency=EUR&itm_campaign=plans&itm_content=card

### IDC 2020

### FabLearn 2020

## Teachers Academy

### 2020 Edition - From Dec to April

- **Teachers:**
- Monday (from 16h-19h)
- First Day: 18Dec - 16h
-

## World Economic Forum - Research and Education

https://intelligence.weforum.org/topics/a1Gb0000000LPFfEAO?tab=publications

## Education in COVID-19 times

### Education in a post-COVID world:Nine ideas for public action

Reference:
[International Commission on the Futures of Education. 2020. Education in a post-COVID world: Nine ideas for public action. Paris, UNESCO](https://unesdoc.unesco.org/ark:/48223/pf0000373717/PDF/373717eng.pdf.multi)

[Unesco - Future of Education](https://en.unesco.org/futuresofeducation)