doi: 10.18178/ijssh.2023.V13.1168
Self-Organized Maker Education: Action Research at A Cross-Disciplinary University
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Yingbo Liu
3,*
- 1 College of Education Sciences, Hong Kong University of Science and Technology, China.
- 2 Innovation, Policy and Entrepreneurship Thrust, Hong Kong University of Science and Technology, China.
- 3 Hong Kong University of Science and Technology (Guangzhou) (HKUST(GZ) and heads up the sector of academic governance and quality assurance on campus, China.
Abstract
Fostering soft skills in students has long been the subject of intense research in the wake of the digital revolution. Various research efforts, such as Students as Partners, have also explored the possibilities of involving students as stakeholders in the co-construction of learning environments. Makerspace suitable for individual or group learning enables students to develop their knowledge, skills, and identities as designers, researchers, and/or engineers. However, little self-organized academic makerspace learning takes place at the university level in China, and few attempts have been made to conduct action research on soft skill acquisition based on maker education. This paper reports how a Chinese cross-disciplinary university cultivates the soft skills of graduate students through a series of teaching and learning activities extended from the academic makerspace. The administrative and instructional design of the master's program is analyzed at the macro (university), meso (program), and micro (curriculum) levels. The results from observation and in-depth interviews show that a “Self-organized Maker Education” culture is being built at this cross-disciplinary university, leading to resilience in academic identity formation in the learning process.
Keywords
- Self-organized maker education
- cross-disciplinary
- soft skills
- academic makerspace
How to Cite
Qingqing Xing, Yihan Cai, Nan Zhu, Jing Yu, and Yingbo Liu, "Self-Organized Maker Education: Action Research at A Cross-Disciplinary University," International Journal of Social Science and Humanity, vol. 13, no. 5, pp. 338-344, 2023. https://doi.org/ 10.18178/ijssh.2023.V13.1168
Copyright & License
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).