Abstract
This paper introduces the Maker movement as a bottom-up movement, placing digital fabrication technologies on people’s desks to produce “almost anything”. It explores further the pedagogical value of making in education in general and in early entrepreneurial education in particular. Making as a pedagogical approach is analysed referencing established pedagogical concepts as well as a qualitative study including makers and managers of maker spaces. Although maker education has so far only rarely been introduced in formal education, there are many initiatives that bring making and formal education together. According to maker experts, formal education would benefit from making because it is well suited to develop practical skills such as prototyping, supporting creativity and promoting critical reflection. In conclusion we describe a model of introducing making in early entrepreneurial education and conclude with a proposed assessment framework for measuring its impact, which will be tested in an on-going project funded by the European Commission.
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DOIT has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 770063.
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Unterfrauner, E., Voigt, C., Schön, S. (2019). Towards a Model of Early Entrepreneurial Education: Appreciation, Facilitation and Evaluation. In: Di Mascio, T., et al. Methodologies and Intelligent Systems for Technology Enhanced Learning, 8th International Conference. MIS4TEL 2018. Advances in Intelligent Systems and Computing, vol 804. Springer, Cham. https://doi.org/10.1007/978-3-319-98872-6_17
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