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Creators/Authors contains: "Jordan, Shawn"

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  1. ; ; ; ; ; ; ; ; ; (, Studies in Engineering Education)
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  2. ; ; ; ; ; ; ; ; ; ; et al (, ASEE Conferences)
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  3. ; ; ; ; ; ; ; ; ; (, Australasian Journal of Engineering Education)
    This paper proposes the use of collaborative secondary data analysis (SDA) as a tool for building capacity in engineering education research. We first characterise the value of collaborative SDA as a tool to help emerging researchers develop skills in qualitative data analysis. We then describe an ongoing collaboration that involves a series of workshops as well as two pilot projects that seek to develop and test frameworks and practices for SDA in engineering education research. We identify emerging benefits and practical challenges associated with implementing SDA as a capacity building tool, and conclude with a discussion of future work. 
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  4. ; ; (, Journal of Research on Technology in Education)
    null (Ed.)
    This article explores the experiences and opinions of young makers and their parents regarding the integration of maker technologies, activities, and spaces into their schools. By utilizing institutional logic theory as an analytical lens, conflicts between the values, goals, and norms of making and schooling were revealed. The findings suggest that participants view engagement with making as peripheral to, or incommensurate with, the core institutional logic of formal education. While participants showed inter- est in formalizing maker education, they generally concluded that making could not, and perhaps should not, be integral to school. The authors believe that the findings will help educators address these conflicts and cre- ate more sustainable, integrated, and authentic maker-based programs. 
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  5. ; ; ; (, IEEE Transactions on Education)
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  6. ; ; (, IJEE International Journal of Engineering Education)
    null (Ed.)
    This qualitative study examined how a maker-based education workshop affected 20 pre-service STEM teachers’ views of the lesson planning process. Design is used as both an epistemological link between making and teaching practices as well as an analytical lens through which lesson planning could be interpreted and understood. The findings of this study suggest that pre-service teachers who have been introduced to maker-based principles and practices are able to imagine a lesson planning process that is more student-centered and active than the kind which they normally utilize. While there was a contrast between the content of making-based and traditional lesson planning processes, the pre-service teachers’ designs of these processes were largely the same: linear, verbal, and only occasionally reflective or iterative. These characteristics match those of novice designers. 
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