skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 2

Search for: All records

Award ID contains: 2048852

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; (, Computers & Education: X Reality)
    Free, publicly-accessible full text available December 1, 2026
  2. ; ; ; ; (, Constructionism Conference Proceedings)
    Free, publicly-accessible full text available June 24, 2026
  3. ; ; (, ISLS Repository)
    Free, publicly-accessible full text available June 10, 2026
  4. ; ; (, ISLS Repository)
    Free, publicly-accessible full text available June 10, 2026
  5. ; (, ISLS Repository)
    Free, publicly-accessible full text available June 10, 2026
  6. ; ; (, ISLS Repository)
    Free, publicly-accessible full text available June 10, 2026
  7. ; (, ETC Press)
    Attempting the hands-on activities typical of makerspaces without in-person expert facilitation can lead to frustration and decreased engagement. This study aims to explore the collaboration affordances of REACH, a novel communication device that allows users to share gestures around a common artifact while in separate locations. Using a modified version of the divergent collaborative learning mechanisms framework (DCLM), this paper highlights the affordances of REACH to support students in collaboratively engaging in joint attention and boundary spanning perception and action, even when they are physically disparate. 
    more » « less
    Accepted Manuscript Full Text Available
  8. ; ; ; ; (, ACM)
    With a focus on learning through personally relevant projects, students in makerspaces engage in meaningful design. Maker portfolios are increasingly being used to capture and assess progress and learning in these spaces. The Connected Spaces Dashboard focuses on maker identity development and collaboration between makers in and across makerspaces. We implemented a prototype version of the Dashboard in Spring 2023, in two after-school makerspaces. Analysis of two student interviews and Dashboard profiles highlighted the aspects of the tool that were effective (e.g., student affinities) and those that needed improvement (e.g., its ambient presence). We utilize these findings to inform the development of the next version of the Dashboard. 
    more » « less
    Accepted Manuscript Full Text Available
  9. ; ; ; ; ; ; ; (, ETC Press)
    In education, we cherish success and fear failure. But not every learning experience is a success right away, in fact failing and making mistakes and then learning from them is the norm rather than the exception. In this symposium, we present different perspectives on how failure can contribute to constructionist learning and teaching, examining how learners identify and address failures in their designs and how distinct approaches to failure can support learners in collaboratively creating personally meaningful projects. Taking a holistic approach to failure—that incorporates cognitive, social, and affective factors—we argue that failure should play a key role in constructionism and present different perspectives for finding a more productive stance that turns failures into rich opportunities for constructionist learning and teaching. 
    more » « less
    Accepted Manuscript Full Text Available
  10. ; (, Proceedings of the International Conference of the Learning Sciences - ICLS 2023)
    Accepted Manuscript Full Text Available