"VIRTUALLY" A MAKER: MAKING IN AN ONLINE GRADUATE COURSE
Bibliographic record
Abstract
Makerspaces have become established as communal and collaborative environments for making meaning, solving problems, and developing essential global skills and competencies. However, these spaces are commonly utilized by makers who are geographically co-located. In this qualitative study, we explored the intersection of a maker approach to learning and the affordances of online education—specifically, learning in one's own community by accessing the online course remotely as opposed to traveling to a physical classroom, and connecting the learning/making activities directly to one's home context—in a graduate-level course focused on critical making. We also discuss the theory and methods that informed the development and implementation of this course, given a recent shift from the use of traditional teacher-centered pedagogies in online learning. Our results suggest that the online course acted as a supportive community of inquiry that both scaffolded students' independent exploration of making in their local communities and facilitated continuous, collaborative learning through an effective blend of synchronous and asynchronous technologies. The need for a platform that enabled ongoing, organic sharing and connection between students was also highlighted.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".