“From Making to Learning”: Dev Camps as a Blueprint for

Reinventing Project-based Learning

Irene-Angelica Chounta, Sven Manske, H. Ulrich Hoppe

University of Duisburg-Essen{chounta, manske, hoppe}@collide.info

http://www.collide.info/

Outline• We present our experience with Dev Camps and

the chance to integrate them into learning expeditions for fostering 21st century learning skills

• We take up from this example to reflect and to brainstorm on the ways project-based learning could adopt and benefit from the maker and Dev Camps culture

Project-based Making• Project-based learning:

• Engaging learning experiences that involve students in complex, real-world projects through which they develop and apply skills and knowledge;

• Learning that requires students to draw from many information sources and disciplines in order to solve problems;

• Learning in which curricular outcomes can be identified up-front, but in which the outcomes of the student's learning process are neither predetermined nor fully predictable experiences through which students learn to manage and allocate resources such as time and materials.

(Schneider, Synteta and Frété,2002)1

• The maker movement relies on similar principles: a tech-influenced community of makers established shared spaces , and realizing innovative projects

1. Schneider, D., Synteta, P., Frété, C., (2002). Community, Content and Collaboration Management Systems in Education: A new chance for socio-constructivist scenarios. In: Proceedings of the 3rd Congress on Information and Communication Technologies in Education. pp. 175–184

2. Dougherty, D. (2012). The maker movement. Innovations, 7(3), 11-14

“When you’re making something, the object you create is a demonstration of what you’ve learned to do” 2

Dev Camps, Makerspaces, Startup camps• Dev Camps or similar events are growing popular

especially in technology-oriented areas• Most of them focus on innovation or the business

plan/success• Duration of 2-3 days /social aspect is overlooked• no pedagogical background /learning outcome is ignored• Little or no educational framing and systematization of

knowledge

1. Lewin, T.: Web-Era Trade Schools, Feeding a Need for Code, http://www.nytimes.com/2014/10/14/us/web-era-trade-schools-feeding-a-need-for-code.html, (2014).

“….a place where technology outruns education”1

Open Challenge• The transition from informal settings to formal education in

schools, for vocational and workplace learning.• We see the chance in establishing Dev Camps using software

tools and generally available hardware devices to connect the idea of making with project-oriented education.

From Dev Camp….

…To classroom

Océ DevCamp – Objectives• The Océ DevCamp aims to informal learning with

blended curricular and extra-curricular goals.• Projects target to multidisciplinary themes that involve

real-life experience and require a goal-oriented planning.• This setting motivates students to engage actively in the

creative processes triggered by a project scenario.• An event that offers a common, sustainable ground for

industry and education to experiment, practice and share ideas.• Annual event organized and sponsored by Océ and four

universities, 5 days duration.

Océ DevCamp - Format• The DevCamp provides participants with technical

equipment, project ideas and supervisors• Participants: students, 20-25 years old, from various

disciplines (25 participants in the 2014 Dev Camp).• Small teams (4-5 students) are formed based on project

preference, background, nationality, etc.• R&D projects supervised by senior researchers and coaches

from Océ HR for PM-related skills.• Participants are collocated, they work inside the Océ R&D

and participate in social activities.• A project management platform (Redmine -

www.redmine.org/) was used to support students’ practice.

Océ DevCamp –ExamplesHardware + Software (H+S):- AMAR (Augmented Maintenance And Error Recognition): augmented reality as a

tool to support printer operators in locating errors and performing maintenance

- MANUELA (Manual electronic learning for aircontrol): master the Parrot A.R. Drone

- HR 3D Printing: master the use of a 3D printer

- SmartIES (Smart and Intelligent Environment Sensing): use of a smart system for monitoring environmental conditions, such as temperature, humidity and lighting.

Data Analytics (DA):- ALiBI (Answer Life’s Burning Question): processing information provided by

social media sites to propose answers to everyday questions of users

- MESCAL (Multifaceted Eurovision Song Contest AnaLysis): exploration of publicly available data that are published and distributed through social media or location based services,

Océ DevCamp –Examples

Amar (4/4)

h3rd (2/4)

Manuela (5/7)

smartIES (6/6)

Alibi (3/5)

Mescal (3/6)

Participation (%) 100 50 71 100 60 50Symmetry of Participation

0.55(0.55)

0.47(0.73)

0.57(0.69)

0.79(0.79)

0.41(0.65)

0.55(0.77)

Changes 338 1012 385 4353 3205 500Total Files: 267 424 248 96 1141 459

• “H+S projects require more intense face-to-face interaction while DA projects would be carried out online” NOT confirmed.

• For the projects smartIES and amar (H+S type) all group members used the platform

• Not all group members were similarly active (symmetry of participation)• The symmetry of participation appears to affect number of changes -> the

more asymmetrical is the activity of a team, the less changes this team commits

Table. Analysis of the activity, as captured by the platform and the svn repositoryamar hr3d manuela smarties alibi mescal0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

0500100015002000250030003500400045005000

Changes vs. Symmetry of Participation

symmetry of participation changes

Océ DevCamp –Examplesalibi mescal

amar smarties

manuela hr3d

• All groups planned their time effectively and efficiently and managed to complete the tasks required for the project in an optimal way• The activity of most groups is

similarly distributed over time• Projects mescal and hr3d have

a pick of activity on the last day of the event <-> (symmetrical but) low participation leads to delays?

DA projects

H+S projects

Discussion - From DevCamps to Learning Expeditions Does it worth it?

Positive Negative

Internal factors

Strengths─ Motivation,

creativity, innovation scaffolding

─ Alternative take on IT skills

─ New role models

Weaknesses— No support for

systematization and standardization of knowledge

— Need of attractive incentives for the participants

External Factors

Opportunities— Integration of current

technological trends in learning scenarios

— Promoting collaboration and cooperation

Threats─ Gender issues or

excessive competition between participants

─ Deviation from routine work and organizational overhead for teachers

Discussion - From Dev Camps to Learning Expeditions• Fostering the IT and 21st century skills is particularly critical

nowadays (“Digital Natives”)• Adopting the maker culture in the classroom can support

such competencies and even bridge the gap between industry expectations and academic preparations• The maker comes with her tools. The tools of the maker are

means of intellectual expression or “expressive objects” innovation, creativity• Are all students “makers”? knowledge exchange,

collaboration, communication

Discussion - From Dev Camps to Learning ExpeditionsWhat is the role of the teacher? • Teachers are the content and organization experts in

charge of the classroom• The teacher is the process designer for the critical maker

teacher devcamps/workshops

Further research and studies are necessary…

Thank you http://www.collide.info/