Keep Making: A Design Case Study on Supporting Kids to Geek Out on Their Own Time

January 27th, 2019 | RESEARCH

How do we support continued engagement in creative production, even after youth leave our events and programs? As youth development educators and learning scientists interested in supporting long-term, interest driven learning around digital media, we took a crack at this problem, and we hope the lessons we share in this design case study might advance the ways that informal education organizations could think about promoting learning pathways that span contexts. The report we share here documents a series of design experiments that Mouse and Hive Research Lab collaborated on within the context of Mouse Maker Nights to better understand this problem space, and some pitfalls and lessons learned along the way.


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Team Members

Rafi Santo, Author, Hive Research Lab
Dixie Ching, Author, Hive Research Lab
Kylie Peppler, Author, Hive Research Lab
Christopher Hoadley, Author, Hive Research Lab
Alex Flemming, Author, Mouse
Maggie Muldoon, Author, Mouse


Funding Source: Private Foundation

Related URLs

Full Text
Brokering Youth Pathways: A toolkit for connecting youth to future opportunity


Audience: Evaluators | Learning Researchers | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | General STEM
Resource Type: Reference Materials | Report
Environment Type: Making and Tinkering Programs | Public Programs

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within are those of the authors and do not necessarily reflect the views of NSF.

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