Document Type

Conference Paper


Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Publication Details

Presented at the Higher Education in Transformation Symposium November 2 - 4, 2016 in Oshawa, Ontario, Canada


Our research study examines the use of online maker modules (developed by our research team) on the learning process for, and professional development of, graduate M.Ed. and M.A. students in a faculty of education in Ontario, Canada. The research draws on the practice of critical making with both digital and real-world artefacts as a vehicle for collaborative knowledge- sharing and generation, deep learning and meaningful engagement with one’s local and global communities. The students engaged in all five online maker modules as part of a graduate-level course and this paper offers insight into the experiences of two of these students -- how the modules impacted their learning process, professional development and their willingness to adopt an inquiry and/or production (maker) pedagogy in their own teaching and learning environments.