Teachers' facilitation of maker-centered activities : A framework for video analysis

Abstract

Video analysis as a methodological approach has the potential to clarify the complex classroom interaction between teachers and students during maker-centered activities. However, the development of a systematic approach for analyzing teachers’ actions in such context is still in its early phases. This poster presents a framework for analyzing teachers’ facilitation of design activities. To explore longitudinal video data from a maker-centered project of two teachers and two groups of students (n=6), we adapted the Making-Process-Rug method, originally intended to capture students’ design actions. We further developed the method to involve both students’ design actions and teachers’ verbal and embodied facilitation actions. The qualitative video analysis revealed differences in types and intensity of teachers’ facilitation in the different stages of the making process.