Learning activities in a makerspace are hands-on and characterized by design and inquiry. Evaluation is needed both for learners and their coaches in order to effectively guide the learning process of the children and for feedback on the effectiveness of the after-school maker activities. Due to its constructionist nature, learning in a makerspace requires specific forms of evaluation. In this paper we describe the development of an instrument that facilitates and captures reflection on the activities that children undertook in a library makerspace. Our aim is to capture learning in this context with multiple instruments: analysis of the artifacts that are made, observation of hands-on activities and interviews - which all are time consuming methods. Hence, we developed an easy to use tool for self-evaluation of maker learner activities for children. We build on the design of a visual instrument used for learning by design and inquiry in primary education. The findings and results are transferable to (formative) assessment and evaluation of learning activities by learners in other types of education and specific in maker education.
The finding of poor lighting conditions in nursing homes in combination with a high prevalence of visual problems (with cataract found to be the most common age related pathology), stretches the need of enhanced awareness of eye care by professional caregivers.
Over the next 10 years, the City of Amsterdam plans to develop major housing schemes provide 90,000 new homes within the existing urban fabric. At the same time, an urban renewal program is being launched to revitalize the most deprived neighbourhoods. Together, these challenges call for more evidence based designprinciples to secure liveable places. Recent development in neuroscience, provides innovative tools to examine in a measurable, cause-effect way, the relationships between the physical fabric, users’ (visual) experience and their behavior in public spaces. In neuroscience, eye-tracking technology (ET) complements brain and behavioral measures (for overview see Eckstein et al. 2017). ET is already used to evaluate the spatial orienting of attention, behavioral response and emotional and cognitive impact in neuroscience, psychology and market research (Popa et al. 2015). ET may also radically change the way we (re)design and thus, experience cities (Sita et al. 2016; Andreani 2017). Until now, eye-tracking pilot studies collected eye fixation patterns of architecture using images in a lab-setting (Lebrun 2016).In our research project Sensing Streetscapes, we take eye-tracking outdoors and explore the potential ET may offer for city design. In collaboration with the municipality of Amsterdam and the local community, the H-neighborhood is used as a single case study. The main focus for urban renewal lies in the “transition-spaces”. They connect the neighborhood with the rapidly developing adjacent areas and are vital for improving the weak social-economic status. The commonly used design principles are validated (Alexander et al. 1977; Gehl 2011, 2014; Pallasmaa 2012) and the consistency of ET is tested, alongside (walk along) interviews and behavioral observations. In the next phase, the data will be analyzed by a panel of applied psychologists and urban designers. The initial results provide valuable lessons for the use of eye-tracking in urban design research. For example, a visual pattern analysis offers more accurate images of the spatial key-elements that matter when moving through transition spaces. More sensory-based city design research is needed to gather a full understanding of the relationships between the configuration of space, users’ (visual) experience, behavioral responses and in turn, perceptual decision making.
