FabLearn Europe / MakeEd invites submissions for the seventh annual conference to be held on the 30th and 31st of May 2022 in Copenhagen.
The two-day conference brings together international researchers, educators, designers and policy makers to disseminate ideas, best practices and resources to support children’s empowerment in the context of computing, design, and making in education, particularly positioning their work to impact the education of children and youth (K-12, 5-18 years) including teacher education, and social education (pedagogy), as well as non-formal and informal initiatives targeted at children and their educators.
FabLearn Europe / MakeEd is a sister conference of the global FabLearn conference that was initially organised at Stanford University (USA) in 2011. This year’s conference is hosted by VIA University College and Aalborg University in Copenhagen, Denmark.
FabLearn Europe / MakeEd is seeking submissions for Research Papers, Work-in-Progress, Demos, and Workshops that focus on computing, design, and making in education. This year’s conference theme is makerSPACE\\SPACEmaking: Making space for bridging computing, design, and making with classrooms and common core subjects.
We welcome submissions from multiple sectors and disciplines, including but not limited to academia, education, design, industry, and policy, aiming for transdisciplinary understanding.
Key areas of interest are:
- Development of children’s competencies and skills in computing, design and making in formal, non-formal, or informal educational settings (e.g. classroom, museum, fablab).
- Innovation and entrepreneurship (e.g. child-led innovation), including innovative ideas for research and child-centered education with emerging technologies.
- Explorations and evaluations of computing, design and making in educational settings such as best practice case studies.
- Technological developments and advancements in technology education, including but not limited to the Internet of Things, Extended Reality, Robotics, and Machine Learning.
- Theoretical perspectives and concerns on societal aspects of digital technologies in the context of learning, such as more inclusive, equal and sustainable futures.
- Education of teachers, pedagogues, social educators, or kindergarten teachers to support students’ work in computing, design, and making.
- Formal, non-formal, or informal learning initiatives through computing, design, and making, which are targeted at children or youth.