MakeFashion Edu’s Metacognition
MakeFashion Edu is not just a fun project, it has solid connections to progressive education philosophy and academic musings. For newcomers, this is our project where students choose advocacy issues and then combine fashion and electronics for a public runway, exemplifies Dale Schunk’s (noted education academic) notion that learning and cognition are shaped by a learner’s beliefs, which in turn, are influenced by personal, social, and cultural factors. This project-based approach promotes Social Learning Theory.
MakeFashion Edu places students in a real-world scenario where they present their fusion of fashion and technology at a public fashion show. Simultaneously, they engage with a global audience through our Instagram account (instagram.com/makefashionedu). This authentic learning framework allows students to receive real assessments and feedback from the public – outside the walls of the classroom (Shaw, 2018). Pride or shame comes, not from the teacher, but from the viewers. Consequently, students are not merely absorbing knowledge passively; they learn actively through societal appraisal. I think this aligns very well with the spirit of Schunk’s viewpoints, if not the exact phrasing.
Constructivist Learning Theory also intertwines well within the MakeFashion Edu project’s ‘fabric’. A big goal is the belief that learners actively construct their own understanding and knowledge (Schunk, 2012) – learner agency. Students are afforded ample autonomy to define their success, and I as a teacher discuss it openly in class. This choice varies per student and could manifest in a deep dive into electronics, crafting persuasive arguments, or honing craftsmanship to elicit public appeal. The crazy diversity of student paths towards success really shows the constructivist principle of learner-centered knowledge construction.
In line with Schunk’s emphasis on metacognition, the teaching approach taken encourages open discussions on learning strategies. By prompting students to reflect on their strategies and knowledge building process, the project further reinforces their metacognitive skills. It’s a great blend of Schunk’s viewpoints!
References
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson. https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395
Shaw, M.A., et al. (2018). The SteamHead Design Immersion Curriculum. SteamHead Productions. Retrieved from https://steamhead.space/design-immersion-curriculum/
