Makerspaces as learning environments are not a new phenomenon, makerspaces have been used to promote learning through making before. After exploring these topics we conclude proposing a typical sequence useful to promote this kind of collaborative approach. According to this we reflect and present evidence concerning the following topics: developmental demands for teachers and students participating in a collaborative experience key social skills (communication, managing conflicts and leadership processes) interdisciplinary practices with the coordination of several subjects coherent evaluation practices promoting learning instead of control processes competence promotion instead of just content elaboration optional instead of compulsory contexts useful connecting processes (the McGuffin project) real practices instead of faked or simulated exercises and finally integration of new virtual technologies such as wikis, blogs and forums to support the process. Going beyond the application of cooperative techniques we propose the convenience of reflecting about the kind of context that is created all through one course between all the involved participants: teacher and students as a whole. ![]() ![]() This collaborative approach has been experienced and developed through different educational scenarios from Bachelor's to Doctorate's degree studies since 2002. We proceed to present in this chapter an active and experiential teaching approach based in the creation of "collaborative contexts".
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