Improvisation and strategy: lessons learned from supporting young digital makers in a fully online makerspace club for collaborative game design

Abstract

Purpose The rapid emergency remote teaching has moved informal learning programs online including makerspaces, which has created an opportunity for harnessing the benefits of virtual makerspaces. This study reports on findings from three club designers and facilitators’ reflections on a fully virtual maker club offered in the summer of 2023. This paper aims to inform practitioners of the potential challenges and strategies to resolve various issues. Design/methodology/approach Reflective video journaling was conducted by facilitators. Videos were transcribed and analyzed for observations, learning events, challenges and strategies. Findings Findings present strategies adopted to address problems during implementation and a checklist for practitioners. The problems are associated with the learning environments, technology tools and student participation. The authors adopted in-the-moment and short-term strategies to tackle the problems and long-term strategies that bear implications for future virtual makerspaces. Practical implications This paper can provide direct guidance to practitioners in schools, libraries, museums, etc., who plan to offer informal collaborative learning for children online. It prepares practitioners for the potential challenges and equip them with concrete strategies and questions. Social implications Fully virtual makerspaces have the potential to reach a wider range of audience. Originality/value To the best of the authors’ knowledge, this paper is the first to report the reflective findings on a fully virtual makerspace club that comprehensively covers challenges and strategies before, during and after the club, which has direct implications for future offerings of such programs.