designs, delivers, and researches rich learning experiences which build agency amongst youth, mentors, and communities so youth can positively contribute to their own lives and the lives of others. He is interested in the collaborations between schools and out-of-school-time (OST) programs and is also engaged in work at the intersection of Makerspaces and Entrepreneurship.

The maker movement, which combines learning communities with physical community workspaces called Makerspaces, has gained momentum in recent years through school and community events like Maker Faires (Hlubinka, et al., 2013). The physical makerspace is an important gathering point for tools, projects, mentors/experts that enables a rich learning environment. However, the point of making is not just to have an abundance of tools in one space; rather, it is about helping participants create personally meaningful projects with the periodic help of mentors, experts, and peers in ad-hoc learning communities. The makerspace movement has been successful in large diverse community centers with ample population bases and local expertise. Currently there exists many high-quality making programs in metropolitan areas across the United States. However, geographic distance in rural states like Nebraska is one of the largest barriers to student participation in Makerspaces, and this issue is compounded further by a general lack of mentors in these areas who have the skills necessary to lead and guide communities of learners (Barniskis, 2014). Rural communities often struggle with digital equity issues and e-connectivity issues that causes them to be left behind in technology-related economic and educational areas (Townsend, Sathiaseelan, Fairhurst, & Wallace, 2013). Rural populations remain isolated from the science, technology, engineering, and mathematics (STEM) resources available in more urban, industrialized regions of the country. Contributing to these inequities is the lack of accessibility to advanced-technology businesses and higher education institutions which isolate youth and declining tax bases in once agriculturally rich communities (Petrin, Schafft, & Meece, 2014).

Project Website (currently being developed)
https://sites.google.com/view/eagerprojects/home

Other work associated with Nebraska Extension: IMLS Project
http://www.nlc.state.ne.us/grants/InnovationStudios/

Attend NSF MakerSummit 2018

Barker, B., Valentine, D., Grandgenett, N., Keshwani, J. & Burnett, A. (2018). Using Virtual Reality and Telepresence Robotics in Making. In PROCEEDINGS OF E-LEARN: WORLD CONFERENCE ON E-LEARNING IN CORPORATE, GOVERNMENT, HEALTHCARE, AND HIGHER EDUCATION (pp. 564-568). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/185010/

This project focuses on using two main strategies; a) virtual collaborative spaces and b) robotic telepresence, to provide rural youth access to the Maker movement. This high-risk model will provide a replicable strategy of reaching rural underserved youth audiences within their communities so that they may establish wider learning communities with experts and mentors and thereby fully participate in the maker experience.

VR Support for project:
https://sites.google.com/view/eagerprojects/virtual-reality

Project Blog:
https://vrmakerspace.org/blog/

Barker, B., Valentine, D., Grandgenett, N., Keshwani, J. & Burnett, A. (2018). Using Virtual Reality and Telepresence Robotics in Making. In PROCEEDINGS OF E-LEARN: WORLD CONFERENCE ON E-LEARNING IN CORPORATE, GOVERNMENT, HEALTHCARE, AND HIGHER EDUCATION (pp. 564-568). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

https://www.learntechlib.org/p/185010/

Theoretically wearable textiles that combine computing with aesthetics can be thought of as cognitive tools (Jonassen, 2000) that enhance the learning process and allow students to creatively explore computer programming, mechanical and textile design, problem solving and collaboration and can as presented in open-ended problems that require integrative thinking. The theoretical basis of the using wearable textiles which includes the design, development, and building of computer-based electronic artifacts that can be worn is firmly situated in the constructivism theory of learning (Piaget, 1972) whereby children's new knowledge is actively constructed from the world around them through experiential practice and independent/guided research to integrate new knowledge and arrive at deeper understanding.

WT curriculum Wearable Technology serves as a rich medium for youth to solve real world problems and practice the engineering design process while immersed in the innovative area of this technologies. This curriculum teaches engineering design, computer programming, basic circuitry, and sewing.

NYSD Incredible wearables 4-H National Youth Science Day - Incredible Wearables
If you've ever wondered how wearable technology like the FitBit or the Apple Watch work, this year's NYSD challenge is for you! Called Incredible Wearables, the challenge will have you and a group of your friends working together as an engineering team to build a functioning health monitor using a small computer and low cost sensors. With the help of volunteers and educators from the nation's 110 land-grant colleges and universities, not only will you build the monitor, but you'll also be able to analyze the information you gather on a computer, tablet or mobile phone. What kinds of careers could you do where a health monitor might help you with your job?

Valentine, D. (2016). Examining bridges between informal and formal learning environments: A sequential mixed method design (Master's thesis). http://digitalcommons.unl.edu/aglecdiss/105/

Barker, B., O'Connor, A., Valentine, D. (2016, Nov). WearTec: Empowering Youth to Create Wearable Technologies. Conference Presentation at 2016 Nebraska Extension Fall Conference, Kearney, NE Valentine, D.

Barker, B. Nugent, G. Keshwani, J. (2018, Jan). The Effectiveness of E-textiles Technologies to Promote STEM Learning and Attitudes. 16th Annual Hawaii International Conference on Education Conference Proceedings

The Augmented Reality Sandbox provides learning in geological sciences - study of watersheds, land structures. In addition to the content Augmented Reality Sandbox provides an excellent application in the principles of augmented reality. Co-lead on project: Dr. Ashu Guru.

The original AR framework utilized in this project is called "Augmented Reality Sandbox" and it was developed at the University of California, Davis.

Design Lab 21:
https://unlcms.unl.edu/ianr/extension/4-h-youth-development/designlab21/augmented-reality-sandbox

TBA

As part of a diverse team of educators and specialists, Dagen is a team-member contributing to the overall-success of the Youth Entrepreneurship and Business Opportunities Issue Team of Nebraska 4-H. The YEBO team focuses on developing the Entrepreneurial mindset and skills in youth as well as connecting community members and youth.

TEC Box
https://extension.unl.edu/entrepreneurship/programs-k-12/tec-box

INVENTURE Day
https://extension.unl.edu/entrepreneurship/programs-k-12/inventure-day

ESI
https://extension.unl.edu/entrepreneurship/programs-k-12/esi

Blue Print
https://extension.unl.edu/entrepreneurship/programs-k-12/blueprint

Yebo team 2017 report
https://unl.app.box.com/s/y8aacqh23p6bspqjb8pco131scvnpmzk

Denise Miller Innovator Award –NAE4-HA (Team Award)