Research on productive failure has examined the dimensions which are most beneficial for students’ learning of well-defined canonical problems in math and science. But failure plays an equally important role in solving open-ended, or ill-defined, design problems that have become prominent in many STEM-oriented maker activities. In understanding the role of failure in openended design tasks, we draw on Kapur’s conceptualization of productive failure and connect it to research on the role of construction in learning. We report on findings from an eight-week long workshop with 16 high school

Attending to issues of equity in making demands that we work closely with communities, focusing on what it is made, how it is made, for whom, and in what contexts. Rather than exploring making exclusively as a pathway to STEM learning, we examine how Indigenous youth learned about and documented community-based making using the Augmented Reality and Interactive Storytelling (ARIS) platform. Drawing on a range of qualitative data, we asked: (1) What did youth learn about makers, materials, and cultural meanings in their community? (2) What were the making processes of small groups of Native