Does a MakerSpace have to be a Space?

Many schools (elementary, secondary and post-secondary) are including a MakerSpace in their square footage.  People are reconfiguring spaces, libraries, learning commons, classrooms and basement rooms to include a MakerSpace.  People are using grant money, parent council money, and other kinds of budgets to make this happen but I’m asking, does a makerspace have to be a space?

I mean it is nice if students have a dedicated space to do their making, designing and hands on learning but the space is not as crucial to making as the mindset.

Students and teachers may have a dedicated space to make with many fine kits and equipment but if the making is done as a “special” or unusual activity that must be booked and scheduled in, I feel students would not have the kind of making experience I envision.

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Having a maker mindset that permeates a classroom with opportunities to try inventions and ideas out during the natural flow of learning creates an atmosphere where making is not a planned or scheduled event but an everyday occurrence.

The opportunity to embed this type of hands-on learning into each and every classroom suggests that the separate space idea may be just a short term measure to include making in schools.  Teachers may move making directly into their classrooms as a way for students to express the outcomes of their learning in ways other than paper and pen or digital documents.

It’s great to have a MakerSpace but even better to have a maker mindset in every classroom for students who are tackling real world problems to be able to create many types of physical solutions as they continue to ponder solutions and learn original ways to problem solve creatively.

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Game On!

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The four “super-skills” in education currently are communication, collaboration, critical thinking and creativity.  How do you included all of these skills in a classroom?  Use a game.

We recently used BreakOut EDU, a locked box game much like the “locked room” scenarios popular today,  with 34 pre-service teaching students to show them the advantages of including a game in the classroom.

Students were in groups to tackle two game scenarios, one aimed at elementary classrooms and the other a little more complicated for middle school or even high school classes.

Students found they had to communicate with each other to find out the nature of the locks and the clues that would, potentially, unlock them.  Collaboration was a valuable skill as some clues included math formulas or several people brainstorming answers to clues. People relied on their personal subject area strengths to contribute answers to some of the questions.

Critical thinking came in to play when teams inevitably hit the wall with some clues.  Students began to “think outside the box” for answers to some roadblocks.

Finally, students became quite creative as time ran down on the game to match clue information with lock design. The teams were all successful.

By experiencing a real game situation, all of these students will be more prepared to introduce a game or game design into their own classrooms.

Please visit our new Research Guide about Games and Simulations from the Doucette Home Page for more information about including games in the classroom.

Maker Faire, Calgary 2017

This post will be brief.  I am just letting you know that the coolest place to be this weekend in Calgary is the Maker Faire at Spruce Meadows.  Look at some of the exhibitors and some of the great demos and talks you can attend.  Look for one of my favourite local makers, Make Fashion.

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Please say “hi” and don’t be embarrassed to get your inner geek out.  There will be crowds to surround you as you are inspired to make.

Tickets available on-line.  Celebrate that making is now mainstream!

What to do with a box

Now there’s a thought. What can you do with boxes or with cardboard that can be, often, gathered for free for your classroom?download

The story of Caine’s Arcade, mentioned before in this blog, is the story of true making and playing.  Bringing this playful atmosphere into your classroom can be a real bonus hands-on experience for your students.

There is an actual cardboard challenge that you can sign your class up to do or you can connect it to curriculum units that you are currently teaching.  There are many ideas on-line to inspire you to connect building and inventing to content.  And, as you may know, here at the Doucette, we are BIG fans of Pinterest so follow some Pinterest Boards for a variety of ideas.

Instead of the masses of tape you may use during such projects, perhaps invest in a few sets of the reusable Make-Do’s that help in cardboard construction.

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Just a very simple, low cost, low tech idea to engage students in hands-on, innovative learning, planning, playing and showcasing with their own ideas.

 

Just Ask…

 

Have you ever run into a problem that is like the writer’s block of learning?  I have been experiencing this feeling lately when it comes to Adafruit Gemma and Flora, two namebrand components that use Adruino open source coding to control LED lights embedded in cloth or clothing. Although I know that all of the components should work together to create a blinking fashion statement, the blink eluded me.

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I sewed with conductive thread. I replaced conductive thread with alligator clips.  I watched YouTube videos, frame by frame.  I downloaded. I uploaded.

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My partner-in-crime asked the essential question.  “Who do we know that could help us?”  We sent out an appeal for knowledge.  Did someone we know, know someone who knows what we don’t know?

My point is that, generally, given a whole university campus, someone knows what you want to know.  And in this case our query was answered with a delightful person we had no previous knowledge of who knew exactly what we didn’t know.

It would seem Adafruit Gemma and Flora are not so easy to get working with conductive thread and the coding is a bit tough to download onto the microcontrollers.  I was having trouble for a very good reason.

Our new contact, from a faculty far, far away, was looking to embed clothing with LED lights, just like we were, but his knowledge led him to create various special components that would make the coding use “Scratch” and he traveled to China to make sure the components were easy to use for makers (yes, I call myself a maker) like me.

What’s my point?  Just ask.  Ask for the knowledge you need.  The world we live in is made very small by social media and email.  Ask if someone you know, knows someone who knows what you want to know.

And I’m very excited to continue to pursue this project with new eyes and new technology and a new person to help out.  The kits and materials we will be using look like they would function well in the K-12 environment.  I’ll let you know what I know when I know it.

Campus Collisions-Beakerhead

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How much fun can a banana-piano be?  Well if you are in the right place with the right people – it can be amazing.

The TFDL (Taylor Family Digital Library) on the campus of the University of Calgary hosted “Campus Collisions” as part of the 2017 edition of Beakerhead.  It was suggested I join in the fun with a table in the front foyer of the main library.  And join in the fun I did!

First, the banana piano with the help of the Makey-Makey kit, attracted many, many students who were, clearly, trying to get from one place to another through the foyer.  The same as it is an attraction for K-12 students, the visual presentation of having a dozen bananas attached by alligator clips to a Makey-Makey in turn hooked up to a MacBook was irresistible for most passersby.

There were people waiting patiently for their chance to play the banana piano.  It was wonderful to see the reaction of students of all ages.  Many had me SnapChat a video for them to send to friends.  “Look what I did at university today!”

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I also introduced many students to the blue-tooth enabled robot, Sphero 2.0   that rolled on the floor, controlled by various people using my ipad.

Just goes to show, science can be fun and interactive.  One student went away and came back later to tell me that he had figured out that the bananas were not really the most important part of the banana-piano.

Pull out some fun makerspace activities and have students experience and talk about the magic.  Look for great Beakerhead events around Calgary.

Horizon Report 2017 – Makerspaces

The current Horizon Report for K-12,  collected, curated and written by members of the New Media Consortium (NMC) has recently been published online.  I have referred to this annual report before, as it looks at various educational technologies and the possible time to adoption within schools.

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Today, of interest, is the report about makerspaces contained within the “Important Development in Educational Technology for K-12 Education” section.  Adoption for this addition to most schools is categorized as “one year or less.”

More interesting that the statistics about the adoption of makerspaces in schools is the more subtle change in language around the creation and use of a single space to the more general adoption of a “mindset.”  Although, those who follow this blog would say that the report is “preaching to the choir,” I think this change in language is important to the development and sustainability of the makerspace movement.

“Building dedicated spaces for such activities can be perceived as secondary to the true spirit of this trend – integrating the maker mindset into the formal curriculum to spur real-world learning.” (p. 40, NMC/CoSN Horizon Report, 2017)

For pre-service teachers, researchers, and practicing teachers, this notion of developing a maker mindset within a classroom provides an over arching environment from which all learning can be done.

Creating an atmosphere filled with the 4 C’s:  critical thinking, communication, collaboration and creativity demands the inclusion of a maker mindset, not just a space, within the classroom.

Stay tuned for further reflections on this report.

Planbook.com

Okay, friends, I have been away from you all summer.  However, that does not mean I have been idle.  On the contrary, so many things have been happening that this seems like the busiest summer on record.

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I’m only here for a very short time to offer you one good resource recommended by a friend of mine who is queen of the whole school schedule.  We are recommending Planbook.com for scheduling classes and effective planning of your year, just a month or, perhaps, your whole life.

This website can be customized in so many ways including a 5 or 6 or 7 day schedule.  Use it to partner plan or to plan your own classes.

For the pre-service teachers, get started planning for yourself and others.  Do you know the unit plan you are working of for your practicum?  Start with just that schedule and build a timetable that captures topics, lessons, outcomes and assessment.

Stay tuned for a fun filled year with various educational technologies including Adafruit Flora, more adventures in Arduino, Ozobots, and Bloxels.  I’ll be learning how to have fun coding with Dash and Dot, two robots aimed at the elementary grades.

Learn about all sorts of educational technologies, games and low tech makerspace ideas to use for planning great adventures in the classroom.

Summer Reading

Summer is a time to re-energize and have some time for new learning in a more relaxed atmosphere.  That’s everything I love about summer reading except that the location can and be the beach or the deck.  Set your sights on something you are interested in, get a big set of post it notes and away you go.

This summer, I am recommending two reads to reinforce the notion of the “Maker Mindset.”

Both books, while not published this year, are new enough to speak to the notion of making embedded in curriculum and in school culture more completely than a room called a “Maker Space” ever could be.  That is not to say that having a makerspace in any facility that you educate in is not a great bonus but without a leading edge, expensive maker space, any educator can still advance the notion of making in any environment.

The first book is “Free to Make: How the Maker Movement is changing our schools, our jobs, and our minds” by Dale Dougherty with Ariane Conrad.  Beginning with Chapter 1, “We are all Makers,” this book, published in 2016, gives a generous overview of the maker movement and some specifics about how it fits in education and more generally, how it is changing the real world.  Chapter 7 specifically addresses the nature and conditions needed to adopt a “maker mindset.”  This book is a quick read to give educators a great foundation in what maker is and what is looks like within each community.

The second book is by Edmonton’s own, George Couros, “The Innovator’s Mindset: Empower learning, unleash talent, and lead a culture of creativity.”  This book speaks directly to educators no matter what stage they are at in embracing the maker movement.  He addresses, because of his own experience, just how difficult it is to lead a revolution in a school system.  However, the information contained here will give educators much to talk and think about.  Many questions will be addressed, like how to create meaningful learning while having innovative students and educators leading the way.

Have a great summer and allow these two great books to help inform your practice in September.

Both books are currently being catalogued and will shortly be available in the Doucette Library.

 

 

 

Maker Centered Learning

Maker Centered Learning: Empowering Young People to Shape their Worlds (2017) is one of a few new “maker” resources here at the Doucette.   Making is becoming a hot ticket item in the education field with many publishers and manufacturers jumping on the making wagon.

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Having read some of the literature beginning in late 2014, there seems to be a definite  change in tone and content in this later literature.  Looking back at the Maker Movement Manifesto from 2013, it really was all about the gadgets:  3D printer, soldering, circuits, copper wiring.  It was about setting up a place in which to make with tools that were purchased, usually beyond the budget of the average school.

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There is new hope for those educators who wish to make in their classrooms.  Maker Centered Learning dwells on the benefits of having students make with whatever you have and where ever you are.  Instead of embracing the Makerspace in schools, educators are more openly embracing the maker mindset in the environment they work in.

Although having a dedicated maker space in a learning commons or library is a very desirable location in a school setting, newer literature is encouraging teachers to take what they have to situate making in their learning spaces. In addition, the re-designing of these learning spaces  to make them more flexible for different uses including making and more hands-on activities is showing up more and more in the writing.

Meaningful Making: Projects and Inspiration for Fab Labs and Makerspaces was also received in the library recently and is comprehensive in looking at projects with how-to’s, additional websites and curriculum connections.

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There are many new resources to support making in learning environments. There is a definite change in the focus from buying and equipping a Maker Space to including making in a classroom using what is available.  The emphasis on the hands-on learning aspect of making is coming to the fore and not a minute too soon.