Creating a MakerSpace - PowerPoint Presentation

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Creating a MakerSpace - PPT Presentation

Kurt Bernhardt Executive Director of Education Technology The Maker Culture The maker culture is a contemporary culture or subculture representing a technologybased extension of DIY culture and revels in the creation of new devices as well as tinkering with existing ones ID: 579430

harvard maker learning centered maker harvard centered learning education www preliminary findings bike systems source study resources culture http

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Slide1

Creating a MakerSpace

Kurt Bernhardt, Executive Director of Education TechnologySlide2

The Maker Culture

The maker culture is a contemporary culture or subculture representing a technology-based extension of DIY culture and revels in the creation of new devices as well as tinkering with existing ones.

Typical interests enjoyed by the maker culture include engineering-oriented pursuits such as electronics, robotics, 3-D printing, and the use of CNC tools, as well as more traditional activities such as metalworking, woodworking, and, mainly, its predecessor, the traditional arts and crafts.

Source: Wikipedia -

https://en.wikipedia.org/wiki/Maker_culture

Slide3

Maker Mindset

Considers

multiple

solutions

to a

problem

Reflects

work

gain

deeper

understanding

Work

carefully

planned

and

executed

...

changes

are

made

accordingly

Thinks

outside

the

box to

solve

problemSlide4

What do makers make?

3D Printing

Computer programs

Digital media

Photography

Software

Hardware

Robotics

Jewelry

Food

Wood works

Clothing

Knitted items

Paper Crafts

Legos & other building blocks

Etc.Slide5

Maker-Centered Learning Study (Harvard)

Some Preliminary Findings

Maker experiences help students learn to pursue their own passions and become self-directed learners, proactively seeking out knowledge and resources on their own

Students learn to problem solve, to iterate, to take risks, to see failure as opportunity, and to make the most out of unexpected outcomes

Students learn to build on each others’ strengths and interests, to persist in difficult tasks, and to be confident of their capacity to learn new things

Source: Project Zero, Harvard Graduate School of Education

http://www.pz.harvard.edu/resources/maker-centered-learning-and-the-development-of-self-preliminary-findings-of-abd

Slide6

Maker-Centered Learning Study (Harvard)

Some Preliminary Findings (continued)

Maker empowerment

: a sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking.

A key principle of our study, points to the importance of simply noticing that many of the objects, ideas, and systems we encounter in the world—from desktops to democracy to driver education classes—are human-made designs.

Source: Project Zero, Harvard Graduate School of Education

http://www.pz.harvard.edu/resources/maker-centered-learning-and-the-development-of-self-preliminary-findings-of-abd

Slide7

Maker-Centered Learning Study (Harvard)

Some Preliminary Findings (continued)

A conceptual framework that names three practices which help cultivate a sensitivity to the designed dimension of our world:

Looking closely

(noticing nuances and intricacies of object and system design),

Exploring complexity

(considering the people, interactions, and motivations associated with objects and systems), and

Finding opportunity

(noticing if and where there are opportunities for imagining how an object or system might be otherwise).

Source: Project Zero, Harvard Graduate School of Education

http://www.pz.harvard.edu/resources/maker-centered-learning-and-the-development-of-self-preliminary-findings-of-abd

Slide8

Maker-Centered Learning Study (Harvard)

Framework Example:

Initially motivated by the joy of riding, through ongoing observation and experience, a cyclist slowly builds an appreciation for the design of the object (her bike) as well as the associated systems connected to bike riding. She interacts with the numerous components of her bike and begins to consider it as a whole as well as a myriad of subsystems: gears, brakes, tires and wheels, and a variety of safety features. Complexity ramps up as she investigates the many external systems she interacts with each time she rides: bike lanes, traffic patterns, pedestrian crossings, etc. She makes informed observations about how her bike and biking systems are functioning, and finally begins to recognize opportunities for redesign—of the bike itself or the many internal or external systems within which her bike is situated. Our cyclist has exercised sensitivity: she recognizes the design cues in her environment, and notices opportunity for change.

Source: Project Zero, Harvard Graduate School of Education

http://www.pz.harvard.edu/resources/maker-centered-learning-and-the-development-of-self-preliminary-findings-of-abd

Slide9

Maker-Centered Learning Study (Harvard)

The Big Takeaway:

There is no doubt that students learn new skills and technologies as they build, tinker, re/design, and hack, especially when they do these things together. However, the most important benefits of maker education are neither STEM skills nor technical preparation for the next industrial revolution. Though these benefits may accrue along the way, the most salient benefits of maker-centered learning for young people have to do with

developing a sense of self

and a

sense of community

that

empower them to engage with and shape the designed dimension of their world

Source: Project Zero, Harvard Graduate School of Education

http://www.pz.harvard.edu/resources/maker-centered-learning-and-the-development-of-self-preliminary-findings-of-abd

Slide10

MakerSpace ExamplesSlide11

MakerSpace ExamplesSlide12

What can you put in a MakerSpace?

The real question is: