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"Makerspace is a relatively new method of teaching students in a space where they can get hands-on experience working with concepts they recently learned. The point of the space is to make, create, and invent new things. There are many advantages to giving students a place to apply concepts, and those benefits are true for all areas and fields of study. If you have been thinking about creating a maker space in your classroom, here are a few things to consider to help you understand why you should go ahead and do it."

" Spacewalk is a new multiplayer game in which players explore the International Space Station. The game is a free-form game. Spacewalk players take on the roles of astronauts in the International Space Station. You can download the game to use on Windows, Mac, or Linux computers. If you're a Windows user you can control your player with an Xbox 360 controller. Other players will have to use the their keyboards to control their players."

""There's a huge gap between the needs and requirements of the job market of the 21st century and what the education system is delivering," said Vishal Talreja, founder and CEO of Dream A Dream, a Bangalore-based organization that prepares young people from vulnerable backgrounds to succeed in a changing world. Talreja is right -- neither employers nor education leaders (not to mention some students themselves) would argue otherwise. But it is the second point Talreja made before the 2015 LEGO Foundation IDEA Conference that educator-innovators should pay the most attention to: "Learning spaces, which could be physical spaces of learning or just safe environments for learning, are extremely critical." A learning space differs in both look and feel from the traditional classroom. In the past year, we've met social entrepreneurs with an eye on education who are creating cost-effective methods to infuse schools with the type of culture and design that students need to better develop their curiosity, creativity, and imagination, and better achieve desired learning outcomes."

"Creating innovative inquiry-based learning spaces for our students today and tomorrow. Explore spaces that work with MakerEd, STEM, and coding and robotic programs for kids K-12. Share in this hands-on session's new tools enhancing spaces for teaching and learning!"

""There's a huge gap between the needs and requirements of the job market of the 21st century and what the education system is delivering," said Vishal Talreja, founder and CEO of Dream A Dream, a Bangalore-based organization that prepares young people from vulnerable backgrounds to succeed in a changing world. Talreja is right -- neither employers nor education leaders (not to mention some students themselves) would argue otherwise. But it is the second point Talreja made before the 2015 LEGO Foundation IDEA Conference that educator-innovators should pay the most attention to: "Learning spaces, which could be physical spaces of learning or just safe environments for learning, are extremely critical." A learning space differs in both look and feel from the traditional classroom. In the past year, we've met social entrepreneurs with an eye on education who are creating cost-effective methods to infuse schools with the type of culture and design that students need to better develop their curiosity, creativity, and imagination, and better achieve desired learning outcomes."

"Makerspaces have made headlines recently. Several weeks ago New York City hosted the World Maker Faire. The White House had its first Maker Faire this summer, and schools and libraries across the country are installing these spaces. It is certainly tempting to start thinking about all the amazing tools you could put into your makerspace. If you know anything about Makers, you are probably thinking that you need a CNC machine, a 3-D printer, Dremels for everyone and a laser cutter since they are the gateway tool for making things. But buying a bunch of tools without first stopping to think about how they will be integrated into the culture and curriculum of your school is a recipe for a dusty and underused workshop. From my experience installing makerspaces in several dozen schools, I've developed a process that helps you think through your makerspace and how it fits into the culture and curriculum of your school. Skipping this process, or one like it, will almost certainly result in tension, missed teaching opportunities, and overspending."

"Dougherty hopes that if students raise their voices, parents demonstrate support and passionate teachers are willing to champion the cause at individual school sites, maker spaces could become a fixture of school. They don't have to include the fanciest 3D printer, they just have to be spaces for exploration, hands-on learning and a playful attitude towards discovery."

"I've been traveling the country speaking on the power of a student's voice in his or her own educational experience along with the need for transforming learning spaces in today's schools.  Both topics are very important to me not only for my own passion as an educator, but as a parent of two children.  I've personally seen the impact a learning space can have on a child's experience within the classroom.  Additionally, I've been fortunate to have my children surrounded by caring educators who value the importance listening to students.  This week I have the pleasure of speaking at Blackboard World in D.C.  When I arrived at Blackboard World, I knew the first stop I had to make, the student maker space.  Blackboard invited students from all ages to participate in a day of creating their ideal learning environments.  The company partnered with the Smithsonian to provide resources and guides to help facilitate the activities.  Children would rotate between 5 stations throughout the day - each station lasting roughly thirty minutes.  "

This research began with the premise that video game play, especially as it relates to participation in persistent virtual worlds, provides fictional spaces where players engage in cognitive and communicative practices that can be personally transformative in prosocial ways. Players' experiences with these worlds are as much defined by the technical design and construction of these spaces as they are influenced by the socio-cultural arrangements that develop. In support of this belief, we collected data on children's experiences with a range of technologies germane to the Digital Age, including their participation in the Quest Atlantis environment, an immersive space for learning that is intended to engage children ages 9-12 in a form of dramatic play comprising both online and real-world learning activities. By enlisting this innovation to nonintrusively collect data about children's participation as well as their engagement with media more generally, the research team was able to move beyond an ethnographic study of what already exists in the world and develop a grounded appreciation for what an innovative technology-rich context might make possible in the future.

"According to the Flipped Learning Network, Flipped learning is "a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. ""

"Wow, what can we say! This past summer we decided to start a learning space design challenge on ClassroomCribs.com to highlight all of the amazing "cribs" that you have designed for students. Instead of just "aesthetics" we focused this challenge on brain-friendly learning spaces that promoted deep learning and engagement through design. And we were blown away by the response! Over 4,000 educators have joined our Classroom Cribs learning community and many of you sent in videos of your learning space as part of the challenge."

"What is 21st century learning? It is collaboration. It is creativity. It is critical thinking and problem-solving. It is research and information literacy. It is digital citizenship. It is responsible use. We expect our children to develop these skills. We integrate these skills in our every day lessons so that our students can grow and expand their knowledge. We create spaces so that our students can create and collaborate, whether it is a physical space or a virtual space. We expect our students to be good digital citizens, using devices, programs, and tools responsibly.  We want our students to ask questions and explore for answers.  We expect our students to learn, grow, and then reflect on that learning. So, wouldn't we expect the same skills for ourselves as educators and professionals?"

" I walk into almost all of our schools in West Vancouver and very often the first thing people want to show me or talk to me about is the changes happening around the library.  Or more specifically, schools are taking great pride in their learning commons spaces that are developing.  While the physical spaces are exciting, the changes to our mindsets are far more powerful.  We are not destined for new schools in West Vancouver anytime soon but the rethink of the library has been both a symbolic and concrete shift in how we think about space and how we think about learning.  The school library - a centre piece in schools - is now the modern hub for learning."

"Since last year, I've been diving into the world of Making. It has been exciting and it has also been a large amount of extra work, but it matters. I just wanted to share a few stories as to why it matters so much. Quick Background: My librarian and I have worked together to create an open Makerspace for students to use in the library. It is available to students to use before school, during lunch, during study halls, and after school whenever the library is open. The idea is to give students access to tools on their own to see what they will create. It is meant to be student driven with some nudging from teachers to encourage students to explore different things. We have a 3D printer, Makey Makey kits, Chromebooks, and are stocking the space with more goodies based on student requests. To use the space, the students have to attend and orientation that covers the different tools available and the use of the space."

"A makerspace is a collaborative work space inside a school, library or separate public/private facility for making, learning, exploring and sharing that uses high tech to no tech tools.  These spaces are open to kids, adults, and entrepreneurs and have a variety of maker equipment including 3D printers, laser cutters, cnc machines, soldering irons and even sewing machines.  A makerspace however doesn't need to include all of these machines or even any of them to be considered a makerspace.  If you have cardboard, legos and art supplies you're in business.  It's more of the maker mindset of creating something out of nothing and exploring your own interests that's at the core of a makerspace.  These spaces are also helping to prepare those who need the critical 21st century skills in the fields of science, technology, engineering and math (STEM).  They provide hands on learning, help with critical thinking skills and even boost self-confidence.  Some of the skills that are learned in a makerspace pertain to electronics, 3d printing, 3D modeling, coding, robotics and even woodworking,   Makerspaces are also fostering entrepreneurship and are being utilized as incubators and accelerators for business startups.  There have already been some amazing success stories that have come out of makerspaces to date. "

"Makers-in the broadest sense, those who make things-and the maker movement have gone mainstream. Featured in articles from the Smithsonian to The Atlantic to The New York Times, today's makers are just as likely to be armed with traditional tools like hammers, anvils, and yarn, as they are with conductive paint, 3-D printers, and computers. They are participating in a movement marked by community norms of sharing, collaboration, and experimentation. They are gathering in libraries, garages, summer camps, and makerspaces. Cities and towns across the United States are paying attention, responding to the buzz with maker-related growth and development: Downtowns are outfitting digital workshop spaces, also knowns as "fablabs"; municipal libraries and church spaces are designating space for making; and now schools are getting on board. It is no wonder that school ears are perked. As businesses, libraries, and organizations lobby for ways to bring making into their domains, schools across the country are building innovation labs. Makerspaces are being carved out, 3-D printers are being brought into classrooms, and hacker/tinkering/maker/tech-ed teachers are being hired-and sometimes trained. There is clear enthusiasm around the tools and the sociocultural impact of maker-related values. Attend a school board meeting where a makerspace is on the agenda and the familiar selling point rings out: Maker education boosts STEM-science, technology, engineering, and math-learning, which will ultimately generate a cohort of innovative, inventive, entrepreneurial-minded young people. But we may be getting ahead of ourselves. The limited research around the cognitive benefits of maker-centered education is only recently emerging. Maker classes, maker curriculum, and maker teachers are being incorporated into educational settings in what appears to be a response to popular media and based, in part, on the hype."

"At the Kensington Library making a learning environment that is accessible, friendly, and interactive has been the most effective way of reaching the most "difficult" children. When school is over and children flock to the library, the last thing they want is to sit still and be told what to do. For some, art activities and creativity come naturally but for others beginning a project is just another task to do in a day full of instruction. I think it is important to provide these children with a space where learning is just part of the environment. On of our first additions to the Kensington's Maker space was an interactive velcro wall where children design, build, and re-build a marble slide made from cardboard paper towel rolls and plastic bottles. Children often enter the Maker space and start tinkering with the wall with out even thinking about it.  A wall of tools has also helped to inspire projects. The visibility of the tools can be a great motivation for a child to learn to hammer, use an electric drill, or a needle and thread."

"When Jennifer Lanier began working as a media specialist at Summit Parkway Middle School in South Carolina's Richland School District Two, the school library looked like one most of us remember from our own school days. "There were large heavy tables and chairs with shelves lining all walls," she says.  "It was a very fixed space."  After a period of intensive research, she was ready to make some major changes. "My library is now split into two main sections," Lanier explains, "with the circulation desk as the dividing point.  I focused on renovating the back half first.  This would become the Creative Commons area.  I removed the shelves from the corner, purchased six tall mobile tables, a few stools, six white boards, and twenty beanbag cubes." The idea, Lanier explains, was not to set up the tables, stools and cubes ahead of time but, rather, to leave the furniture out of the way and let users (both students and staff members) grab it and reconfigure the space to meet their needs.  "The arrangement of the space does not dictate the way collaboration is carried out; instead the collaboration can freely flow in the direction it takes.  Users can gather around on the cubes to discuss an idea.  They can break out to a project table and visualize it on a white board.  The simple act of moving allows the brain to be more creative." "

"Flashy spaces and shiny toys in makerspaces are enticing, but it takes time and explicit scaffolding to develop a true Innovator. Building and providing the space for Making to happen is one thing; nurturing a mindset that gives students the mental tools to engage with said spaces is a much larger, and timely, endeavor. Best defined by the research and work of Carol Dweck, Jo Boaler and Eduardo Briceno, growth mindset is the recognition of the brain as a muscle that-with practice, effort, and nurturing-can continue to grow and develop. When you think of an inventor or innovator, past or present, what descriptors come to mind? Creative. Persistent. Curious. Fearless. Passionate. But educators know that most students don't show up to your class on the first day of school exhibiting these qualities. So how do we provide not only the physical tools but the mental tools to Make? Here are the essential pieces:"

"Art is hard. Creative insights are hard to predict, and just when it gets difficult, your mind immediately jumps to a distraction: something easier to do, an excuse, a scapegoat. To get the most out of your creative energy, carve out space for creative work. To make that space, you need to make space for the other types of work, too. The key to this is understanding how creative insights happen. "