Group items tagged makers - ChandlerTechTeam

Make the Most of the Maker Movement | Edutopia - 0 views

www.edutopia.org/...most-maker-movement-suzie-boss

maker edutopia makerspace maker movement

shared by Jill Bergeron on 08 Dec 14 - No Cached

To realize the opportunity that the maker movement offers education, students need room for self-directed learning and interdisciplinary problem solving.
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While setting up spaces for hands-on tinkering, schools also need to make mental space for creativity, risk taking, and learning from failure. Those qualities are central to maker culture, but still rare in too many school settings.
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More important than gaining access to expensive tools is learning how to turn raw ideas into prototypes that can be tested, refined, and improved through feedback.
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Students who gravitate toward an engineering or STEM approach to problem solving may get fresh ideas from watching artists work out solutions (and visa versa). Collaboration is more likely to happen when thinking and tinkering take place in the open.
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If you're interested in seeing a school makerspace in action, check out this curated list from Bob Pearlman
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Encourage students to tell the stories behind their ideas and describe the process that took them from inspiration to finished product.
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parents team up with their children for monthly Maker Saturdays.
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Maker Education Initiative maintains a resource library, including sample projects.
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Jill Bergeron on 08 Dec 14

Resources about in this article which emphasizes skills over stuff when it comes to making.

<div class="cArrow"> </div><div class="cContentInner">Resources about in this article which emphasizes skills over stuff when it comes to making.</div>

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Maker Ed: Projects & Learning Approaches - 0 views

makered.org/...projects-learning

maker maker movement projects makerspace technology

shared by Jill Bergeron on 07 Oct 14 - No Cached

Jill Bergeron on 07 Oct 14

Maker Ed has sourced project ideas from schools, clubs, nonprofits and independent websites.

<div class="cArrow"> </div><div class="cContentInner">Maker Ed has sourced project ideas from schools, clubs, nonprofits and independent websites.</div>

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When Kids Engage In "Making," Are They Learning Anything? « Annie Murphy Paul - 0 views

anniemurphypaul.com/...ing-are-they-learning-anything

makerspace making maker

shared by Jill Bergeron on 18 May 15 - No Cached

In all, self-directed maker activities may have students expending a lot of time and effort—and scarce cognitive resources—on activities that don’t help them learn.
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cognitive load researchers caution that learning and creating are distinct undertakings, each of which competes with the other for limited mental reserves.
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The best way to ensure learning, these researchers maintain, is to provide direct instruction: clear, straightforward explanation, offered before any making has begun.
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Kapur has found that presenting problems in this seemingly backwards order helps those students learn more deeply and flexibly than subjects who receive direct instruction. Indeed, the teams that generated the greatest number of suboptimal solutions—or failed—learned the most from the exercise.
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Learners pay especially close attention when the instructor reveals the correct solution, because they have now thought deeply about the problem but have failed themselves to come up with the correct solution.
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Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction.
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We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations.
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By applying cognitive load theory to making, we can “unbundle” learning and creating—at least at first—so as to reduce cognitive overload.
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Instead of asking learners to learn and make at the same time, these two activities can be separated and then pursued sequentially.
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Once students begin making, we can carefully scaffold their mental activity, allowing them to explore and make choices but always within a framework that supports accurate and effective learning. The scaffolding lightens learners’ cognitive load until they can take over more mental tasks themselves.
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Fixed stations have “low barriers to entry,” says Fleming; students can walk into the library and immediately engage in the activities set up there, without any instruction or guidance. Fleming’s fixed stations include LEGOs and a take-apart technology area, where students can disassemble old computers and other machines to investigate how they work.
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Flexible stations, by contrast, are periodically changed, and they involve much more structured guidance from Fleming, who might lead students step by step through an activity, modeling what to do as she goes.
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“Before I ordered a single piece of equipment [for the maker space], I did a thorough survey of students’ existing interests,” says Fleming. “I also looked for ways that the maker space could supplement areas in which the academic curriculum was thin, or make available to all students activities that had previously been open to only a select group.”
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Jill Bergeron on 18 May 15

Two approaches to making- direct instruction and independent learning. Both have psychological studies backing them.

<div class="cArrow"> </div><div class="cContentInner">Two approaches to making- direct instruction and independent learning. Both have psychological studies backing them.</div>

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MAKER-CENTERED LEARNING AND THE DEVELOPMENT OF SELF: PRELIMINARY FINDINGS OF THE AGENCY... - 0 views

DIIGO_FILE_HOME/3hfgf/pokb

makerspace maker maker movement

shared by Jill Bergeron on 05 May 15 - No Cached

A sensitivity to the designed dimension of objects and systems,
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The second part of the sentence mentions both the inclination and the capacity to make (or remake) things.
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students often fail to develop the habits of mind we as educators aim to inculcate, not because they cannot do something, and not because they don’t want to, but mainly because they do not notice opportunities to do so. In other words,they lack a sensitivityto notice opportunities to do things.
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the most salientbenefits 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.
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Meet the Makers | Tech Learning - 0 views

www.techlearning.com/...54261

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shared by Kimberly Marlow on 29 Mar 14 - No Cached

(Rethinking) Makerspaces - @joycevalenza NeverEndingSearch - 0 views

blogs.slj.com/...rethinking-makerspaces

makerspace joycevalenza makerspaces maker makered maker movement

shared by Jill Bergeron on 28 Jan 15 - No Cached

A Makerspace is not a one-size-fits-all kind of space.
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What are teachers already doing? What is already there, and how can we add to and augment it?
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When students have to spend all their time fulfilling an external agenda, they don’t have a chance to learn how to create their own agenda. Teaching kids only what adults think they need to know can take up all the time kids need to explore what it is that they care about.
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Makerspaces in schools should connect to student’s authentic interests, or the experiences children have had.
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But in the process of following their own interests, they’re going to develop a lot of other skills.
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School does some things well, but what I love about the library is that when I enter, I set the agenda.
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I am excited about Making in schools — it can be really great.  But if the agenda for what needs to be Made is coming from outside the Maker, then that could be problematic.
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Jill Bergeron on 28 Jan 15

How to think about making especially in terms of a library.

<div class="cArrow"> </div><div class="cContentInner">How to think about making especially in terms of a library.</div>

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Why Don't Makers Have Higher Social Status? | TechCrunch - 0 views

techcrunch.com/...maker-social-status

maker maker movement social status

shared by Jill Bergeron on 02 Apr 15 - No Cached

The creative economy is supposedly taking over, and we are commanded by pundits to nurture our children’s creative talents so that we can help them race against automation in the labor markets. Then we look at American high schools, and find a focus on anything but making. Shop classes, art studios, electronics labs, and student newspapers are disappearing, and higher-level computer science is no longer offered in the Advanced Placement curriculum.
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When there is space for creativity in school curriculums, teachers and administrators are positive and supportive, but that support seems to completely wither away when a student suddenly desires to do what they love as their job.
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