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Jill Bergeron

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.
  • cognitive load researchers caution that learning and creating are distinct undertakings, each of which competes with the other for limited mental reserves.
  • The best way to ensure learning, these researchers maintain, is to provide direct instruction: clear, straightforward explanation, offered before any making has begun.
  • ...10 more annotations...
  • 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.
  • 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.
  • Some tasks, like those concerning basic knowledge or skills, are better suited to direct instruction.
  • We should tell student makers exactly how to perform straightforward tasks, so that they can devote cognitive resources to more complex operations.
  • By applying cognitive load theory to making, we can “unbundle” learning and creating—at least at first—so as to reduce cognitive overload.
  • Instead of asking learners to learn and make at the same time, these two activities can be separated and then pursued sequentially.
  • 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.
  • 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.
  • 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.
  • “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.”
  • Jill Bergeron on 18 May 15
     
    Two approaches to making- direct instruction and independent learning. Both have psychological studies backing them.
Jill Bergeron

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.
  • 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.
  • 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.
  • If you're interested in seeing a school makerspace in action, check out this curated list from Bob Pearlman
  • Encourage students to tell the stories behind their ideas and describe the process that took them from inspiration to finished product.
  • parents team up with their children for monthly Maker Saturdays.
  • Maker Education Initiative maintains a resource library, including sample projects.
  • Jill Bergeron on 08 Dec 14
     
    Resources about in this article which emphasizes skills over stuff when it comes to making.
Jill Bergeron

Time to Start Making: Free Design Programs for 3D Printers | MindShift - 0 views

blogs.kqed.org/...esign-programs-for-3d-printers

3dprinting CAD maker maker movement technology

shared by Jill Bergeron on 01 Dec 14 - No Cached
  • One of the big names in the CAD application industry is AutoDesk. While much of AutoDesk’s professional-level products are only available for purchase, the company has created a number of free CAD applications that can be used with 3D printers. AutoDesk offers 123D Design to users as a fast and easy tool for creating 3D objects that can be immediately sent to a connected 3D printer. But don’t ignore the company’s other free apps. 123D Creature and 123D Sculpt are two iPad apps that let users create custom objects on an iPad that can be saved and printed. 123D Catch lets users take a number of photographs of an object (from various angles) and then converts it to a 3D model that can be tweaked and then printed. Finally, 123D Make can take a model and slice it into layers that can be cut out in wood, plastic, or cardboard and then assembled.
Gayle Cole

Maintaining Momentum, 15 Minutes a Day | David Seah - 0 views

davidseah.com/...ning-momentum-15-minutes-a-day

productivity collaboration inspiration

shared by Gayle Cole on 29 Jan 14 - No Cached
  • Every morning we meet at 715AM in a chat room and work for 15 minutes on an important personal project.
  • getting started is the hardest step
  • private Campfire chat room
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  • We would make a commitment to show up in the chat room at the same time every day, no exceptions. We picked 715AM.
  • At 715AM, we would declare what we were going to work on for the next 15 minutes. After the 15 minutes were up, we would report on what we got done.
  • We were both in a place where we wanted change in our lives, and therefore were willing to give up some comfort to make it happen. We were not going to let each other down by NOT showing up. No rescheduling when something “more important” comes up,
  • With three people in the chat room, it’s important to make sure it’s still focuse
Jill Bergeron

(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.
  • What are teachers already doing? What is already there, and how can we add to and augment it?
  • 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.
  • But in the process of following their own interests, they’re going to develop a lot of other skills.
  • School does some things well, but what I love about the library is that when I enter, I set the agenda.
  • 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.
  • Jill Bergeron on 28 Jan 15
     
    How to think about making especially in terms of a library.
Gayle Cole

Making Space for Innovation | A Drive to Learn - 0 views

mattarguello.wordpress.com/...making-space-for-innovation

maker spaces maker movement

shared by Gayle Cole on 12 Jan 14 - No Cached
  • Gayle Cole on 12 Jan 14
     
    CEE
Jill Bergeron

Curiosity Hacked - 0 views

www.curiosityhacked.org/...summer2015.html

pd maker professional development maker movement

shared by Jill Bergeron on 11 May 15 - No Cached
  • Jill Bergeron on 11 May 15
     
    "CURIOSITY HACKED EDUCATOR WORKSHOP JUNE 15TH - 17TH OR JUNE 29TH - JULY 1ST ($30) Educators can spend three days with us, learning about our approach to creating/supporting a more learner-centered classroom through mentorship, hands-on making, and hacking to integrate skill building into existing curriculum. Participants will be gaining new skills and get training on equipment to enhance their own visions as well as those of their students. This workshop is free (thanks to a generous grant) and CH will offer a Professional Development certificate, space is limited. Fee confirms your seat and lunch included. Register!"
Gayle Cole

Professional development by you, for you. - 0 views

lynhilt.com/nal-development-by-you-for-you

professional development unconference leadership CATIE Lyn Hilt

shared by Gayle Cole on 13 Dec 13 - No Cached
  • November 2010
  • Building-level administrators have to be given the autonomy to plan, implement and facilitate learning for their teachers in a way that empowers their teachers as learners.
  • Don’t unique individuals deserve individualized professional development?
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  • I simply reflected upon the ideas shared by Daniel Pink in his book, Drive, and brought the day known as a Fed-Ex day to our little school.
  • Yes, I know Dan Pink isn’t an educator. I get it. There are plenty of skeptics out there when it comes to incorporating the ideas shared by Pink in Drive with the work we do in education. I don’t see any fault in finding inspiration from those outside of education and adapting the ideas to make them work for you, your teachers, and your students. The key is that you have identified your needs, you provide autonomy to your learners,  you support their learning along the way, and you assess the effectiveness of your efforts. The FedEx day certainly isn’t going to look the same in the school as it does in the busines
Jill Bergeron

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,
  • The second part of the sentence mentions both the inclination and the capacity to make (or remake) things.
  • 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.
Jill Bergeron

Report: Teachers Better at Using Tech than Digital Native Students -- THE Journal - 0 views

thejournal.com/...n-digital-native-students.aspx

edtech tech integration report education technology

shared by Jill Bergeron on 17 Nov 14 - No Cached
  • According to a recent study of middle school science students and teachers, the teachers tended to have greater technology use.
  • Do school-age students fit the digital native profile? Do school-age students surpass their teachers in terms of technology use? What roles do teachers play in shaping students' technology experiences inside the classroom?
  • "In many ways," the researchers wrote, "it is determined by the requirements teachers place on their students to make use of new technologies and the ways teachers integrate new technologies in their teaching."
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  • "School-age students may be fluent in using entertainment or communication technologies, but they need guidance to learn how to use these technologies to solve sophisticated thinking problems," Wang noted. "The school setting is the only institution that might create the needs to shape and facilitate students' technology experience. Once teachers introduce students to a new technology to support learning, they quickly learn how to use it."
Jill Bergeron

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.
  • 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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