May the Makerspace Be With You!

The terms: makerspace, maker movement, innovation center, design thinking

@Pronovost http://elementaryedtech.com

It seems like schools these days are starting to find better uses for that old wood or metal shop.  Instead of extra storage of unused furniture and desks, they are clearing them out and turning them into creation centers once again.  Some are even leaving the storage items there and "donating" them to the creative whims of the individuals who utilize the space!

Enter the makerspace.  An environment where students can brainstorm, design, create and innovate: freely.

Here's the idea:

Fill a space with Equipment and Supplies
Take a space, large is preferable but not necessary, and outfit it with tables or other workspaces, building materials of any kind (plastics, metals, craft supplies, furniture, glues, tape, oh!  and don't forget the popsicle sticks), and tools (3D printers, laser cutters, glue guns, staplers, whatever you have).

Put someone in charge
You can't put all this stuff in a room and then say, "Go!".  You need to manage it.  Either dedicate a person to organize it or train every teacher in the use of the space (specifically that laser cutter).  This person will help to create a sign up calendar, keep the materials stocked and provide guidance for the young (and older) creators that come into the space.

Connect the space to EVERY classroom
This is the tricky bit.  Make this space relevant to everyone in the school.  Students are going to be creative when given time and opportunity, now give them a direction!  Whether they are designing a campus puddle jumping bridge or a "better" laptop coozy for science labs, make it connected to something.  The best projects have kind of an "open" feel to them.  A guideline I heard at #EdcampSV that really made sense was: tell students it has to be useful in their community.  It cannot just be useful to them, someone else has to validate its usefulness beyond the individual.  This is an adapted mantra from the D-School design method, where "designers" create for users that are beyond themselves.  I highly recommend researching and reviewing the D-School design method if you are considering this kind of space.

Cross-curricular buy-in is key.  It's okay if it starts out connected to only one or two subject areas.  Don't stop there!  Collaboration across the disciplines is where this creation movement really stands out.  If you have a teacher who tries this out, publicize their accomplishments!  Talk it up!  Praise it!  Publish it!  A celebrated endeavor tends to get more traction and buy-in than a silent victory behind closed doors.

Here's a simple little example:  Let's go back to that puddle jumping bridge.

The student walks around campus on a rainy day and notices puddles in high traffic areas.  They see a need, a need to keep their and everyone else's feet dry.  They come up with an idea for a bridge.

They ask a few friends about it, everyone gives some ideas and a proposal is drafted.  Who reads this proposal?  It's a writing sample isn't it?  The English teacher uses the writing proposal as an assessment writing project and helps the student perfect their grammar,etc.

They start to brainstorm design ideas and start sketching out prototypes.  Who can help them with that?  This might depend but how about the creative Arts class?  Maybe the Arts teacher can help with drafting the design or maybe building a scaled model?

The Math teacher can help with calculating the engineering needs.  The Science teacher, probably Physics, can chip in as well!

Before you know it, the student is creating a project that not only gives back to the community, but is also a culminating demonstration of their learning!  Isn't this what we've wanted, as educators, all along?  Meaningful and powerful examples of learning?


Okay, so the pointers are there, they are vague at best, so now what?  I know that I do not give the step by step instructions here.  To be honest I am inspired by the idea, baffled by how I can make it happen, and can only hope that I pitch this to a few people at my school who can help me make it happen.

From what I have heard, this is how it happens best.  Find a few people to buy in.  Build it.  Try it.  Do not be afraid of failure and continue to improve it in every iteration!

Good luck!  and may the Makerspace Be With You!

Teaching Students about Piracy

Student Assembly: 500 students, Grades 6-8, 50 groups using Socrative

This was an eye opening assembly, for both the students and myself.  I started using Socrative this year during assemblies to try to keep the students engaged and to also tailor the talk to their responses.  It is working great!  The students love being part of the process, they love seeing the responses to questions update LIVE on the screen, they love... Did I mention that they love it?

So Piracy.  Not their favorite topic.  Starting off the assembly with a couple of warm-up questions was great.  It set the tone.  I asked if they have ever given a friend a copy of digital media (music, movies, or games) and if they had ever used a torrent or download site like megadownload.  The responses were overwhelmingly on the side of excess sharing and downloading.  70% of groups responded that they do use peer-to-peer or download sites for free media.  

So the topic was relevant that was for sure!   These kids need to know what they're doing, maybe they do, and they need to know the potential consequences.  

I had a couple of video PSA's from YouTube and used a clincher at the end of the piracy talk.  I happened across an article that mentioned "confessions of convicted software pirates".  It was part of a series of videos known as BSA faces.  I found a great little 1-minute clip of a late 20-something guy who talked about the great life he had: the Hummer, the house, the boat and now it is all gone.  It was great!  Not only did the Socrative responses start to show that the students were "getting the message", I could see it in their faces that they were surprised by the confession of a real "pirate".  Throughout the day I have overheard conversations and answered random questions about what "is" pirated or "not" pirated.  The fact that they are talking about it means it struck a cord.

The part I wonder about now is how do I follow up?  How do I keep this conversation going?

I have sent an email home to families describing this event.  Hoping that will start the conversation at home.  Next will have to be the teachers and see if they feel inclined to bring it up within their classroom environments.  Something to keep the momentum going.