Co-designing the future of educational makespaces
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The document discusses the future implications of educational makerspaces and maker programs in Europe, focusing on how they can advance education and training goals by 2034. It emphasizes the importance of both intentional and incidental learning within these spaces and outlines a framework for policymakers to consider various scenarios for the future. The report also includes recommendations for creating intentional learning-driven activities and highlights the diverse nature of the maker movement across Europe.
Co-designing the future of educational makespaces
- 1. Educational makerspaces & maker-programs in Europe – Exploring future implications Riina Vuorikari Unit B.4 Human Capital & Employment May 24 2019
- 2. The European Commission’s science and knowledge service DG Joint Research Centre
- 4. JRC report: the future of Educational Makerspaces • Aim: Help education policymakers to start envisaging how educational makerspaces could be used for advancing the goals of E&T in the future • Scenarios for 2034: forward looking in order to uncover a number of implications that the “Maker-movement” could have on education and training focused activities ★ Rather than make predictions, scenarios can help explore uncertainty, complexity and the longer term implications of the actions taken today ★ Future is something that we intentionally create!
- 5. Outline for this morning 1. Defining educational Makerspaces and Maker programs 1.Type of learning while making: intentional and incidental learning 2.Proposed definition 2. Exploring future implications: Axis to create scenarios 3. Group work: Co-creating the scenarios for 2034 1. Example of a scenario 2. “How to” (working on google docs) 4. Next steps for scenarios
- 6. 1.About Making, Makerspaces, Fablabs, Hackerspace • Makerspace: a generic term, originally associated with MAKE Magazine in the US • Fablabs: labs comply with the Fab Charter (same hardware&software capabilities) • Hackerspace: physical space for people interested in programming and tinkering with technology • Maker program: making that takes place without a dedicated space (link)
- 7. About Maker-culture, Making, Makerspaces, Fablabs • JRC study surveyed makerspaces across the 28 EU (Rosa et al., 2017) • "It shows that this is not a homogeneous movement, both in terms of spatial distribution and identity". 1.About Making, Makerspaces, Fablabs, Hackerspace
- 8. 1. Types of learning: intended and incidental The learning that takes place in makerspaces is possibly both intentional and incidental: • the learning is goal directed (intentional learning*), but… • there is also unplanned, accidental learning that takes place (incidental learning) through activities. * e.g. Bereiter & Scardamella (1989), intentional learning refers to "cognitive processes that have learning as a goal rather than an incidental outcome.”; Intentional learning is the "persistent, continual process to acquire, understand, and use a variety of strategies to improve one's ability to attain and apply knowledge" (American Accounting Association, 1995) ‘
- 9. 1. Defining Educational Maker spaces & programs • “MAKERSPACES are playgrounds for tinkering and construction where learning may occur even if it is not the primary objective.” • EDUCATIONAL makerspaces on the other hand, are the “intellectual playground concept for the purpose of inspiring deeper learning through deep questioning”. In this approach, the learners are gently guided by the context—the space, its activities and tools—to create their own learning for their own reasons (Kurti et al., 2014, p.1). • Moreover, educational makerspaces should offer “student-driven opportunity for open- ended exploration”. • PROPOSAL: Our report suggests that educational makerspace activities should aim for intentional learning as the primary objective, preferably including some assessment. There may or may not be a link with intended learning outcomes or learning objectives.
- 10. 2. Exploring future implications: Axis to create scenarios
- 11. Learner-driven open-ended exploration with intended learning outcomes. Activities are directed by the interest of the individual, intentional learning is the primary objective. Learner-driven open-ended exploration with no formal learning outcomes. Activities are directed by the interest of the individual, intentional learning is the primary objective. Link with intended learning outcomes/ curriculum goals 2. Axis to co-create the future No link with intended learning outcomes/ curriculum goals
- 12. Learner-driven open-ended explora with intended learning outcomes. Activities are directed by the interest the individual, intentional learning is primary objective. Link with intended learning outcomes/ curriculum goals 2. Axis to co-create the future Link to Innokas-blog Technology Education blog 2. Axis to co-create the future
- 13. Makerspace (e.g. on-site in school, out of school) Maker program (e.g.on-site in school. out of school) Activities take place in a space that is physically part either of an educational institution or a community- based makerspace, library, museum or other space Activities take place without a dedicated space, e.g. using a mobile cart or a “pop up” box with tools. They can also be only applying the philosophy of “making” and “tinkering” Link to case studies on Fyxxilab and Innokas! 2. Axis to co-create the future
- 14. No link with intended learning outcomes/ curriculum goals No link with intended learning outcomes/ curriculum goals Maker programMakerspace Maker program Makerspace Link with intended learning outcomes/ curriculum goals Link with intended learning outcomes/ curriculum goals I. II. IV.III. Makerspace No link with intended learning outcomes/ curriculum goals Link with intended learning outcomes/ curriculum goals Maker program
- 15. Link with intended learning outcomes/ curriculum goals No link with intended learning outcomes/ curriculum goals Learner-driven open-ended exploration with no link with formal learning outcomes. Activities are directed by the interest of the individual, intentional learning is the primary objective. Learner-driven open-ended exploration with no link with formal learning outcomes. Activities are directed solely by the interest of the individual, intentional learning is the primary objective. Activities take place without a dedicated space, e.g. using a mobile cart or a “pop up” box with tools. Activities can also only apply the philosophy of “making” and “tinkering” as a mind-set. Activities take place in a physical makerspace that is part of an educational institution, library, museum, a community-based makerspace or any other space. Activities take place in a physical makerspace that is part of an educational institution, library, museum, a community-based makerspace or any other space. Activities take place without a dedicated space, e.g. using a mobile cart or a “pop up” box with tools. They can also only apply the philosophy of “making” and “tinkering” as a mind-set. Makerspace Maker program Learner-driven open-ended exploration with intended learning outcomes. Activities are directed by the interest of the individual, intentional learning is the primary objective. Learner-driven open-ended exploration with intended learning outcomes. Activities are directed by the interest of the individual, intentional learning is the primary objective. I. II. IV.III.
- 16. 3. Group work: Co-creating the scenarios for 2034
- 17. No link with intended learning outcomes/ curriculum goals No link with intended learning outcomes/ curriculum goals Maker programMakerspace Maker program Makerspace Link with intended learning outcomes/ curriculum goals Link with intended learning outcomes/ curriculum goals I. II. IV.III. Makerspace No link with intended learning outcomes/ curriculum goals Link with intended learning outcomes/ curriculum goals Maker program
- 18. No link with intended learning outcomes/ curriculum goals No link with intended learning outcomes/ curriculum goals Maker programMakerspace Maker program Makerspace Link with intended learning outcomes/ curriculum goals Link with intended learning outcomes/ curriculum goals I. II. IV.III. Makerspace No link with intended learning outcomes/ curriculum goals Link with intended learning outcomes/ curriculum goals Maker program The Learner: In the morning of May 2034, Petra is immersed in her thoughts at a VR makerspace. She is testing and evaluating the process and the final product of a virtual robot that keeps company to her grandfather. It was co-designed and implemented with her peer-tutor who lives in another country. This is “business as usual” of how the assessment works in her high-school: the final evaluation is based on various steps. First, there are the goals that she set for her project in the beginning of the year and now she self- evaluates how well those were reached, of course also using the digital data that she generated throughout the process. Second, there is an assessment by the peer-tutor which mostly consists of evaluating her interpersonal and social skills as well as collaboration and learning to learn. Finally, her teacher will also evaluate both her including the process, but they will also discuss the details of Petra’s own evaluation and…… Although her older sister never got to participate in makerspace activities in school, she is exited that lots of her classmates share the interest in experimenting with VR. The downside is that as “Making” became compulsory in her school, she had to give up ….
- 19. Group work ➢ Form groups of 3-5 people who share the same setting ➢ Work on your own narrative at https://tinyurl.com/y2zqcog7 ➢ 30 min to create ➢ Think of the issues that are important to you
- 20. 4. Next steps: JRC report out by autumn 2019
- 21. 謝謝 If you have additional comments or questions You can find me at Riina.Vuorikari@ec.europa.eu