Innovative Designing Through Makerspace

“Students who understand the innovation process and develop traits that successful innovators possess will have a distinct advantage when they enter the workforce.” The Philosophy of Educational Makerspaces Last year, a wonderful member of my 5th grade team planned a career fair for our students. One of the volunteers was a recruiter for Worksource. In his presentation he told us that 65% of our students will be working in a job that doesn’t exist right now. I remember being so shocked at that number! And while my students were amazed at the possibilities, I have to admit it made me a little nervous. How do we get our students to possess the traits that will have them be successful with their future jobs, when we don’t even know what those jobs will be? Well, ISTE Student Standard 4 is focused on the Innovative Designer and gives us some guidance for how we can help prepare our students: My search led me to an incredibly insightful piece of writing, Here’s how you teach innovative thinking. Team ISTE writes about the shift from the information-age into the innovation-age and how students will need to have traits that will help them fit into this age. “Many innovative companies such as Facebook, Amazon, Twitter, and Instagram did not exist when their current employees were in grade school.” They go on to talk about the key concepts of teaching innovation: Students will need the ability to collaborate with “collective intelligence” Students will need to be lifelong learners to keep up with the ever changing available answers Students will need to develop a sense of metacognition to evaluate the way they think They also note the need for 5 specific job types: makers, coders, inventors, entrepreneurs and authors. This led me to the idea of maker space… so the research continues! Thankfully, there is an abundance of resources about makerspaces and specifically how you can use them in the classroom! Quite a few articles mentioned that the idea of makerspaces help students to learn through constructionism. This is a term I wasn’t extremely familiar with it, but I found out that it a term that is synonymous with the term “constructivism”. In Educational Psychology: Effective Teaching, Effective Learning, the authors defines Constructivism as, “an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner”. Learning about constructivism helped me to relate the concept to the more basic idea of having students learn through play! What a fun idea. My next stop was an article titled The Philosophy of Educational Makerspaces. I learned that makerspace for education is meant to challenge students to look at the same problem, and while they may have different approaches to solve the problem, they will come to similar conclusions. Makerspaces enable students to work through the problem in their own way, while also having the ability to work collaboratively. I also came to see that a main goal of makerspaces is for students to bounce ideas off of one another, in a hope that some may rise to be the teacher and lead the others to one conclusion.  Now that I understood what the concept of makerspace is, how do you create one? Well, Kurti, Kurti, and Fleming gave us a great breakdown of how educators can get started! I understand why makerspaces are gathering such popularity in schools! I’d love to hear your thoughts and makerspace success and trials! Comment below to share. References Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000). Educational psychology: Effective teaching, effective learning (3rd ed.). Boston, MA: McGraw-Hill College. ISTE Connects. (2016, January 19). Here’s how you teach innovative thinking. International Society for Technology in Education. Retrieved from https://www.iste.org/explore/articleDetail?articleid=651 Kurti, R. S., Kurti, D. L., & Fleming, L. (2014). The Philosophy of Educational Makerspaces. Teacher Librarian, 41(5), 8-11.

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Pivoting from In-Person to Virtual PD

Live and In-person to Virtual, Remote, & Online Learning Every year as part of my job as a learning designer, I help to design, host, and train teachers that will be running professional development training over the coming year.  We do this training in person over the course of a long weekend. So what happens …

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Online Student Portfolios – A Community Engagement Project

As part of my course work this term in my masters program at Seattle Pacific University, I had to create a project that incorporated ISTE standard 2 Digital Citizen and used the stages of backward design thinking as described in … Continue reading

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Tech Etiquette ~ a framework for building classroom community in a technology rich environment

Before students can learn within the digital age learning environment, the environment needs to be one that is community minded, with clear expectations that students have created, agreed upon and are understood in full, with routines that are second nature and where all students have engaged in creating a safe space for all to flourish …

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Understanding by Design

Reflection, Six Facets of Understanding, ISTE-2 Digital Citizen In my deep memory, I had 12 years of learning experiences from elementary to high school anchored on thousands of tests. The aim of learning is for the expectation of a high score in the final university entry examination but not for understanding. Coverage-focused teaching is the …

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ISTE 6 and 7: Creative Communication and Global Collaboration ~ Digital Tools and Toothpaste

ISTE Student Standards 6 and 7 focuses on creative communication and global collaboration. Providing opportunities for students to engage in this can feel daunting when looking through all the available digital tools and curriculum. Since there are so many platforms available to enable creative and global collaboration, the real question comes forth, which digital tools …

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ISTE 5 & 6 Creative Communicator & Global Collaborator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. As educators, we are facing a …

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ISTE Standard 5 ~ Computational Thinking: Chapped lips and Micro-Credentials

I had a moment of clarity while learning about Computational Thinking (CT) – as an educator, a parent, a citizen and a learner, I use CT every day without realizing it.  The more I became familiar with the terminology of CT, the more I found it hard to imagine a situation where CT does not …

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ISTE-5 Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. 5a. Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions. 5b. Students collect data or identify relevant data …

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ISTE-4 Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. Students select and use digital tools to plan and manage a design process …

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