Makerspaces make sense. They seem to be the ultimate form of differentiation and brain-friendly learning, supported by the philosophy of pedagogues like Montessori, Piaget, Papert, Regio Emilia, and Deci & Ryan who support constructivism, self-determinism, and students being agents of their own learning (Angevine & Weisgrau, 2015; Davis, 2014). I actually teach in a school that has a fab lab and I can say firsthand that the students who are in that class, currently being offered as a combined 2-period elective and science credit, cannot get enough! Their inspiration is shown through their work overtime every day on their places, and further demonstrated through the talks they organize for peers, school community and the community at large where they describe their technology (CAD, 3D printers, plasma cutter), their spaces (welding, auto shop and woodshop) and final products. Basically our students were demonstrating the “three values of student learning and empowerment” that, according to Angevine & Weisgrau, 2015, are: “agency, authenticity, and audience.” It truly is exciting to watch our traditionally low achievers shine like this! So let me back-up for a second and define the term makerspace. According to EduCause’s article, “7 Things you Should Know About Makerspaces” (2013), a makerspace is “a physical location where [often novices] gather to share resources and knowledge, work on projects, network, and build” which is “informal, project-driven, self-directed learning, providing workspace to tinker, try out solutions, and hear input from colleagues with similar interests.” Or in simpler terms, a makerspace is the “perfect educational space for individuals who learn best by doing.” As a result, Davis, 2014 believes it is important that educators “[d]on’t treat making as a sidebar to an already overtaxed curriculum” but instead use it to enhance the curriculum in virtually any content area. Each day I witness high school students tinkering, inventing, creating, and making to learn… they are afforded the opportunity to explore their passions, be creative, and take ownership over their learning. ~Sheninger, 2014
References:
7 THINGS YOU SHOULD KNOW ABOUT Makerspaces [PDF]. (2013). EDUCAUSE. Retrieved July 9, 2016, from https://net.educause.edu/ir/library/pdf/eli7095.pdf Angevine, C., & Weisgrau, J. (2015, September 24). Situating Makerspaces in Schools - Hybrid Pedagogy. Retrieved July 09, 2016, from http://www.digitalpedagogylab.com/hybridped/situating-makerspaces-in-schools/ Davis, V. (2014, July 18). How the Maker Movement Is Moving Into Classrooms. Retrieved July 09, 2016, from http://www.edutopia.org/blog/maker-movement-moving-into-classrooms-vicki-davis Sheninger, E. (2014, December 14). : Impact of a Makerspace. Retrieved July 09, 2016, from http://esheninger.blogspot.com/2014/12/impact-of-makerspace.html
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EDET678Emerging Technologies Archives
August 2016
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