Review of MOOC:
Tinkering
Fundamentals: A
Constructionist
Approach to STEM
Learning
Pieter van der Hijden msc
1 www.sofos....
Background
 Pieter van der Hijden
 Sofos Consultancy (Amsterdam, The
Netherlands) – http://www.sofos.nl
 Consultant Fab...
Agenda
3
www.sofos.nl• MOOC = Massive Open Online Course
• STEM = Science, Technology, Engineering, Mathematics
1. Introduction
4
www.sofos.nl
Fab Lab
www.sofos.nl
5
 Great learning
potential
 Motivating
 Empowering
 Social knowledge
constructing
 How to make ...
Knowledge pyramid
www.sofos.nl
6
Source: Four-in-Balance Monitor, 2013
2. Learning in Fab Labs
Frame of reference
www.sofos.nl
7
FabEd = Fab Education
www.sofos.nl
8
 Support organization
for Fab Labs and
education
 Partners:
 FabFoundation
 TIES ...
FabLab@School
www.sofos.nl
9
 Research group with own
concept of Fab Labs at
school
 Digital fabrication and
hands-on le...
School fab labs
www.sofos.nl
10
 Many Fab Labs
have been
embedded into
schools:
 Programmed lab
sessions
 Dedicated cou...
Other fab labs
www.sofos.nl
11
 Fab Lab Paramaribo,
Suriname
 Informal events plus
begin of recurring
group of children
...
Other fab labs
www.sofos.nl
12
 Ateneo Lab Corts
Barcelona, Spain
 Parents develop
STEM projects
Source: Ateneo Lab Cort...
Other fab labs
www.sofos.nl
13
 FabLabIL, Israel
 Annual program
for youth
Source: FabLabIL, Israel Source: FabLabIL, Is...
Museums
www.sofos.nl
14
Museo Metropolitano
de Lima, Peru
 Various cultural
events and classes
Both pictures: source FabL...
Museums
www.sofos.nl
15
Museum of Science and
Industry, Chicago, USA
 Short activities (8+ -
adults, 20-60‘)
 3D printin...
Museums
www.sofos.nl
16
Exploratorium, San Francisco,
USA
 For Educators
 Professional Development
Programs
 MOOC: Tink...
3. Expectations of the MOOC
= Massive Open Online Course
www.sofos.nl
17
Expectations of the MOOC
www.sofos.nl
18
Personal expectations
 Improve developing
and facilitating
tinkering workshops
a...
4. Course content
www.sofos.nl
19
Week 1 – Introduction to tinkering
www.sofos.nl
20
Observations Comments
Video potpourri on tinkering
activities at Explor...
Week 2 – Initial explorations with tinkering
www.sofos.nl
21
Observations Comments
Various videos on
making circuit
board ...
Week 3 – Identifying learning indicators
www.sofos.nl
22
Observations Comments
Various videos on scribbling
machines & act...
Week 4 – Personal expression through tinkering
www.sofos.nl
23
Observations Comments
Sewn circuits and paper circuits this...
Week 5 – Computation, Deconstruction, and Reconstruction
www.sofos.nl
24
Observations Comments
Toy Take Apart activity Fun...
Week 6 – Putting it all together
www.sofos.nl
25
Observations Comments
Some loose
ends
-
Wrap-up of
the course
Final
assig...
5. Course format
www.sofos.nl
26
Week 1-6
www.sofos.nl
27
 Watch
 Read
 Your turn
 Weekly activity
 Reflection question
 Other resources
Source: Shor...
Last weeks
www.sofos.nl
28
Assignment option 1 Assignment option 2
Tinkering design notebook: Tinkering action plan
notebo...
6. Course technology
www.sofos.nl
29
Course technology
www.sofos.nl
30
Description Comments
Virtual learning environment (VLE) OK
Every week
• Welcome email
• ...
7. Conclusion
www.sofos.nl
31
Conclusion
Personal expectations Score Comments
Improve developing and
facilitating tinkering workshops
aiming at STEM lea...
References
www.sofos.nl
33
References
All pictures without source: Computerclub Wanica / informal Mini Fab Lab Wanica; Pieter van der Hijden;
http://...
Thank you for your attention!
35
Pieter van der Hijden, Sofos Consultancy – 2014 –
This work is licensed under a Creative ...
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Review of MOOC: Tinkering Fundamentals: A Constructionist Approach to STEM Learning; Pieter van der Hijden; Fabfuse grassroots conference; Fab Lab Amersfoort, The Netherlands, 8-9-10 August 2014

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Review of MOOC: Tinkering Fundamentals: A Constructionist Approach to STEM Learning; Pieter van der Hijden; Fabfuse grassroots conference; Fab Lab Amersfoort, The Netherlands, 8-9-10 August 2014

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Review of MOOC: Tinkering Fundamentals: A Constructionist Approach to STEM Learning; Pieter van der Hijden; Fabfuse grassroots conference; Fab Lab Amersfoort, The Netherlands, 8-9-10 August 2014

  1. 1. Review of MOOC: Tinkering Fundamentals: A Constructionist Approach to STEM Learning Pieter van der Hijden msc 1 www.sofos.nl FABFUSE 3, Amersfoort, The Netherlands 8-9-10 August 2014 http://www.fabfuse.org
  2. 2. Background  Pieter van der Hijden  Sofos Consultancy (Amsterdam, The Netherlands) – http://www.sofos.nl  Consultant Fab Lab, Gaming/Simulation, eLearning  External consultant / member of the project team of Fab Lab Paramaribo (Suriname) – http://fablab.vicepresident.gov.sr & https://www.facebook.com/FabLabPar amaribo www.sofos.nl 2
  3. 3. Agenda 3 www.sofos.nl• MOOC = Massive Open Online Course • STEM = Science, Technology, Engineering, Mathematics
  4. 4. 1. Introduction 4 www.sofos.nl
  5. 5. Fab Lab www.sofos.nl 5  Great learning potential  Motivating  Empowering  Social knowledge constructing  How to make it sustainable?  How to work in professional way?
  6. 6. Knowledge pyramid www.sofos.nl 6 Source: Four-in-Balance Monitor, 2013
  7. 7. 2. Learning in Fab Labs Frame of reference www.sofos.nl 7
  8. 8. FabEd = Fab Education www.sofos.nl 8  Support organization for Fab Labs and education  Partners:  FabFoundation  TIES – Teaching Institute for Excellence in STEM Ambitions:  Fab Lab Start-up Services  Fab Lab/STEM school Tours  Planning and Design Services  Fab Lab Installation  Curriculum and Assessment Adaptation and/or Development  Professional Development for Teachers  Fab Lab Manager/Guru Training  Fab Lab Continuing Services  Professional Development  Fab Lab Scaling Services Source: FabEd
  9. 9. FabLab@School www.sofos.nl 9  Research group with own concept of Fab Labs at school  Digital fabrication and hands-on learning in education  Middle and high school students  Paulo Blikstein at Transformative Learning Technologies Lab; Graduate School of Education; Stanford University  It is NOT:  Traditional school science lab  Robotics lab Source: Website Fablab@school
  10. 10. School fab labs www.sofos.nl 10  Many Fab Labs have been embedded into schools:  Programmed lab sessions  Dedicated courses  Project group facilities Source: Fab Lab, ROC, Bergen op Zoom, NL
  11. 11. Other fab labs www.sofos.nl 11  Fab Lab Paramaribo, Suriname  Informal events plus begin of recurring group of children Source: Fab Lab Paramaribo
  12. 12. Other fab labs www.sofos.nl 12  Ateneo Lab Corts Barcelona, Spain  Parents develop STEM projects Source: Ateneo Lab Corts, Barcelona, Spain Source: Ateneo Lab Corts, Barcelona, Spain
  13. 13. Other fab labs www.sofos.nl 13  FabLabIL, Israel  Annual program for youth Source: FabLabIL, Israel Source: FabLabIL, Israel
  14. 14. Museums www.sofos.nl 14 Museo Metropolitano de Lima, Peru  Various cultural events and classes Both pictures: source FabLabMET, Peru
  15. 15. Museums www.sofos.nl 15 Museum of Science and Industry, Chicago, USA  Short activities (8+ - adults, 20-60‘)  3D printing, Laser cutting, Vinyl cutting)  Summer camp (10-17, one week)  Community programs  Science minors, Science achievers, Youth development program, Science minors clubs, Snoozeum 6-12, Science in the community All pictures: source MSI, Chicago
  16. 16. Museums www.sofos.nl 16 Exploratorium, San Francisco, USA  For Educators  Professional Development Programs  MOOC: Tinkering Fundamentals: A Constructionist Approach to STEM Learning  MOOC: Re-Engineering Your Science Curriculum  Tools for Teaching  For Learners  Community Programs  Tools for Learning  For the Field  Learning About Learning Source: Exploratorium, San Francisco, USA
  17. 17. 3. Expectations of the MOOC = Massive Open Online Course www.sofos.nl 17
  18. 18. Expectations of the MOOC www.sofos.nl 18 Personal expectations  Improve developing and facilitating tinkering workshops aiming at STEM* learning  Learning to train other facilitators  Being inspired by a lot of funny and nice ideas  Experiencing a Coursera MOOC *STEM = Science, Technology, Engineering, Mathematics
  19. 19. 4. Course content www.sofos.nl 19
  20. 20. Week 1 – Introduction to tinkering www.sofos.nl 20 Observations Comments Video potpourri on tinkering activities at Exploratorium • Activity: one for all, not linear • Materials: cheap and casual • Environment: round table • Facilitator: sparking, sustaining and deepening • Children: central and active The children have a great time; is there a next step? • Why are we organizing these workshops at all? • If it is for learning, what did they really learn (and how do we know)? • Is it for making STEM jobs more popular? “(Electrical) circuits play a central role in our activities” Interesting, but why? Source: Exploratorium, San Francisco, USA
  21. 21. Week 2 – Initial explorations with tinkering www.sofos.nl 21 Observations Comments Various videos on making circuit board building blocks • Very useful activity guide (8 pages)! • Cheap materials are welcome, collect them Source: Exploratorium, San Francisco, USA Source: Exploratorium, San Francisco, USA
  22. 22. Week 3 – Identifying learning indicators www.sofos.nl 22 Observations Comments Various videos on scribbling machines & activity guide - Pedagogical Perspective by Edith Kaufmann Recommended reading / watching: E. Kaufmann Learning dimensions framework: • Engagement • Initiative and Intentionality • Social Scaffolding • Development of Understanding Interesting learning (observation) framework, but… • Only generic competencies • No direct link to STEM curriculum Source: Exploratorium, San Francisco, USA
  23. 23. Week 4 – Personal expression through tinkering www.sofos.nl 23 Observations Comments Sewn circuits and paper circuits this week Again with interesting activity guides (see references) Poster on “Tinkering tenets” Two suggestions for extra tenets: • Choreography (scenario for tinkering session with plenary, group and individual time slots) • Take something home (and continue tinkering) Both pictures: source: Exploratorium, San Francisco, USA
  24. 24. Week 5 – Computation, Deconstruction, and Reconstruction www.sofos.nl 24 Observations Comments Toy Take Apart activity Funny, e.g. Furby Autopsy  Makey Makey Nice, but always the same examples Reflection on facilitating exercise Good to reflect on facilitating an activity and to write it down Source: Exploratorium, San Francisco, USA
  25. 25. Week 6 – Putting it all together www.sofos.nl 25 Observations Comments Some loose ends - Wrap-up of the course Final assignment plus peer review Source: Exploratorium, San Francisco, USA
  26. 26. 5. Course format www.sofos.nl 26
  27. 27. Week 1-6 www.sofos.nl 27  Watch  Read  Your turn  Weekly activity  Reflection question  Other resources Source: Shortened screenshot of Coursera course page
  28. 28. Last weeks www.sofos.nl 28 Assignment option 1 Assignment option 2 Tinkering design notebook: Tinkering action plan notebook: • Initial goals and expectations • Midpoint reflection • Final reflection • Initial goals and expectations • Your SOMEDAY action plan • Your MONDAY action plan 2 peer reviews 2 peer reviews
  29. 29. 6. Course technology www.sofos.nl 29
  30. 30. Course technology www.sofos.nl 30 Description Comments Virtual learning environment (VLE) OK Every week • Welcome email • Course page • Your turn • Home tinkering activity • Reflection activity Home tinkering activities • Ordering materials was expensive / clumsy Other virtual environments used: • Weekly hangout (Google) • Social media wall (via Twitter and Rebelmouse) Weekly hangout • Life: inconvenient due to time zones • Archive: boring Social media wall • Clumsy and not protected
  31. 31. 7. Conclusion www.sofos.nl 31
  32. 32. Conclusion Personal expectations Score Comments Improve developing and facilitating tinkering workshops aiming at STEM learning + • The course itself was like a tinkering activity; good experience! • Learning general competencies OK. However, the real link between tinkering and STEM curriculum is still a blank spot. • The machine-focussed approach of Fab Labs turned out to be less important. The machines are great, but only when we need them. Facilitators do not have to master "all" tools, techniques and machines. Learning to train other facilitators + • Great to see (videos of) colleagues at work. • Maybe that is also the way to train volunteers / facilitators • Library with 100 annotated video fragments of tinkering sessions (to be figured out) • Great to see and feel the importance of regular reflection. Being inspired by a lot of funny and nice ideas ++ • Accompanying book “The Art of Tinkering” is beautiful • Excellent activity guides (see references) • Useful learning observation framework • Plenty reading materials Experiencing a Coursera MOOC + • Content well structured • VLE easy to operate • Great to slow down video speed (.75); big time saver!  • Linking to other sites clumsy (Google hangout & Twitter/Rebelmouse) • Large group of participants, maybe better to work in small online groups www.sofos.nl 32
  33. 33. References www.sofos.nl 33
  34. 34. References All pictures without source: Computerclub Wanica / informal Mini Fab Lab Wanica; Pieter van der Hijden; http://www.flickr.com  Ateneu de Fabricació de Les Corts; Barcelona, Spain; http://bit.ly/ateneofabricación  Coursera; http://www.coursera.org  Exploratorium; http://www.exploratorium.edu/  Fab Lab Paramaribo, http://fablab.vicepresident.gov.sr, https://www.facebook.com/FabLabParamaribo  FabEd - Fab Education; Fab Foundation; http://www.fabfoundation.org/fab-education/  FabLabIL, Fab Lab Israel; Ohad Meyuhas; http://www.fablabil.org/  Fab Lab Museo Metropolitano de Lima; Victor Freundt; https://www.facebook.com/fablabmet  FabLab@School; http://fablabatschool.org/  Four in balance monitor 2013; Kennisnet, The Netherlands, 2013; http://bit.ly/1lLN9hc  Invent to learn; making, tinkering, and engineering in the classroom; Sylvia L. Martinez, Gary Stager; Constructing Modern Knowledge Press; 2013; http://www.inventtolearn.com/  The art of tinkering; meet 150+ makers working at the intersection of art, science and technology; Karen Wilkinson & Mike Petrich; Weldonowen, 2013; http://tinkering.exploratorium.edu/the-art-of- tinkering  TIES - Teaching Institute for Excellence in STEM; http://www.tiesteach.org  Tinkering Fundamentals: A Constructionist Approach to STEM Learning; Coursera; https://www.coursera.org/course/tinkering  Social media wall; https://www.rebelmouse.com/tinkeringstudio/Tinker-at-Home/  Activity guides for cardboard automata, circuit boards, light painting, paper circuits, sewn circuits, toy take apart, wind tubes, marble machines*, scribbling machines* hyperlinks to activity guides (* also on http://www.instructables.com), see hyperlink at bottom of corresponding project pages on http://tinkering.exploratorium.edu/  Transformative Learning Technologies Lab; Stanford University; https://tltl.stanford.edu/  Wanger Family Fab Lab; Museum of Science and Industry, Chicago, http://www.msichicago.org/whats-here/fab-lab/ www.sofos.nl 34
  35. 35. Thank you for your attention! 35 Pieter van der Hijden, Sofos Consultancy – 2014 – This work is licensed under a Creative Commons Attribution 3.0 Unported License. www.sofos.nl Pieter van der Hijden pvdh@sofos.nl

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