STEAM makerspace proposal, learning theories, and contents.

1. STEAM
Makerspace
Proposal
Engine-uity LLC.

2. Informal Learning clarification
Some scholars define Informal learning as opposite to Formal learning.
Allison Rossett’s debate points in the Oxford Union Debate stated that informal learning
does not prepare learners with concrete standardized and assessed preparation the way
that formal learning does. Nancy Lewis went so far as to characterize the use of the term
Informal learning as, “arrogant, irresponsible, and wrong-headed”, as it derides the
importance of learning, which she believes is always a formal process.
My understanding of informal learning does not contrast with formal learning in function. I
perceive the real difference between informal and formal as simply procedural. Throughout
my career as a teacher, I have seen the greatest growth in my students when I combined
both formal and informal procedures.
Available: https://youtu.be/TsVaIy9xQgY

3. How to blend learning practices in the
Makerspace
The makerspace is not designed as a
solely informal learning experience.
Rather, the learning experience is a
blend of formal learning activities in
the realm of convergent skill
acquisition practice.
Facilitators who are skilled
practitioners in their craft will train
learners with technical lessons with
the goal of proficient learner
performance.
This includes a failure component,
and assessment measures as does
formal learning.

4. Project Based Learning as a blended
methodology
Designing project
challenges toward
learning outcomes
derived from formal
educational standards
allows for intentional
comingling of informal
learning practice.
What and How are formal
learning situations.
Project challenge and
apply are informal
learning discoveries.
What
How
Apply!!!!

5. Cognitive Apprenticeship Theory
The ideal learning
environment comprises
four important
components, “content,
methods, sequence, and
sociology”.
“Learning is learning,
however we label the
subject”.
It puts learners in the driver’s seat as reflected by
Berryman’s commentation as follows. “Control over
learning in the hands of the teacher undercuts the
student’s development of cognitive management skills
including goal setting, strategic planning, monitoring,
evaluating, and revising--capabilities critical for effective
learning.”

6. Project Based Learning
“PBL is an active student-centered form of learning which is characterized by
students’ autonomy, constructive investigations, goal setting, collaborating,
communication, and reflection within real-world practices”.

7. How Formal Learning alone (with the advent
of high stakes standardized testing) has failed our
learners and demotivated curiosity.
Teacher perceptions: A
“negative consequence of
high-stakes
testing…include both an
increase in their own stress
and that of their students”,
and further that all shared
“demoralizing effects” as
such.
Student perceptions: “While
most students recognized
that reform might help them
become more competitive
for college placements, they
also reported increased
stress on themselves and on
their teachers as an
increased pressure to
perform”.

8. Sir Ken Robinson on how contemporary
education gets it all wrong. One of my favorite TED talks, assigned to
all of my students.
Why creativity matters, and how
to empower learners.
“Reconstitute our concept of the
richness of human capacity.”
“Embrace the gift of the
human imagination.”
Available:
https://www.youtube.com/watch
?v=iG9CE55wbtY

9. Project Challenges
Aviation-paper lanterns, kites, balloons and blimps
Land rover- steampunk inspired teapot races
The Davinci devices
Motors, Magnets, and Machines
Rube Goldberg Devices
Interactive Sculpture
Illusion and Optics
Analytical and Difference Engines
App-development, coding, and circuit operations
The wearable object, functional fashion

10. Project Challenge: Interactive Sculpture
Inspiration: Banksy’s Shredded Painting, 2018
Objective: To create a work of 3-dimensional art
that interacts with viewers.
1. Project idea consultation with subject matter
experts provides examples of past project
artifacts.
2. Brainstorming aesthetics and functions
toward skill identification.
3. Participant identifies level of skill for each
required component.
4. Skill practice is guided by subject matter
experts.
5. Participant works within groups of like-
minded makers, learning from one another.
6. Consultation and guidance throughout
project creation is sought by the participant.

11. References
Berrryman, S. (1991). Designing Effective Learning Environments: Cognitive Apprenticeship Models. Institute on
Education and the Economy. https://doi.org/https://files.eric.ed.gov/fulltext/ED337689.pdf
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving
Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733