This is a conference I presented on pedagogical engineering applied to STEAM education in Fab Labs and makerspaces. This was used in a workshop at FAB 14 EDUcation in Bataville France in 2018. It also introduces the idea of the Course engineering canvas model, inspired by the Business Model Canvas proposed by Alexander Osterwalder.

1. Pedagogical engineering for
STEAM education in Fab Labs
and makerspaces
by Marc-André Léger

2. Step 1: think
What are the 3 biggest challenges in fablab education ?
What is the best way to teach learners how to
make (almost) anything ?

3. Pedagogy
“the art or science of teaching”

4. Pedagogical triangle
emotions
Learner
Knowledge
Instructor Train

5. Pedagogical engineering
Learning
Outcomes
Evaluation
Pedagocical
approach

6. Step 2: pair
Working in teams of 3 to 5
Choose a FabLab topic for your team then determine:
the learning outcomes
the pedagogical approach for class activities
evaluation strategies

7. Course engineering canvas model
Class
activities
Key
ressources Learning
outcomes
Support
material Learners
Competency
elements
Lessons
Evaluation Assignments

8. Learning outcomes
Identifying the need
What do we wan’t to change ?
How many learners ?
Any special characteristics ?

9. Learning outcomes
Learning goal(s)
What are the competencies that should be mastered
at the end of the training ?
What are the (multiple) pedagogical objectives ?

10. Choice of approach for
class activities
The choice of a pedagogical approach depends on
the goals (desired learning outcome) and the
specifics of the situation (students, teachers, or
environment) in which they will be used.
We want to challenge learners in Vygotsky’s zone of
proximal development

11. Zone of proximal development
What
you
know
What you can
learn on your
own
No challenge
Too challengingInteresting
Challenge

12. Problem-based learning
emphasizing working on complex, real-world
problems to develop knowledge, skills, and
competencies, particularly when the
problems/projects represent interdisciplinary
challenges.

13. Problem-based learning
Students typically work in self-directed, collaborative groups
may engage stakeholders in community, organizational, or
business partnerships
address problems through inquiry under conditions similar
to « real life »
may also overlap with case studies as another form of
inquiry-based learning.

14. Step 3: share
Show us the result of the work from your team
What can we do better ?
What did we learn ?

15. Suggestions
Innovate: use Facebook, YouTube Instagram, whatever it takes
to put on a good show, reach out to the learners in their own
space
Encourage, promote and celebrate learner failure
Try, fail, learn from failures, try again, fail again, learn even more
(for yourself)
Get the school, university or Faculty to allow you to fail (or at
least try !)

16. The role of the teacher
is to create the
conditions for
invention rather than
provide ready-made
knowledge.
Seymour Papert (1993). The children’s machine: Rethinking schools in the age of the computer.