Part of Seminar on "Sharing Innovative Ideas on STEM/Maker Activities for Secondary School Students", for EDB on 15 Jun 2018, in Hong Kong Polytechnic University (Z209)
Meaningful Making (for L&T Expo 2016 on 9 Dec 2016)Clifford Choy
This is a talk in L&T Expo 2016 on 9 Dec 2016, about relationship between STEM/STEAM, making and design, and encourage teachers to think of how the projects are meaningful to students.
This is a talk on 20 Jul 2016 for teachers on maker culture and the concept of "meaningful making" to make it more meaningful for students to engage in maker projects and education.
A talk presented on 12 Dec in the Asia-Pacific International Schools Conference on Making and Design (http://www.ltexpo.com.hk/aisc/portfolio/clifford-choy/)
PolyU Design I MAKE Initiative (2015-10-31)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
PolyU Design I Make Initiative (2015-08-13)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
PolyU Design I Make Initiative (2015-09-25)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
Invited workshop for the Humanities Research Center at Rice University, 7 March 2016.
This workshop will provide an overview of crowdsourcing in cultural heritage and consider the ethics and motivations for participation. International case studies will be discussed to provide real life illustrations of design tips and to inspire creative thinking.
iMade It presented by Shimira Williams (Owner,TekStart) at the 2014 ECE Summit in State College PA.
Here is the bitly bundle of the resources I shared or referenced during the workshop.
https://bitly.com/bundles/o_1skit9lagu/c
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
A workshop as part of series of online workshops, stemmed from an LSTA grant to educate librarians and library school students on makerspaces, especially in academic libraries. September 17 2014
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Meaningful Making (for L&T Expo 2016 on 9 Dec 2016)Clifford Choy
This is a talk in L&T Expo 2016 on 9 Dec 2016, about relationship between STEM/STEAM, making and design, and encourage teachers to think of how the projects are meaningful to students.
This is a talk on 20 Jul 2016 for teachers on maker culture and the concept of "meaningful making" to make it more meaningful for students to engage in maker projects and education.
A talk presented on 12 Dec in the Asia-Pacific International Schools Conference on Making and Design (http://www.ltexpo.com.hk/aisc/portfolio/clifford-choy/)
PolyU Design I MAKE Initiative (2015-10-31)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
PolyU Design I Make Initiative (2015-08-13)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
PolyU Design I Make Initiative (2015-09-25)Clifford Choy
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
Invited workshop for the Humanities Research Center at Rice University, 7 March 2016.
This workshop will provide an overview of crowdsourcing in cultural heritage and consider the ethics and motivations for participation. International case studies will be discussed to provide real life illustrations of design tips and to inspire creative thinking.
iMade It presented by Shimira Williams (Owner,TekStart) at the 2014 ECE Summit in State College PA.
Here is the bitly bundle of the resources I shared or referenced during the workshop.
https://bitly.com/bundles/o_1skit9lagu/c
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
A workshop as part of series of online workshops, stemmed from an LSTA grant to educate librarians and library school students on makerspaces, especially in academic libraries. September 17 2014
This is for promoting the I MAKE initiative from PolyU Design (School of Design, the Hong Kong Polytechnic University) to local teachers. This initiative is aiming at promoting the importance of making and the maker culture to students, parents and teachers in local primary and secondary schools. This is relevant to teaches from the following subjects/disciplines: visual arts, design and technology, information technology, science and mathematics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
Maker culture and education
1. Seminar on "Sharing Innovative
Ideas on STEM/Maker Activities
for Secondary School Students"
Dr. Clifford Choy
School of Design, PolyU
15 Jun 2018
mccliff@polyu.edu.hk
2. Schedule
Time Speaker Title
2:30pm – 3:45pm Clifford CHOY Maker Culture and
Education
3:45pm - 4pm Alfred Wong IoT Smart School
Programme
4pm – 4:45pm Carlos Tchiang Scientific principles in
STEAM project
3. Maker Culture and Education
Dr. Clifford CHOY
School of Design, PolyU
15 Jun 2018
mccliff@polyu.edu.hk
4. Making
• Turning ideas into tangible/perceivable form
• Materials, Tools, Processes
• Not merely about production and fabrication, but also involves self-learning,
problem-solving, exploration, experimentation and critical thinking
• Learn, create, share
• Do-it-yourself (DIY) with others
• Not just in local communities in old days, but through Internet to collaborate with people
around the world
• Do-it-yourself (DIY) with technology
• Do-it-with-others (DIWO)
• Not just with hand tools, but with digitally-enabled tools
5. Maker Movement
• Growing culture of hands-on making, creating, designing and
innovating
• Despite its diversity [in makers’ interests], the movement is unified by
a shared commitment to open exploration, intrinsic interests and
creative ideas
• When I talk about the maker movement, I make an effort to stay
away from the word “inventor” – most people just don’t identify
themselves that way. “Maker”, on the other hand, describes each
one of us no matter how we live our lives, or what our goals might
be.
Peppler, K., Bender, S. (2013) Maker movement spreads innovation one project at a time. Kappan, v95, N3,
pp22-27. Retrieved from http://www.kyliepeppler.com/Docs/2013_Peppler_Maker_Movement.pdf
Dougherty, D. (2012). The Maker Movement. Innovations, v7, n3, pp11-14
16. Who are “makers”?
• DIYers
• Learners
• Hobbyists
• Designers
• Artists
• Inventors
• Entrepreneurs
• Note: only a small percentage of “makers” are entrepreneurs, and many of
them are for fun or leisure
17. “making”
The Experiential Learning Cycle [Kolb and Kolb, 2005]
Kolb, A., Kolb, D. (2005, May 15) The Kolb Learning Style Inventory – Version 3.1 2005 Technical Specifications. Retrieved from
http://learningfromexperience.com/media/2010/08/tech_spec_lsi.pdf
18. Attributes developed through Making
• Tinkering, hacking
• Hands-on approach in learning by doing
• Exploration and Experimentation
• Cross-disciplinarity
• Learning through peer and community
• Collaboration
• Skills, craftsmanship, patience
• Learning through sharing to community
• “can-do” mindset
• Live with failures
20. STEM Education in Hong Kong
• According to EDB (2015, Dec):
• We aim to further develop among students a strong knowledge base in step
with the latest changes in these disciplines, and strengthen their ability to
integrate and apply knowledge and skills, so as to nurture their creativity and
innovation, collaboration and problem solving skills, which are essential
skills and qualities required in the 21st century. The learning activities of
STEM education also help students develop the essential qualities associated
with an entrepreneurial spirit.
• Should consider STEAM, Make and Design as well !!!!
Educational Development Bureau (2015, Dec) On-going Renewal of the School Curriculum – Focusing, Deepening and Sustaining: An
Overview. Retrieved from http://www.edb.gov.hk/attachment/en/curriculum-development/renewal/Overview_e_2015Dec.pdf
21. STEAM
Yakman, G. (2008). STEAM education: An overview of creating a model of integrative
education. In Pupils' Attitudes Towards Technology (PATT-19) Conference: Research
on Technology, Innovation, Design & Engineering Teaching, Salt Lake City, Utah, USA.
• STEM + Arts
• Arts - “ How society develops,
impacts, is communicated
and understood with its
attitudes and customs in the
past, present and future “
• Society, culture, belief,
religion, politics, …
22. Design
• Design is the competence to change existing situations into preferred ones.
Design then, is the human capacity to serve the needs of people and give
meaning to life through objects, communications, environments and systems
John Heskett
• Design is what links creativity and innovation. It shapes ideas to become practical
and attractive propositions for users or customers. Design may be described as
creativity deployed to a specific end.
Sir George Cox
• Design is about understanding users and finding elegant solutions to meet their
needs
23. Why Design?
• “Everyone designs who devises courses of action aimed at changing existing situations into
preferred ones.”
• “… design … makes ideas tangible, it [design] takes abstract thoughts and inspirations and makes
something concrete.”
• Designers think through making
(Herbert Simon, 1981, as cited by John Hesket, 2009)
(Mat Hunter, 2014)
Heskett, J. (2009). Creating Economic Value by Design. International Journal of Design, v3, n1. Retrieved from:
http://www.ijdesign.org/ojs/index.php/IJDesign/article/view/477/243
Hunter, M (2014) What is Design and Why it matters? Retrieved on 5 May 2015 from http://www.thecreativeindustries.co.uk/uk-creative-overview/news-and-
views/view-what-is-design-and-why-it-matters
25. How to make?
What can be made?
What to make?
Why to make?
STEM, STEAM, Make and Design
• Knowing possibilities with personal and
digital fabrication technologies (strength
and limitations with each ”technology”,
what can be done by combining multiple
of those)
• Develop tacit knowledge in using
different materials, tools, processes
• Understanding “users”, identifying opportunities
• Evaluate, identify issues and improve
STEM/STEAM
Design
27. What is Maker Faire?
• A family-friendly festival of invention, creativity and resourcefulness
• For makers to gather, show what they have made, and share what they have learned
• To demonstrate what is possible
• To exchange knowledge and ideas
• To inspire others
• Part of science fair, part of fun fair, part of country fair
• NOT “Book Fair”, “Computer Fair”, “Animation-Comic and Game Fair” in Hong Kong
• NOT a trade fair dominated by traditional sales and marketing
• NOT an invention show, NOT a technology expo
• NOT a competition
28. What is Maker Faire?
• First launch in Bay Area, USA, in 2006
• In 2017, 42 Featured Maker Faires in different
major cities around the world, including Hong
Kong
29. Why Maker Faire?
• Promote Maker Culture
• What is “Making”
• Turning ideas into tangible/perceivable form
• “Vision” to “execution”
• Driven by intrinsic interests, not extrinsic rewards
• Fun? Needs?
• Learn, create, share
• Ground up innovation, learn by doing, empowerment
• Sustainable human development
30. What do you expect in Maker Faire?
• Makers show-and-tell their works/projects
• Presentation
• Demonstration/Performance
• Hands-on activities
• Workshops
• Experiential Session
• Contests/Competitions
32. Supports Three Broad Stages of Makers
• Zero to Maker
• Arouse interest of those with no experience in making to become a maker
• In Maker Faire: Through hands-on activities, through workshops, through inspiring
talks, through inspiring works from other makers
• Maker to Maker
• Sharing of knowledge between makers
• Collaborate and access to others’ expertise
• Work together on shared platforms
• In Maker Faire: Through show-and-tell their projects, through offering hands-on
activities and organizing workshops, through interact with visitors and other makers
• Maker to Market
• Some creations of makers have commercial appeal and get into the market
• In Maker Faire: Through presenting their journey to other makers, through collecting
feedbacks from visitors on their creations
Hagel, J., Brown, J., Kulasooriya, D. (2014) A Movement in the Making. Retrieved
from http://dupress.com/articles/a-movement-in-the-making/
33. Some Categories of Makers
Electronics Planting
Robotics (e.g. hexapod, biped, …) Farming
UAV (e.g. quadcropter) Personalized Motorized Mobility Device
RC model (e.g. racing car, plane,
helicopter)
Sports
Construction toys/systems Modeling
Toys and play Recycling/upcycling
3D printing/additive manufacturing Craft (metal, glass, ceramics, clothes)
Digital fabrication (CNC, Miller, laser cut) Printing
… and more
51. Maker Faire Hong Kong 2018 : Goals
• 7 and 8 Jul 2018 on PolyU podium level, and Jockey Club Innovation Tower 3rd and 4th Floor
• Organizer: PolyU Design
• Co-organizers: four faculties in PolyU – FAST, FCE, FENG, FHSS
• Goals:
• Connect university students with primary/secondary schools or even kindergartens for
STEM/STEAM/Maker/Design education
• Promote students (and teachers and parents as well for younger students) at all levels of education to
contribute in Maker Faire Hong Kong, especially university students
• Promote design education to teachers in primary/secondary schools
• Communicate relevance of maker culture to different professions in Hong Kong and encourage them to
participate
• Bring in makers from the region and worldwide to inspire
• Connect educators in maker education in the region and worldwide
52. Themes
• Sound and Music
• Chinese character and printing
• Paper Casting
• Automata, Mechanical toys
• Geodesic dome
• LPWAN, IoT
• Goldberg Machine
• Electric vehicle
• Underwater robots
• Robot soccer
• Microbit
• FischerTechnik
• Makeblock
• ….
55. Questions
• How to introduce “Maker Projects” into existing curriculum
• Two Subjects
• Computer Game Development (Bachelor) (SD3985)
• Prototyping and Scripting + Tangible Interaction Workshop (Master) (SD5509
+ SD5524)
56. Structure (1)
• Wk1 – Wk8: Essential knowledge
• Mechanical Design
• Basic Electronics
• Basic Programming (Pure Data, Arduino)
• Basic Network programming (TCP, UDP, OSC)
• Assignments for them to finish individually
• Wk1 - Wk13: Design process
• Discover
• Define
• Develop
• Deliver
• Mentoring, technical support and create re-usable modules
57. Structure (2)
• Phase 1:
• Research of existing works, generating ideas
• Ideas presentation
• Phase 2:
• Technical exploration, feasibility studies
• Preliminary ideas and designs
• Phase 3:
• Prototypes
• Evaluations, Critiques
• Phase 4:
• Final demonstration and presentation
58. Possible Themes
• Wearable Electronics
• Paper Casting and Recycling
• Board Game
• IoT
• Electric Vehicle
• Automata
• Goldberg Machine
59. Looking forward to seeing you in
MFHK2018, to have fun and learn
Thanks
Questions?
Editor's Notes
3d printed hat
Kolb, A., Kolb, D. (2005, May 15) The Kolb Learning Style Inventory – Version 3.1 2005 Technical Specifications. Retrieved from http://learningfromexperience.com/media/2010/08/tech_spec_lsi.pdf
What is design? what is innovation? What is creativity?
Add examples of design as a product – object (product), communications (typography), environments (building, interior), systems (interaction design)