Maker Faire Hong Kong is an annual event organized by PolyU Design that celebrates innovation and creativity. The 2018 event will be held on July 7-8 and aims to attract around 50,000 visitors. Makers are encouraged to participate by showcasing projects, giving workshops, doing performances or presentations. This allows them to share their work, gain feedback, and inspire others. The event brings together makers from various fields and educational levels to promote STEM/STEAM learning.
Maker Faire Hong Kong 2018 - Call for Makers (30 May 2018)Clifford Choy
Maker Faire Hong Kong is an annual event organized by PolyU Design to promote a maker culture of hands-on creation. The first event in 2015 had over 200 makers and 30,000 visitors. The 2017 event saw increased participation with over 40,000 visitors, 80 schools, and makers from several countries showcasing 153 exhibits and workshops across categories like coding, robotics, and sustainability. Feedback showed growing understanding of maker culture but also a need for more cross-disciplinary collaboration among teachers.
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)
The document discusses the concept of "making" and its importance. It defines making as turning ideas into tangible forms through materials, tools and processes. Making involves self-learning, problem solving and collaboration. It discusses how making is supported by infrastructure like makerspaces, Fab Labs, and events like Maker Faires. Maker Faires allow makers to gather, share what they have made and exchange knowledge and ideas. The document argues that making is important as it can reconnect people to the material world, promote sustainability, and empower people through learning and sharing.
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.
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.
This document summarizes Dr. Clifford Choy's work on STEM, STEAM, making and design processes. It begins by defining STEM education and its goals of developing students' creativity, innovation, collaboration and problem solving skills. It then discusses expanding STEM to STEAM by integrating arts. The concept of "making" is introduced as a hands-on way for students to apply STEAM knowledge through intrinsic interests. Different design processes are outlined, including double diamond, design thinking and experiential learning models. The document concludes with an example of the design process used to develop a foldable stand for a Raspberry Pi, going through iterations of prototyping and refinement.
Maker Faire Hong Kong 2018 - Call for Makers (30 May 2018)Clifford Choy
Maker Faire Hong Kong is an annual event organized by PolyU Design to promote a maker culture of hands-on creation. The first event in 2015 had over 200 makers and 30,000 visitors. The 2017 event saw increased participation with over 40,000 visitors, 80 schools, and makers from several countries showcasing 153 exhibits and workshops across categories like coding, robotics, and sustainability. Feedback showed growing understanding of maker culture but also a need for more cross-disciplinary collaboration among teachers.
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)
The document discusses the concept of "making" and its importance. It defines making as turning ideas into tangible forms through materials, tools and processes. Making involves self-learning, problem solving and collaboration. It discusses how making is supported by infrastructure like makerspaces, Fab Labs, and events like Maker Faires. Maker Faires allow makers to gather, share what they have made and exchange knowledge and ideas. The document argues that making is important as it can reconnect people to the material world, promote sustainability, and empower people through learning and sharing.
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.
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.
This document summarizes Dr. Clifford Choy's work on STEM, STEAM, making and design processes. It begins by defining STEM education and its goals of developing students' creativity, innovation, collaboration and problem solving skills. It then discusses expanding STEM to STEAM by integrating arts. The concept of "making" is introduced as a hands-on way for students to apply STEAM knowledge through intrinsic interests. Different design processes are outlined, including double diamond, design thinking and experiential learning models. The document concludes with an example of the design process used to develop a foldable stand for a Raspberry Pi, going through iterations of prototyping and refinement.
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.
Dr. Clifford Choy discusses maker culture and STEAM education. He outlines PolyU Design's I MAKE initiative to promote making and maker culture through competitions, workshops, and Maker Faire Hong Kong. He defines makers, discusses why making is important for skills development and sustainability, and how PolyU Design supports making through infrastructure and STEAM knowledge. The document concludes by outlining potential student and teacher participation opportunities in Maker Faire Hong Kong 2015 workshops and competitions.
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The document discusses human centered design and ethnographic design. It provides an overview of key aspects of these approaches including design thinking processes, fieldwork methods, modeling techniques, and case studies. The latter part focuses on applying human centered design and ethnographic methods to design products for people at the Base/Bottom of the Pyramid through a needs-based and culturally sensitive approach.
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The document discusses innovative project-based learning in engineering and technology. It argues that such learning is needed to address skill gaps, create jobs, and solve problems through entrepreneurship. Key aspects of innovative project learning include identifying problems worth solving, taking an interdisciplinary approach, experiential learning through makerspaces, and developing an entrepreneurial mindset in students. The document provides examples of recent innovations from India and argues that with the right approach, India can generate over 250,000 engineering innovations per year to solve major problems.
This document discusses wikinnovation and mass collaboration. It introduces concepts like wikinomics, open innovation, and crowdsourcing. Examples are provided of companies collaborating with customers and external experts to generate new ideas. The benefits of an open sharing approach to knowledge and innovation are explained. Tools for collaboration like Wikipedia, YouTube, and open source projects are also mentioned.
This document provides an agenda and background information for the Design Symposium event. The symposium will feature presentations from designers at companies like HP, IDEO, and Frog Design on topics related to emerging design and the future society. It will include welcoming remarks, speaker introductions, presentations on themes like inclusive and sustainable design, a panel discussion, and conclusion. The goal is to discuss the role of designers in creating environments for an emerging, more inclusive future society.
Although we all know fifteen minutes is not enough to consider and review a complex subject like design & education or design education, I will try to answer your question ‘What do you see as the key challenges to higher education in art and design?’ in a nutshell.
The document summarizes a design symposium that addressed emerging design and the future society. It included welcoming remarks, introductions of panelists from companies like HP and IDEO, and presentations on topics like sustainability and designing for emerging markets. The panelists then discussed questions about the role of designers in catalyzing social change and enhancing quality of life in emerging societies through cultural understanding and inclusive practices. The event concluded with a discussion on individuals making a difference through design.
Reviewing the human centered design toolkit by ide oorgBoukje Vastbinder
The document summarizes a research project evaluating the Human Centered Design (HCD) toolkit by IDEO.org. The researchers visited various social entrepreneurship projects across 5 continents to gather feedback on how the toolkit is used and identify areas for improvement. Based on over 60 interviews, many found the toolkit steps illogical and language too difficult. The researchers prototyped adaptations like adding entrepreneurship tools and an HCD canvasses facilitation tool. They provided IDEO.org with suggestions to better suit different user groups. Overall, the research aimed to improve the toolkit by learning from its real-world applications.
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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.
1st meeting on 2017-06-23 in Yu Kan Hing Secondary SchoolClifford Choy
This document summarizes the first meeting of the Alliance for Promoting Maker Culture in Hong Kong (APMAC-HK). The mission of APMAC-HK is to promote making as a means of sustainable human development. It plans to include teachers, academics, students, suppliers/vendors, and volunteers. The meeting discussed STEM, STEAM and making education and how making can develop skills like problem solving, collaboration and interdisciplinary thinking. It also addressed providing infrastructure to support maker spaces in schools and potential maker projects for schools.
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/)
The document discusses the Maker Movement, which involves independent inventors, designers, and tinkerers who design and create their own products using new technologies like 3D printers. Key aspects include Maker Faires, which showcase inventions, as well as educational makerspaces where students can explore ideas using tools that support hands-on, collaborative learning. The Maker Movement promotes critical thinking and problem solving skills through learning by doing and encourages students to develop curiosity and interest in STEM fields.
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
Briefing on Call for Makers of Maker Faire Hong Kong 2017 (13 Dec 2016)Clifford Choy
The document provides information about Maker Faire Hong Kong 2017, including its website, Facebook page, and call for makers participation details. It discusses what a Maker Faire is, including the origins of Maker Faires and their focus on creativity, learning, and inspiration. It describes common exhibit types at Maker Faires like show-and-tell, demonstrations, hands-on activities, and presentations. The document outlines plans for Maker Faire Hong Kong 2017 and calls for volunteers and participation from makers, schools, non-profits and companies.
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
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.
Dr. Clifford Choy discusses maker culture and STEAM education. He outlines PolyU Design's I MAKE initiative to promote making and maker culture through competitions, workshops, and Maker Faire Hong Kong. He defines makers, discusses why making is important for skills development and sustainability, and how PolyU Design supports making through infrastructure and STEAM knowledge. The document concludes by outlining potential student and teacher participation opportunities in Maker Faire Hong Kong 2015 workshops and competitions.
Evocative Pedagogy Bricolage Curriculum Common Coreilaeadigital
This document summarizes key points from a presentation by Olivia Gude on revising art education curriculum standards. It notes that simply focusing on elements and principles or traditional media is no longer sufficient. The field of art education must change to remain relevant and engage students. A good curriculum should support meaningful student artmaking, represent contemporary practices, and utilize skills in real contexts through investigative projects that introduce methods and create opportunities for students to make meaning.
The document discusses human centered design and ethnographic design. It provides an overview of key aspects of these approaches including design thinking processes, fieldwork methods, modeling techniques, and case studies. The latter part focuses on applying human centered design and ethnographic methods to design products for people at the Base/Bottom of the Pyramid through a needs-based and culturally sensitive approach.
Co-creating Innovation and Entrepreneurship: Role of AcademiaSaurabh Gupta
This document discusses co-creating innovation and entrepreneurship through collaboration between industry and academia. It outlines the need for innovations to be commercialized, and how industry and academia can work together to accomplish this. Some key points discussed are how they can address unmet needs through solving "moonshot" challenges, generate jobs, and help India grow despite resource constraints through penetrating global markets with affordable innovations. Ideas and innovations are best supported through a combination of technology, policy support, social engagement, and economic factors.
Innovative project based learning in engineering and technology@saurabhgupta218Saurabh Gupta
The document discusses innovative project-based learning in engineering and technology. It argues that such learning is needed to address skill gaps, create jobs, and solve problems through entrepreneurship. Key aspects of innovative project learning include identifying problems worth solving, taking an interdisciplinary approach, experiential learning through makerspaces, and developing an entrepreneurial mindset in students. The document provides examples of recent innovations from India and argues that with the right approach, India can generate over 250,000 engineering innovations per year to solve major problems.
This document discusses wikinnovation and mass collaboration. It introduces concepts like wikinomics, open innovation, and crowdsourcing. Examples are provided of companies collaborating with customers and external experts to generate new ideas. The benefits of an open sharing approach to knowledge and innovation are explained. Tools for collaboration like Wikipedia, YouTube, and open source projects are also mentioned.
This document provides an agenda and background information for the Design Symposium event. The symposium will feature presentations from designers at companies like HP, IDEO, and Frog Design on topics related to emerging design and the future society. It will include welcoming remarks, speaker introductions, presentations on themes like inclusive and sustainable design, a panel discussion, and conclusion. The goal is to discuss the role of designers in creating environments for an emerging, more inclusive future society.
Although we all know fifteen minutes is not enough to consider and review a complex subject like design & education or design education, I will try to answer your question ‘What do you see as the key challenges to higher education in art and design?’ in a nutshell.
The document summarizes a design symposium that addressed emerging design and the future society. It included welcoming remarks, introductions of panelists from companies like HP and IDEO, and presentations on topics like sustainability and designing for emerging markets. The panelists then discussed questions about the role of designers in catalyzing social change and enhancing quality of life in emerging societies through cultural understanding and inclusive practices. The event concluded with a discussion on individuals making a difference through design.
Reviewing the human centered design toolkit by ide oorgBoukje Vastbinder
The document summarizes a research project evaluating the Human Centered Design (HCD) toolkit by IDEO.org. The researchers visited various social entrepreneurship projects across 5 continents to gather feedback on how the toolkit is used and identify areas for improvement. Based on over 60 interviews, many found the toolkit steps illogical and language too difficult. The researchers prototyped adaptations like adding entrepreneurship tools and an HCD canvasses facilitation tool. They provided IDEO.org with suggestions to better suit different user groups. Overall, the research aimed to improve the toolkit by learning from its real-world applications.
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.
1st meeting on 2017-06-23 in Yu Kan Hing Secondary SchoolClifford Choy
This document summarizes the first meeting of the Alliance for Promoting Maker Culture in Hong Kong (APMAC-HK). The mission of APMAC-HK is to promote making as a means of sustainable human development. It plans to include teachers, academics, students, suppliers/vendors, and volunteers. The meeting discussed STEM, STEAM and making education and how making can develop skills like problem solving, collaboration and interdisciplinary thinking. It also addressed providing infrastructure to support maker spaces in schools and potential maker projects for schools.
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/)
The document discusses the Maker Movement, which involves independent inventors, designers, and tinkerers who design and create their own products using new technologies like 3D printers. Key aspects include Maker Faires, which showcase inventions, as well as educational makerspaces where students can explore ideas using tools that support hands-on, collaborative learning. The Maker Movement promotes critical thinking and problem solving skills through learning by doing and encourages students to develop curiosity and interest in STEM fields.
Publishing tips for Virtual Heritage articles and related issues (3D models), Cities Cultural Heritage and Digital Humanities, Turin Summer School 17 September 2018
Briefing on Call for Makers of Maker Faire Hong Kong 2017 (13 Dec 2016)Clifford Choy
The document provides information about Maker Faire Hong Kong 2017, including its website, Facebook page, and call for makers participation details. It discusses what a Maker Faire is, including the origins of Maker Faires and their focus on creativity, learning, and inspiration. It describes common exhibit types at Maker Faires like show-and-tell, demonstrations, hands-on activities, and presentations. The document outlines plans for Maker Faire Hong Kong 2017 and calls for volunteers and participation from makers, schools, non-profits and companies.
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
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.
Presentation from the Entrepreneurial Librarian conference, October 17, 2014 held at Wake Forest University. Entrelib.org John Burke. Miami University Middletown
This document outlines an interdisciplinary workshop on international week 2020 led by Professors Jon Fairburn and Jess Power. It discusses their backgrounds working across various facilities and disciplines. It presents the need for interdisciplinary studies to address complex issues too broad for a single discipline. An example project of students from the film department working with local farmers on promotional films is described. Reflections from various disciplines on interdisciplinary collaboration are shared. The document concludes with proposing a sustainability week event and providing resources to aid its planning.
This document discusses a library's LSTA grant project to bring maker education to its community. It defines makerspaces as places where communities can work on meaningful projects using tools and expertise, learning skills like STEM. The library will offer workshops in 3D design/printing and circuits, as well as visits to other makerspaces, to teach these maker concepts and skills. It provides resources for makers and information on participating in workshops that introduce skills like 3D design basics.
TSB Enabled by Design press release 01nov12FutureGov
Technology Strategy Board launches £7m fund tomorrow at the Enabled by Design-athon, a two day ideas and product prototyping-fest for people with disabilities
The Cloudmaker Project aims to foster creativity and collaboration between young people through an online design platform. It utilizes the popular Minecraft game combined with 3D printing and physical computing to allow students to jointly design virtual structures, print physical objects, and program interactions between the digital and physical worlds. The project brings together academics, artists, developers, and cultural institutions in an innovative collaboration between the Liverpool School of Art and Design and FACT arts center to explore new forms of digital engagement and creativity.
Revised (minor) version of civic making presentation, March 2016. Includes a bit about upcoming Civic Making workshop, a new, snappier, definition of civic making.
講師簡介:
林佑澂 創辦人│未來產房
Daniel Lin is the founder and CEO of FutureWard. He is a genetic engineer, educator, producer, entrepreneur, and bridge builder who is passionate about activating the innovation and startup ecosystems in Taiwan and connecting it to the rest of the world. He started one of the largest and most comprehensive makerspaces in Asia in 2014, and is now leading the strategic relationships with corporations, associations, and local governments to harness Taiwan's technical and manufacturing expertise to help solve intractable problems at FutureWard's Central coworking space.In an earlier life, Dan was conducting cancer research at Johns Hopkins Medical School, managing laboratories and testing immunotherapies. Upon his return to Taiwan, he segued into education. Writing and editing textbooks and testing programs before developing an English language learning program on TVBS. Before founding FutureWard, Dan was the international business development officer for Panel Group.
The document discusses careers in museums and galleries and provides information about the Master of Creative Industries program at QUT, specifically the Creative Production & Arts Management study area. The program aims to enhance career prospects and explore new opportunities in the creative industries through practical skills development and the latest thinking in professional and creative practice. It focuses on areas like management, marketing, project management, and entrepreneurship within cultural and creative organizations like museums, galleries, libraries and more. Students undertake internships with such organizations and investigate methods like display, project development, branding, and enterprise.
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Maker Faire Hong Kong 2018 - Call for Makers (2 Jun 2018)
1. Maker Faire Hong Kong 2018
Call for Makers
Dr. Clifford Choy
School of Design, The Hong Kong Polytechnic University
mccliff@polyu.edu.hk
2 Jun 2018
2. Maker Faire Hong Kong
• 1st Featured Maker Faire Hong Kong (Nov 28 and 29, 2015)
• > 30,000 visitors
• 2nd Featured Maker Faire Hong Kong (Apr 7 and 8, 2017)
• > 40,000 visitors
• 3rd Featured Maker Faire Hong Kong (Jul 7 and 8, 2018)
• Target: ~50,000 visitors
• Organizer: PolyU Design
• Co-organizer:
• Faculty of Applied Science & Textile (FAST)
• Faculty of Construction and Environment (FCE)
• Faculty of Engineering (FENG)
• Faculty of Health and Social Sciences (FHSS)
• Programme Director
• Dr. Clifford Choy, School of Design, PolyU
4. 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
5. 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
6. Why Maker Faire? (1)
• 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
7. Why Maker Faire? (1)
• 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
• Impact on
• Education
• Well-being
• Economy
8. 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
15. 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/
16. 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
19. 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
20. 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, …
21. 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
22. 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
31. Some Facts on Maker Faire Hong Kong 2015
• www.makerfairehongkong.com/2015
• More than 200 makers participated
• More than 170 exhibits/activities/workshops/talks show-cased/delivered
• Estimated 15,000 per day on average visited
• 4 local primary schools, 8 local secondary schools, and 1 international
school participated; more schools are interested and will join next year
• Makers come from HK, Taiwan, mainland China, Japan, France, Barcelona,
UK
• From embroidery to robotics, from amateur/hobbyists to professionals
32. Some Observations (in 2015)
• Most HK people have no concept on a “fair” during which people share
their works and knowledge
• General impression - “Fair” is about selling things only
• We have makers who are good at crafts and would like to apply technology,
but don’t know how. We have makers who are good in technology, but
don’t know how they can be used to create objects which are useful and
appealing.
• Many teachers have difficulties in understanding why they have to
participate in Maker Faire
• This is not a competition. Why join? What benefits? What they may gain?
• Many teachers do not talk to those in different disciplines
• Many teachers do not know what is “Design” (thought that it is only about
making things prettier), and haven’t heard of “Design Thinking”
42. Some Facts on Maker Faire Hong Kong 2017
• 8, 9 Apr 2017 (Sat and Sun)
• 15 star events, 153 maker exhibits, 31 workshops, 27 presentations, by
makers from HK, Macau, Taiwan, Singapore, Japan, Barcelona, Germany,
Canada and USA, with categories: Coding, Robotics, Art & Craft,
Construction kits, Sustainability, Fashion, DIYBio, IoT, Schools, ROV, go-
kart, and more
• >40,000 visitors, >80 schools participated, >366 schools/NGOs
outreached
• Visited 7 different districts through “Makers’ Day” as pre-show
promotion, collaborating with 6 primary/secondary schools in those
districts
• www.makerfairehongkong.com/2017
43. Some Observations (in 2017)
• More teachers, principals and parents have better understanding towards
the what and why of Maker Faire, and maker culture
• ”Makers’ Day” was very effective in promoting Maker Faire and maker culture
• Many schools and teachers attended Maker Faire Tokyo 2017, Maker Faire Taipei
2017 and Maker Faire ShenZhen 2017 (which were after MFHK2017)
• HK Government is spending more resources on STEM education
• Seems to be focusing on problem solving and coding, but should be extended to
STEAM, Make and Design
• There are already some discussions in education sector on similarities and
differences in STEM, STEAM, Make and Design
• Many schools are focusing on “performance-based” competition, less on
“creativity-based” ones
45. 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
46. How can Makers contribute?
• Maker Exhibit (show-and-tell/display, hands-on activity,
demonstration)
• Workshop
• Performance (on stage, mobile)
• Presentation
47. Maker Exhibit (1)
• Show-and-tell interesting make-things, creations, inventions or
art/craft, or demonstrate interesting works/experiments
• Share your story and experience in making
• Get feedback from visitors
• May be able to find collaborators to improve your work
• You can
• Show-and-tell/display your make-things
• Demonstrate your make-things
• Let others to experience your make-things
• Offer hands-on experience to your visitors
48. Maker Exhibit (2) - Show-and-tell
Kniterate, Maker Faire Bay Area 2016
53. Maker Exhibit (6) – Display of Make-things
(mobile)
Maker Faire Bay Area 2017
54. Maker Exhibit (7) - Demonstration
Woodwork, Maker Faire Tokyo 2016 (https://youtu.be/f9qgkZ018mk)
55. Maker Exhibit (8) – Demonstration
Exhaust Cannon, Maker Faire Tokyo 2016
https://youtu.be/99JVKRnhZPQ
Tesla Coil, Maker Faire Tokyo 2016 (https://youtu.be/SDiip-i9iV0)
56. Maker Exhibit (9) - Show-and-Tell +
Demonstration
Chocolate Factory, Maker Faire Bay Area 2017
58. Maker Exhibit (10) – Experience your Make-
things
Robava, Maker Faire Tokyo 2016 (https://youtu.be/xHJeg5fnaKE)
59. Maker Exhibit (11) – Experience Your Make-
things
Maker Faire Tokyo 2016
60. Maker Exhibit (12) – Experience Your Make-
things
Maker Faire Tokyo 2016
61. Maker Exhibit (13) – Hands-on Activity
• Teach participant how to make at your area
• Usually fewer participants and take shorter time to complete than
Workshop
• Drop-in rather than pre-scheduled session
• Possible to charge material fee
Maker Faire Taipei 2016
69. Performance (1)
Maker Faire Bay Area 2017 (https://youtu.be/JuBobd0ugI0)
Maker Faire Bay Area 2016
https://youtu.be/BffJ3fOM46A
Mobile Performance On Stage Performance
70. Workshop (1)
• Engage participants in hands-on activities to
make something they can take away
• Run for longer time than “Hands-on
activities” in Maker Exhibit, may be 1 to 2hr,
and support more participants
• Possible to charge material fee
Making and STEM, SciFest 2018, Hong Kong Science Museum (30 Mar 2018 – 2 Apr 2018)
71. Workshop (2)
Making and STEM, SciFest 2018, Hong Kong Science Museum (30 Mar 2018 – 2 Apr 2018)
72. 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
• ….
87. How Schools Can Participate?
• Maker Exhibit
• Award-winning work
• Creative work
• From students, from teachers
• Demonstration
• Hands-on Activity, Workshop
• Volunteers during MFHK2018
88. Call for Makers
• Welcome new ideas on inspiring general public and younger generation on
possibilities and values of Making
• Application forms in http://makerfairehongkong.com/2018/join/maker/
• 1st deadline: 16 May 2018
• 2nd deadline: 30 May 2018
• 3rd deadline: 6 Jun 2018
• Subject to availability after 6 Jun 2018
• Contact:
• Dr. Clifford Choy
• Address: v902g, School of Design, The Hong Kong Polytechnic University
• email: mccliff@polyu.edu.hk
• Mobile: (852) 90296782
Editor's Notes
3d printed hat
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)