Maker movement -creating knowledge through basic intention
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My talk on In this place, 2016 Cumulus conference at School of Art & Design Nottingham Trent University
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Elias Tieleman @ skills21kunst
Over het bedenken en uitvoeren van nieuwe rollen die kunst kan spelen binnen organisaties.
Bring the Maker Movement to Your Classroom
This presentation is intended to start discussions about ways that teachers can incorporate the maker movement in their classrooms.
Eric Langhorst
www.ericlanghorst.com
e-mail : speakingofhistory@gmail.com
Trends in View: The Maker Movement
An overview of the maker movement and craft trend, from the origins and William Morris, all the way to Etsy, education philosophies, and food trends. Also includes thoughts on how to incorporate the hand-crafting and the maker mentality into design projects.
-Ashley Stephenson for Orange Sparkle Ball
What is the maker movement?
The Maker Movement began in the early 2000s as a resurgence of do-it-yourself creativity fueled by new technologies like 3D printing and Arduino boards. Makers now number in the millions as people rediscover the satisfaction of making physical objects with their own hands. New low-cost tools and online communities have lowered barriers to entry, empowering a new generation of innovators and shifting production away from large corporations. The Maker Movement promises significant economic and social benefits by transforming industries, democratizing innovation, and inspiring self-sufficiency.
Grasping AI systems
Our paper handles the disconnect between the sophisticated digital systems and the experience of them.
In particular, we focus on the new artificial intelligence systems that are being brought into many fields of society -including education.
Moreover, we are hoping to broaden the conversation around how such technologies shape the whole discourse around them.
What we mean is that we are (not only) interested on the meaning of those systems, but also how those systems have such a strong gravitational pull, that we might be missing some basic critical questions around them.
In other words, in this paper we discuss how AI-systems could be grasped, that is, understood without the technical knowledge of the AI-systems.
Lectio praecursoria: Art Education in the Post-Digital Era
Dufva’s dissertation examines the questions and problematics of code and digitality brought forward by the post-digital era. In particular, it focuses on the role and the means art education has in awakening a critical understanding of the digital constructs in our society. Moreover, this dissertation proposes creative coding as an art educational method to gain a first-hand comprehension of digitality.
Dufva’s research methods are primarily based on phenomenology, ethnography, and theoretical research. The research material includes theoretical literature from the fields of art, art education, philosophy, and craft education, and from a varied field of studies on technology.
Dufva’s dissertation offers three key findings that have both theoretical and practical implications. The first is the observation that understanding digital technologies in general, and teaching programming in particular, needs to be understood from a broader perspective. The second is the notion of digi-grasping, which refers to the growing need to comprehend the complex and intertwined digital processes inherent in everyday life. The third is the implication that creative coding can be a beneficial tool in art education in acquiring knowledge and critical understanding of the digital systems.
Luova ohjelmointi digitaalisuuden ymmärtämisessä
Esitykseni Ison Pajan Seminaarissa mediakasvatus seminaarissa 6.10.2017.
Miten luova ohjelmointi voi toimia keinona digitaalisuuden ymmärtämisessä. Teoriaa ja esimerkkejä Käsityökoulu Robotista (www.kasityooulurobotti.fi)
Recommended
Elias Tieleman @ skills21kunst
Over het bedenken en uitvoeren van nieuwe rollen die kunst kan spelen binnen organisaties.
Bring the Maker Movement to Your Classroom
This presentation is intended to start discussions about ways that teachers can incorporate the maker movement in their classrooms.
Eric Langhorst
www.ericlanghorst.com
e-mail : speakingofhistory@gmail.com
Trends in View: The Maker Movement
An overview of the maker movement and craft trend, from the origins and William Morris, all the way to Etsy, education philosophies, and food trends. Also includes thoughts on how to incorporate the hand-crafting and the maker mentality into design projects.
-Ashley Stephenson for Orange Sparkle Ball
What is the maker movement?
The Maker Movement began in the early 2000s as a resurgence of do-it-yourself creativity fueled by new technologies like 3D printing and Arduino boards. Makers now number in the millions as people rediscover the satisfaction of making physical objects with their own hands. New low-cost tools and online communities have lowered barriers to entry, empowering a new generation of innovators and shifting production away from large corporations. The Maker Movement promises significant economic and social benefits by transforming industries, democratizing innovation, and inspiring self-sufficiency.
Grasping AI systems
Our paper handles the disconnect between the sophisticated digital systems and the experience of them.
In particular, we focus on the new artificial intelligence systems that are being brought into many fields of society -including education.
Moreover, we are hoping to broaden the conversation around how such technologies shape the whole discourse around them.
What we mean is that we are (not only) interested on the meaning of those systems, but also how those systems have such a strong gravitational pull, that we might be missing some basic critical questions around them.
In other words, in this paper we discuss how AI-systems could be grasped, that is, understood without the technical knowledge of the AI-systems.
Lectio praecursoria: Art Education in the Post-Digital Era
Dufva’s dissertation examines the questions and problematics of code and digitality brought forward by the post-digital era. In particular, it focuses on the role and the means art education has in awakening a critical understanding of the digital constructs in our society. Moreover, this dissertation proposes creative coding as an art educational method to gain a first-hand comprehension of digitality.
Dufva’s research methods are primarily based on phenomenology, ethnography, and theoretical research. The research material includes theoretical literature from the fields of art, art education, philosophy, and craft education, and from a varied field of studies on technology.
Dufva’s dissertation offers three key findings that have both theoretical and practical implications. The first is the observation that understanding digital technologies in general, and teaching programming in particular, needs to be understood from a broader perspective. The second is the notion of digi-grasping, which refers to the growing need to comprehend the complex and intertwined digital processes inherent in everyday life. The third is the implication that creative coding can be a beneficial tool in art education in acquiring knowledge and critical understanding of the digital systems.
Luova ohjelmointi digitaalisuuden ymmärtämisessä
Esitykseni Ison Pajan Seminaarissa mediakasvatus seminaarissa 6.10.2017.
Miten luova ohjelmointi voi toimia keinona digitaalisuuden ymmärtämisessä. Teoriaa ja esimerkkejä Käsityökoulu Robotista (www.kasityooulurobotti.fi)
Grasping the future of digital society
Society is increasingly digitalised and connected, with computers and algorithms mediating much of the daily actions of people in one way or another. The degree of digitalization and its consequences are challenging to understand because most people lack a first-hand experience of what digitalization actually feels like. Digitalization is abstract and difficult to grasp, which leads to a detached sense of digital surroundings. In this paper we argue that in order to grasp the nature and future of digitalized society, an embodied understanding of digitalization is needed. This can be achieved through approaching coding and the manipulation of digital world as a craft, as “doing-by-hand”.
In this paper we elaborate the meaning of doing-by-hand in a digital society, a skill and mindset we call “digi-grasping”. Digi-grasping is active sense making and existing in the world that consists of both digital and ”real” world, and creates an ethical and aesthetic attachment to society. It can empower people to understand and question the choices and motivations behind current digital structures and create new structures. Digi-grasping is thus an important approach to shaping the futures of digital society. The paper draws theoretically from futures research, embodied cognition science and artistic research. It combines the recent research on “the experiential shift in foresight” with the long tradition of research on art and craft.
Creative coding at Art & Craft school Robotti
Presentation about art&craft school Robotti and teaching creative coding for children. Presented in the Digital Technology in Arts Education-conference in Bergen, Norway, June 2017. http://www.dtae.eu
Luova ohjelmointikäsityökoulurobotissa
Finnish presentation of creative coding at the art & craft school Robotti.
the role of art and hacking in developing and 21st century skills by look...
Art and hacking can develop critical thinking and 21st century skills. The document discusses the experiences gathered at the art and craft school Robotti in developing digital code literacy, hacking, and an embodied knowledge of digital consciousness through art. It was written by Tomi Dufva from both the art and craft school Robotti and Aalto University's school of Arts, Design and Architecture.
Metaphors of Code
Our presentation on Metaphors of Code at ITK-Conference.
See slides with comments here: http://www.thispagehassomeissues.com/blog/2015/4/16/metaphors-of-code-presentation-at-itk-conference-2015
Abstract
Information and communication technology (ICT) has become embedded into our daily lives. Code is in the heart of this technology. The way code is perceived influences the way our everyday interaction with ICT is perceived: is it an objective exchange of ones and zeros, or a value-laden power struggle between white male programmers and those who think they are users, when they are, in fact, the product being sold. Understanding the nature of the code thus enables the imagination and exploration of the present state and alternative future developments of ICT. This better understanding is especially important for developing basic education so that it gives capabilities for coping with these developments. Currently, the discussion has been mainly on the technical details of the code. In this article, we study how to broaden this narrow view in order to support the design of more comprehensive and future-proof ICT education. We approach the concept of code through nine different metaphors from existing literature on systems thinking and organisational studies. The metaphors we use are machine, organism, brain, flux and transformation, culture, political system, psychic prison, instrument of domination and carnival. We describe their epistemological background and give examples of how code is perceived through each of them. We then use the metaphors to suggest different complementary ways ICT could be taught in schools. The metaphors illustrate different contexts and help to understand the discussions related to developments in ICT such as open source community, democratization of information and internet of things. They also help to identify the dominant view and the tensions between the views. We propose that the systematic use of metaphors described in this paper would be a useful tool for structuring the dialogue around code in designing ICT education.
Creative coding in art education -Fads presentation
Slides from my presentation "Creative coding in art education" which I held in Pyhätunturi, Finland at FADS symposium. More details about my presentation can be found at my blog: http://www.thispagehassomeissues.com/blog/2014/11/5/creative-coding-in-art-education-presentation-at-fads-2014
Ohjelmoinnin lukutaito
Esityksen teksti saatavissa: http://codeliteracy.net/esitys-itk-2014-mediakasvatus-nyt-seminaarissa
Esitykseni ITK:n Tutkijatapaamisessa 2014 ja Mediakasvatus.Nyt seminaarissa 2014. Esitykseni käsittelee ohjelmoinnin opetuksen merkitystä ja hahmottaa laajempaa kehystä ohjelmoinnin ymmärtämisen(lukutaidon) tärkeydelle. Ohjelmoinnin lukutaito avaa myös viitekehystä väitöskirjatutkimukseeni Luovan ohjelmoinnin menetelmästä.
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Grasping the future of digital society
Society is increasingly digitalised and connected, with computers and algorithms mediating much of the daily actions of people in one way or another. The degree of digitalization and its consequences are challenging to understand because most people lack a first-hand experience of what digitalization actually feels like. Digitalization is abstract and difficult to grasp, which leads to a detached sense of digital surroundings. In this paper we argue that in order to grasp the nature and future of digitalized society, an embodied understanding of digitalization is needed. This can be achieved through approaching coding and the manipulation of digital world as a craft, as “doing-by-hand”.
In this paper we elaborate the meaning of doing-by-hand in a digital society, a skill and mindset we call “digi-grasping”. Digi-grasping is active sense making and existing in the world that consists of both digital and ”real” world, and creates an ethical and aesthetic attachment to society. It can empower people to understand and question the choices and motivations behind current digital structures and create new structures. Digi-grasping is thus an important approach to shaping the futures of digital society. The paper draws theoretically from futures research, embodied cognition science and artistic research. It combines the recent research on “the experiential shift in foresight” with the long tradition of research on art and craft.
Creative coding at Art & Craft school Robotti
Presentation about art&craft school Robotti and teaching creative coding for children. Presented in the Digital Technology in Arts Education-conference in Bergen, Norway, June 2017. http://www.dtae.eu
Luova ohjelmointikäsityökoulurobotissa
Finnish presentation of creative coding at the art & craft school Robotti.
the role of art and hacking in developing and 21st century skills by look...
Art and hacking can develop critical thinking and 21st century skills. The document discusses the experiences gathered at the art and craft school Robotti in developing digital code literacy, hacking, and an embodied knowledge of digital consciousness through art. It was written by Tomi Dufva from both the art and craft school Robotti and Aalto University's school of Arts, Design and Architecture.
Metaphors of Code
Our presentation on Metaphors of Code at ITK-Conference.
See slides with comments here: http://www.thispagehassomeissues.com/blog/2015/4/16/metaphors-of-code-presentation-at-itk-conference-2015
Abstract
Information and communication technology (ICT) has become embedded into our daily lives. Code is in the heart of this technology. The way code is perceived influences the way our everyday interaction with ICT is perceived: is it an objective exchange of ones and zeros, or a value-laden power struggle between white male programmers and those who think they are users, when they are, in fact, the product being sold. Understanding the nature of the code thus enables the imagination and exploration of the present state and alternative future developments of ICT. This better understanding is especially important for developing basic education so that it gives capabilities for coping with these developments. Currently, the discussion has been mainly on the technical details of the code. In this article, we study how to broaden this narrow view in order to support the design of more comprehensive and future-proof ICT education. We approach the concept of code through nine different metaphors from existing literature on systems thinking and organisational studies. The metaphors we use are machine, organism, brain, flux and transformation, culture, political system, psychic prison, instrument of domination and carnival. We describe their epistemological background and give examples of how code is perceived through each of them. We then use the metaphors to suggest different complementary ways ICT could be taught in schools. The metaphors illustrate different contexts and help to understand the discussions related to developments in ICT such as open source community, democratization of information and internet of things. They also help to identify the dominant view and the tensions between the views. We propose that the systematic use of metaphors described in this paper would be a useful tool for structuring the dialogue around code in designing ICT education.
Creative coding in art education -Fads presentation
Slides from my presentation "Creative coding in art education" which I held in Pyhätunturi, Finland at FADS symposium. More details about my presentation can be found at my blog: http://www.thispagehassomeissues.com/blog/2014/11/5/creative-coding-in-art-education-presentation-at-fads-2014
Ohjelmoinnin lukutaito
Esityksen teksti saatavissa: http://codeliteracy.net/esitys-itk-2014-mediakasvatus-nyt-seminaarissa
Esitykseni ITK:n Tutkijatapaamisessa 2014 ja Mediakasvatus.Nyt seminaarissa 2014. Esitykseni käsittelee ohjelmoinnin opetuksen merkitystä ja hahmottaa laajempaa kehystä ohjelmoinnin ymmärtämisen(lukutaidon) tärkeydelle. Ohjelmoinnin lukutaito avaa myös viitekehystä väitöskirjatutkimukseeni Luovan ohjelmoinnin menetelmästä.
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the role of art and hacking in developing and 21st century skills by look...
the role of art and hacking in developing and 21st century skills by look...
Creative coding in art education -Fads presentation
Creative coding in art education -Fads presentation
Maker movement -creating knowledge through basic intention
- 1. MAKER MOVEMENT - CREATING KNOWLEDGE THROUGH BASIC INTENTION Tomi Dufva Aalto-University School of Arts, Design & Architecture tomi.dufva@aalto.fi tomidufva
- 2. What Is Making in Digitalized Culture & Society ?
- 4. MAKER MOVEMENT a new industrial revolution which happens ”when the web generation turns to the real world” -Anderson
- 5. MAKER MOVEMENT Arts & Crafts 2.0?
- 7. MAKER MOVEMENT ”Terribly exciting in the ways it celebrates the virtues of constructionism, even if the advocates of learning by the making have no formal knowledge of theory underlying their passions” -Martinez & Stager
- 9. Thought In Our Hands -Kojonkoski-Rännäli
- 10. The way we exist in the world is realized by making
- 11. GRASPING
- 13. BASIC INTENTION
- 14. ”When the maker is both experientially and emotionally attached to her work as well as rationally and intentionally, then the maker gains knowledge of her material and the world wherein she belongs to” - KOJONKOSKI-RÄNNÄLI
- 17. MAKER MOVEMENT Basic Intention Of Digital Era ?
- 18. oiooiioooiiooioi oioooiioooiioo oioooioioioioioi oioioiooiioooiio oioioioooiioooii If you can open it you don’t own it
- 19. way of belonging to the world
- 20. MAKER MOVEMENT Tomi Dufva Aalto-University School of Arts, Design & Architecture tomi.dufva@aalto.fi tomidufva