Review of MOOC: Tinkering Fundamentals: A Constructionist Approach to STEM Learning; Pieter van der Hijden; Fabfuse grassroots conference; Fab Lab Amersfoort, The Netherlands, 8-9-10 August 2014
Review of MOOC: Tinkering Fundamentals: A Constructionist Approach to STEM Learning; Pieter van der Hijden; Fabfuse grassroots conference; Fab Lab Amersfoort, The Netherlands, 8-9-10 August 2014
How can we move beyond recorded lectures?Clive Young
Sylvia Moes, Vrije Universiteit, Amsterdam and Clive Young, University College London
European Distance Education Network (EDEN) Conference, June 2012, Oporto, Portugal
as part of the Erasmus REC:all project [http://www.rec-all.info/]
Olga Firssova - Task-centred approach to MOOC design - challenges and opportu...EUmoocs
EMMA webinar - Task-centred approach to MOOC design: challenges and opportunities
This one hour webinar is intended for people willing to improve the pedagogical design of MOOCs. Often MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire and remember the knowledge presented by the teacher. This webinar will guide participants through the phases of Merrill’s task-centered instructional design model. We will show how the model can be applied to MOOC design for engaging learners in active and collaborative knowledge construction through meaningful and practical assignments. Opportunities that task-centered MOOC design offers and challenges that need to be considered will be discussed.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
Mart Laanpere - Task-centred approach to mooc designEUmoocs
EMMA webinar - Task-centred approach to MOOC design: challenges and opportunities
This one hour webinar is intended for people willing to improve the pedagogical design of MOOCs. Often MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire and remember the knowledge presented by the teacher. This webinar will guide participants through the phases of Merrill’s task-centered instructional design model. We will show how the model can be applied to MOOC design for engaging learners in active and collaborative knowledge construction through meaningful and practical assignments. Opportunities that task-centered MOOC design offers and challenges that need to be considered will be discussed.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
This presentation discusses the big issue with web design and development education: that there is a great shortage of skilled new graduates coming into the web industry, but most of the related educational courses out there don't teach current standards and best practices. It starts by discussing causes of the problem in detail, and then looks at solutions, and resources the web industry is making available to help educators get up to date.
How can we move beyond recorded lectures?Clive Young
Sylvia Moes, Vrije Universiteit, Amsterdam and Clive Young, University College London
European Distance Education Network (EDEN) Conference, June 2012, Oporto, Portugal
as part of the Erasmus REC:all project [http://www.rec-all.info/]
Olga Firssova - Task-centred approach to MOOC design - challenges and opportu...EUmoocs
EMMA webinar - Task-centred approach to MOOC design: challenges and opportunities
This one hour webinar is intended for people willing to improve the pedagogical design of MOOCs. Often MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire and remember the knowledge presented by the teacher. This webinar will guide participants through the phases of Merrill’s task-centered instructional design model. We will show how the model can be applied to MOOC design for engaging learners in active and collaborative knowledge construction through meaningful and practical assignments. Opportunities that task-centered MOOC design offers and challenges that need to be considered will be discussed.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
Mart Laanpere - Task-centred approach to mooc designEUmoocs
EMMA webinar - Task-centred approach to MOOC design: challenges and opportunities
This one hour webinar is intended for people willing to improve the pedagogical design of MOOCs. Often MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire and remember the knowledge presented by the teacher. This webinar will guide participants through the phases of Merrill’s task-centered instructional design model. We will show how the model can be applied to MOOC design for engaging learners in active and collaborative knowledge construction through meaningful and practical assignments. Opportunities that task-centered MOOC design offers and challenges that need to be considered will be discussed.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
This presentation discusses the big issue with web design and development education: that there is a great shortage of skilled new graduates coming into the web industry, but most of the related educational courses out there don't teach current standards and best practices. It starts by discussing causes of the problem in detail, and then looks at solutions, and resources the web industry is making available to help educators get up to date.
The SLMOOC Series: Anticipating the Needs of Learners in Virtual WorldsThe AZIRE
Presentation for the Virtual Worlds Education Roundtable, July 14th, 2016 on the needs of learners who enter virtual worlds such as Second Life, and the management of MOOCs that span several learning management platforms including virtual worlds.
Our community space is available at https://plus.google.com/communities/110898703741307769041 > Feel free to join. The conversations continue and we will be back and offer a mini version of the course during Open Education Week in March 2016.
The #creativeHE team
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
Talk at Brunel University, 7th October 2015.
We are in the midst of a time of change in higher education, it is hard to distinguish hype from innovation. Based on my own experience and the literature I will explore aspects of pedagogy, economics and data around the growing trend towards 'flipped class' teaching.
http://alandix.com/academic/talks/Stories-of-Flipping-Brunel-2015/
UPDATED: Everything old is new again…or is it?Jo Kay
Updated to include audience responses and participation!
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
Fab Care and the Sustainable Development Goals (SDGs); Pieter van der HijdenPieter van der Hijden
Fab17 panel: "Working Group FabCare "; Jimbaran Hub, Bali, Indonesia, October 18th, 2022
The UN SDGs are a globally accepted reference framework for socio-economic issues including health and care, they set common goals for all countries for the year 2030 and they are provided with indicators and a system of monitoring to track progress.
We indicate the role health and care play within the SDGs and which fablabs have SDG profiles that show they are interested in this or want to contribute.
Based on current data on the state of “care” within various countries, we can see where the existing fablabs could have the most impact with regard to care. And which themes are preferable to tackle.
A Mind Shift in Mind Mapping; Pieter van der Hijden; Sofos Consultancy, Amste...Pieter van der Hijden
Mindmapping via a “hand tool” is great. With data becoming more and more important it is time to automate it. We developed a simple command language and interpreter (Corel/Mindmanager Macro) to do so.
For more than 20 years mindmapping has been my personal productivity booster. It helps to organize my thoughts, to play on different fields, to plan, to develop and to write. With data becoming more and more important, it is time for a next round.
Spending time with mindmapping software as part of a creative process, planning or writing is a pleasure. But spending time to visualize information is becoming more and more a load. It certainly is possible, but it takes often too much time and energy. As an example, look at the Figure 1. It is very simple in structure; it has a central topic, 13 main topics (picture only) and an additional main topic with some statistics.
Figure 1 - Simple mindmap, nevertheless a lot of work
In this example the creative part of the process to produce the map is rather limited. Maybe you need two minutes to set-up the main idea. But be honest, how many minutes will it take to produce the complete map? and even worse: this map is about UN Sustainable Development Goal #09. There are 17 such goals, so producing such a map for each of these goals will cost you 17 times that amount of time. All this time you can not spend to creative and more engaging processes!
Mindmapping software is like a Swiss Army Knife, a fantastic tool in all kinds of situations. However, this tool needs the hands of a human all the time. So there is an upper limit to the fun you can have with it. In complex applications (eg a map with 100 nodes, decorated with images, markers, hyperlinks etc.), using the tool is too laborious. In series production (eg a series of 17 maps), the repetition becomes boring.
We have to distinguish creative work from creating graphics. The latter should become more and more data driven and automated.
More Related Content
Similar to Review of MOOC: Tinkering Fundamentals: A Constructionist Approach to STEM Learning; Pieter van der Hijden; Fabfuse grassroots conference; Fab Lab Amersfoort, The Netherlands, 8-9-10 August 2014
The SLMOOC Series: Anticipating the Needs of Learners in Virtual WorldsThe AZIRE
Presentation for the Virtual Worlds Education Roundtable, July 14th, 2016 on the needs of learners who enter virtual worlds such as Second Life, and the management of MOOCs that span several learning management platforms including virtual worlds.
Our community space is available at https://plus.google.com/communities/110898703741307769041 > Feel free to join. The conversations continue and we will be back and offer a mini version of the course during Open Education Week in March 2016.
The #creativeHE team
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
Talk at Brunel University, 7th October 2015.
We are in the midst of a time of change in higher education, it is hard to distinguish hype from innovation. Based on my own experience and the literature I will explore aspects of pedagogy, economics and data around the growing trend towards 'flipped class' teaching.
http://alandix.com/academic/talks/Stories-of-Flipping-Brunel-2015/
UPDATED: Everything old is new again…or is it?Jo Kay
Updated to include audience responses and participation!
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
This is for a talk delivered in STEM Education Program Briefing Session on 7 Nov 2015
Similar to Review of MOOC: Tinkering Fundamentals: A Constructionist Approach to STEM Learning; Pieter van der Hijden; Fabfuse grassroots conference; Fab Lab Amersfoort, The Netherlands, 8-9-10 August 2014 (20)
Fab Care and the Sustainable Development Goals (SDGs); Pieter van der HijdenPieter van der Hijden
Fab17 panel: "Working Group FabCare "; Jimbaran Hub, Bali, Indonesia, October 18th, 2022
The UN SDGs are a globally accepted reference framework for socio-economic issues including health and care, they set common goals for all countries for the year 2030 and they are provided with indicators and a system of monitoring to track progress.
We indicate the role health and care play within the SDGs and which fablabs have SDG profiles that show they are interested in this or want to contribute.
Based on current data on the state of “care” within various countries, we can see where the existing fablabs could have the most impact with regard to care. And which themes are preferable to tackle.
A Mind Shift in Mind Mapping; Pieter van der Hijden; Sofos Consultancy, Amste...Pieter van der Hijden
Mindmapping via a “hand tool” is great. With data becoming more and more important it is time to automate it. We developed a simple command language and interpreter (Corel/Mindmanager Macro) to do so.
For more than 20 years mindmapping has been my personal productivity booster. It helps to organize my thoughts, to play on different fields, to plan, to develop and to write. With data becoming more and more important, it is time for a next round.
Spending time with mindmapping software as part of a creative process, planning or writing is a pleasure. But spending time to visualize information is becoming more and more a load. It certainly is possible, but it takes often too much time and energy. As an example, look at the Figure 1. It is very simple in structure; it has a central topic, 13 main topics (picture only) and an additional main topic with some statistics.
Figure 1 - Simple mindmap, nevertheless a lot of work
In this example the creative part of the process to produce the map is rather limited. Maybe you need two minutes to set-up the main idea. But be honest, how many minutes will it take to produce the complete map? and even worse: this map is about UN Sustainable Development Goal #09. There are 17 such goals, so producing such a map for each of these goals will cost you 17 times that amount of time. All this time you can not spend to creative and more engaging processes!
Mindmapping software is like a Swiss Army Knife, a fantastic tool in all kinds of situations. However, this tool needs the hands of a human all the time. So there is an upper limit to the fun you can have with it. In complex applications (eg a map with 100 nodes, decorated with images, markers, hyperlinks etc.), using the tool is too laborious. In series production (eg a series of 17 maps), the repetition becomes boring.
We have to distinguish creative work from creating graphics. The latter should become more and more data driven and automated.
Schools, fablabs, makerspaces and the UN Sustainable Development Goals (SDGs)...Pieter van der Hijden
Slides for online presentation; Pieter van der Hijden; FAN6 - Fab Lab Asia Network; 6th Annual Meeting; Shanghai, China and Online; 6-7 January 2022; 10 minutes; audio, content and subtitles in English
Strengthen data literacy in the regional development of Suriname; Pieter van ...Pieter van der Hijden
Strengthen Data Literacy in the Regional Development of Suriname; Memo to the Government of Suriname, Ministry of Regional Development and Sports; edX course "Data for Better Lives: A New Social Contract"; mid-term assessment; World Bank Group, October-November 2021; Pieter van der Hijden
Bedrijfskunde:strategie en UN Sustainable Development Goals; HvA - Hogeschool...Pieter van der Hijden
[nl] Bedrijfskunde:strategie en UN Sustainable Development Goals (webinar); Pieter van der Hijden; HvA - Hogeschool van Amsterdam; deeltijdopleiding Bedrijfskunde; vak Strategie (Robert Kleipool); 16 en 18 maart 2021
Gaming/Simulation en de Sustainable Development Goals van de U.N.; Pieter van...Pieter van der Hijden
[nl] Gaming/Simulation en de Sustainable Development Goals van de U.N. (webinar) Pieter van der Hijden; Serious games and sustainability; Saganet Online, 18 februari 2021
Een Verdeelde Wereld (Masters Thesis); Pieter van der Hijden; Eindhoven Unive...Pieter van der Hijden
Een verdeelde wereld (Masters Thesis); Van der Hijden, Pieter, Dercksen, J.W. (begeleider), Van der Grinten, P.M.E.M. (afstudeerhoogleraar) ; Rapport van het afstudeerwerk uitgevoerd van januari tot en met december 1973; Rapport U20 (25-1-1974); Projekt Globale Dynamica; Groep Meten & Regelen; Technische Hogeschool Eindhoven
Handleiding: Zet vandaag nog uw klas online; ECOIS - Expertisecentrum Onderwi...Pieter van der Hijden
Schoolklassen, studie/projectgroepen, trainingsgroepen: vanwege COVID-19 zitten de deelnemers thuis en liggen onderwijs, projectwerk of trainingen zo goed als stil. ECOIS stelt daarom het Ministerie van OWC, onderwijsinstellingen en trainingsbureaus voor om met spoed over te schakelen op modern afstandsonderwijs dat thuis gevolgd kan worden; óók als daar niet eenmaal 24 uur stroom en/of internet is. De aanpak kan zowel top-down vanuit de organisaties als bottom-up via pilots op initiatief van individuele leerkrachten, leraren, coördinatoren en trainers plaatsvinden. ECOIS wil daar met raad en daad bij helpen en start daarom de campagne "Zet vandaag nog uw klas online".
[nl] Kennismaken met de UN Sustainable Development Goals (SDGs); managementgamePieter van der Hijden
[nl] Kennismaken met de UN Sustainable Development Goals (SDGs); managementgame; Pieter van der Hijden; Nationale UNESCO Commissie Suriname; Paramaribo, 7 maart 2020
Workshop Fab Labs and Sustainable Development Goals; The Next Round; Pieter v...Pieter van der Hijden
Workshop "Fab Labs and Sustainable Development Goals; The Next Round"; FAB15 – 15th Annual International Fab Lab Conference, ElGouna / Cairo, Egypt, 28 July – 4 August 2019 with Enrico Bassi (Italy), Nagwa ELnwishy (Egypt), Vaneza Caycho Ñuflo (Peru), Neville Govender (South Africa), Arundhati Jadhav (India), Beno Juarez (Peru), Ted Hung (Taiwan), Yogesh Kulkarni (India), Noksy Letsoalo (South Africa), Jean-Baptiste Natali (New Zealand), Wendy Neale (New Zealand), Pieter van der Hijden (Netherlands/Suriname)
De bevolking in Wereld 3; Pieter van der Hijden; Stageverslag; Technische Hog...Pieter van der Hijden
De bevolking in Wereld 3; rapport van de stage uitgevoerd van augustus tot december 1972; Pieter van der Hijden; begeleider ir. J. G. M. Cuypers; Rapport U12 (24-1-1973); Projekt Globale Dynamica; Groep Meten en Regelen o.l.v. Prof. ir. O. Rademaker; Technische Hogeschool Eindhoven.
Na een algemeen gedeelte waarin de opbouw van het M.I.T.-rapport over het wereldmodel 3 wordt besproken, wordt nader ingegaan op de verschillen tussen de versie van 7 april 1972 en die van 20 juli 1972 van het rapport. De global standard run volgens de juli versie wordt besproken.
Vervolgens wordt de aandacht beperkt tot de bevolkingssektor: Na een kwalitatieve beschrijving wordt gerapporteerd over een gericht gevoeligheidsonderzoek.
The TacTec Game; The Tactics of Electronic Commerce; Van der Proceedings of t...Pieter van der Hijden
The TacTec Game; The Tactics of Electronic Commerce; Van der Proceedings of the ISAGA 2000 Conference; Pieter van der Hijden; nternational Simulation and Gaming Association, Tartu, Estonia, 2001
Presentation: How to align your Fab Lab / Makerspace with the U.N. Sustainabl...Pieter van der Hijden
Presentation for use during the workshop.
This presentation acompanies a generic workshop format for use in the fab labs, follow-up of the Workshop: Fab Labs and Sustainable Development Goals (SDGs); FAB14 – 14th Annual International Fab Lab Conference; Toulouse, France, 16-22 July 2018; authors: Pieter van der Hijden (The Netherlands & Suriname) plus global team: Enrico Bassi (Italy), Vaneza Caycho Ñuflo (Peru), Neville Govender (South Africa), Arundhati Jadhav (India), Yogesh Kulkarni (India), Noksy Letsoalo (South Africa), Jean-Baptiste Natali (New Zealand), Wendy Neale (New Zealand) – contact pvdh@sofos.nl
Manual: How to align your Fab Lab / Makerspace with the U.N. Sustainable Deve...Pieter van der Hijden
Manual for the Fab Lab Manager
This document describes a generic workshop format for use in the fab labs, follow-up of the Workshop: Fab Labs and Sustainable Development Goals (SDGs); FAB14 – 14th Annual International Fab Lab Conference; Toulouse, France, 16-22 July 2018; authors: Pieter van der Hijden (The Netherlands & Suriname) plus global team: Enrico Bassi (Italy), Vaneza Caycho Ñuflo (Peru), Neville Govender (South Africa), Arundhati Jadhav (India), Yogesh Kulkarni (India), Noksy Letsoalo (South Africa), Jean-Baptiste Natali (New Zealand), Wendy Neale (New Zealand) – contact pvdh@sofos.nl
Verzeker gelijke toegang tot kwaliteitsvol onderwijs en bevorder levenslang l...Pieter van der Hijden
Verzeker gelijke toegang tot kwaliteitsvol onderwijs en bevorder levenslang leren voor iedereen; de uitdaging voor Suriname en de mogelijke bijdrage van ict; Pieter van der Hijden; AdeKUS / VLIR Onderzoeksconferentie, november 2017
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter 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.
Review of MOOC: Tinkering Fundamentals: A Constructionist Approach to STEM Learning; Pieter van der Hijden; Fabfuse grassroots conference; Fab Lab Amersfoort, The Netherlands, 8-9-10 August 2014
1. Review of MOOC:
Tinkering
Fundamentals: A
Constructionist
Approach to STEM
Learning
Pieter van der Hijden msc
1 www.sofos.nl
FABFUSE 3, Amersfoort, The Netherlands
8-9-10 August 2014
http://www.fabfuse.org
2. Background
Pieter van der Hijden
Sofos Consultancy (Amsterdam, The
Netherlands) – http://www.sofos.nl
Consultant Fab Lab, Gaming/Simulation,
eLearning
External consultant / member of the project
team of Fab Lab Paramaribo (Suriname) –
http://fablab.vicepresident.gov.sr &
https://www.facebook.com/FabLabPar
amaribo
www.sofos.nl
2
5. Fab Lab
www.sofos.nl
5
Great learning
potential
Motivating
Empowering
Social knowledge
constructing
How to make it
sustainable?
How to work in
professional way?
7. 2. Learning in Fab Labs
Frame of reference
www.sofos.nl
7
8. FabEd = Fab Education
www.sofos.nl
8
Support organization
for Fab Labs and
education
Partners:
FabFoundation
TIES – Teaching
Institute for
Excellence in STEM
Ambitions:
Fab Lab Start-up Services
Fab Lab/STEM school Tours
Planning and Design Services
Fab Lab Installation
Curriculum and Assessment
Adaptation and/or Development
Professional Development for
Teachers
Fab Lab Manager/Guru Training
Fab Lab Continuing Services
Professional Development
Fab Lab Scaling Services
Source: FabEd
9. FabLab@School
www.sofos.nl
9
Research group with own
concept of Fab Labs at
school
Digital fabrication and
hands-on learning in
education
Middle and high school
students
Paulo Blikstein at
Transformative Learning
Technologies Lab;
Graduate School of
Education; Stanford
University
It is NOT:
Traditional school science
lab
Robotics lab
Source: Website Fablab@school
10. School fab labs
www.sofos.nl
10
Many Fab Labs
have been
embedded into
schools:
Programmed lab
sessions
Dedicated courses
Project group
facilities
Source: Fab Lab, ROC, Bergen op Zoom, NL
11. Other fab labs
www.sofos.nl
11
Fab Lab Paramaribo,
Suriname
Informal events plus
begin of recurring
group of children
Source: Fab Lab Paramaribo
15. Museums
www.sofos.nl
15
Museum of Science and
Industry, Chicago, USA
Short activities (8+ -
adults, 20-60‘)
3D printing, Laser cutting,
Vinyl cutting)
Summer camp (10-17,
one week)
Community programs
Science minors, Science
achievers, Youth
development program,
Science minors clubs,
Snoozeum 6-12, Science
in the community
All pictures: source MSI, Chicago
16. Museums
www.sofos.nl
16
Exploratorium, San Francisco,
USA
For Educators
Professional Development
Programs
MOOC: Tinkering
Fundamentals: A
Constructionist Approach
to STEM Learning
MOOC: Re-Engineering
Your Science Curriculum
Tools for Teaching
For Learners
Community Programs
Tools for Learning
For the Field
Learning About Learning
Source: Exploratorium, San Francisco, USA
17. 3. Expectations of the MOOC
= Massive Open Online Course
www.sofos.nl
17
18. Expectations of the MOOC
www.sofos.nl
18
Personal expectations
Improve developing
and facilitating
tinkering workshops
aiming at STEM*
learning
Learning to train
other facilitators
Being inspired by a
lot of funny and nice
ideas
Experiencing a
Coursera MOOC
*STEM = Science, Technology, Engineering, Mathematics
20. Week 1 – Introduction to tinkering
www.sofos.nl
20
Observations Comments
Video potpourri on tinkering
activities at Exploratorium
• Activity: one for all, not linear
• Materials: cheap and casual
• Environment: round table
• Facilitator: sparking, sustaining
and deepening
• Children: central and active
The children have a great time; is
there a next step?
• Why are we organizing these
workshops at all?
• If it is for learning, what did they
really learn (and how do we
know)?
• Is it for making STEM jobs more
popular?
“(Electrical) circuits play a central
role in our activities”
Interesting, but why?
Source: Exploratorium, San Francisco, USA
21. Week 2 – Initial explorations with tinkering
www.sofos.nl
21
Observations Comments
Various videos on
making circuit
board building
blocks
• Very useful
activity guide
(8 pages)!
• Cheap
materials are
welcome,
collect them
Source: Exploratorium, San Francisco, USA
Source: Exploratorium, San Francisco, USA
22. Week 3 – Identifying learning indicators
www.sofos.nl
22
Observations Comments
Various videos on scribbling
machines & activity guide
-
Pedagogical Perspective by Edith
Kaufmann
Recommended reading / watching:
E. Kaufmann
Learning dimensions framework:
• Engagement
• Initiative and Intentionality
• Social Scaffolding
• Development of Understanding
Interesting learning (observation)
framework, but…
• Only generic competencies
• No direct link to STEM curriculum
Source: Exploratorium, San Francisco, USA
23. Week 4 – Personal expression through tinkering
www.sofos.nl
23
Observations Comments
Sewn circuits and paper circuits this
week
Again with interesting activity guides
(see references)
Poster on “Tinkering tenets” Two suggestions for extra tenets:
• Choreography (scenario for
tinkering session with plenary,
group and individual time slots)
• Take something home (and
continue tinkering)
Both pictures: source: Exploratorium, San Francisco, USA
24. Week 5 – Computation, Deconstruction, and Reconstruction
www.sofos.nl
24
Observations Comments
Toy Take Apart activity Funny, e.g. Furby Autopsy
Makey Makey Nice, but always the same
examples
Reflection on facilitating
exercise
Good to reflect on facilitating
an activity and to write it
down
Source: Exploratorium, San Francisco, USA
25. Week 6 – Putting it all together
www.sofos.nl
25
Observations Comments
Some loose
ends
-
Wrap-up of
the course
Final
assignment
plus peer
review
Source: Exploratorium, San Francisco, USA
30. Course technology
www.sofos.nl
30
Description Comments
Virtual learning environment (VLE) OK
Every week
• Welcome email
• Course page
• Your turn
• Home tinkering activity
• Reflection activity
Home tinkering activities
• Ordering materials was
expensive / clumsy
Other virtual environments used:
• Weekly hangout (Google)
• Social media wall (via Twitter
and Rebelmouse)
Weekly hangout
• Life: inconvenient due to time
zones
• Archive: boring
Social media wall
• Clumsy and not protected
32. Conclusion
Personal expectations Score Comments
Improve developing and
facilitating tinkering workshops
aiming at STEM learning
+
• The course itself was like a tinkering activity; good
experience!
• Learning general competencies OK. However, the real
link between tinkering and STEM curriculum is still a blank
spot.
• The machine-focussed approach of Fab Labs turned out
to be less important. The machines are great, but only
when we need them. Facilitators do not have to master
"all" tools, techniques and machines.
Learning to train other facilitators
+
• Great to see (videos of) colleagues at work.
• Maybe that is also the way to train volunteers / facilitators
• Library with 100 annotated video fragments of tinkering
sessions (to be figured out)
• Great to see and feel the importance of regular
reflection.
Being inspired by a lot of funny
and nice ideas ++
• Accompanying book “The Art of Tinkering” is beautiful
• Excellent activity guides (see references)
• Useful learning observation framework
• Plenty reading materials
Experiencing a Coursera MOOC
+
• Content well structured
• VLE easy to operate
• Great to slow down video speed (.75); big time saver!
• Linking to other sites clumsy (Google hangout &
Twitter/Rebelmouse)
• Large group of participants, maybe better to work in small
online groups www.sofos.nl
32
34. References
All pictures without source: Computerclub Wanica / informal Mini Fab Lab Wanica; Pieter van der Hijden;
http://www.flickr.com
Ateneu de Fabricació de Les Corts; Barcelona, Spain; http://bit.ly/ateneofabricación
Coursera; http://www.coursera.org
Exploratorium; http://www.exploratorium.edu/
Fab Lab Paramaribo, http://fablab.vicepresident.gov.sr,
https://www.facebook.com/FabLabParamaribo
FabEd - Fab Education; Fab Foundation; http://www.fabfoundation.org/fab-education/
FabLabIL, Fab Lab Israel; Ohad Meyuhas; http://www.fablabil.org/
Fab Lab Museo Metropolitano de Lima; Victor Freundt; https://www.facebook.com/fablabmet
FabLab@School; http://fablabatschool.org/
Four in balance monitor 2013; Kennisnet, The Netherlands, 2013; http://bit.ly/1lLN9hc
Invent to learn; making, tinkering, and engineering in the classroom; Sylvia L. Martinez, Gary Stager;
Constructing Modern Knowledge Press; 2013; http://www.inventtolearn.com/
The art of tinkering; meet 150+ makers working at the intersection of art, science and technology;
Karen Wilkinson & Mike Petrich; Weldonowen, 2013; http://tinkering.exploratorium.edu/the-art-of-
tinkering
TIES - Teaching Institute for Excellence in STEM; http://www.tiesteach.org
Tinkering Fundamentals: A Constructionist Approach to STEM Learning;
Coursera; https://www.coursera.org/course/tinkering
Social media wall; https://www.rebelmouse.com/tinkeringstudio/Tinker-at-Home/
Activity guides for cardboard automata, circuit boards, light painting, paper circuits, sewn
circuits, toy take apart, wind tubes, marble machines*, scribbling machines* hyperlinks to activity
guides (* also on http://www.instructables.com), see hyperlink at bottom of corresponding
project pages on http://tinkering.exploratorium.edu/
Transformative Learning Technologies Lab; Stanford University; https://tltl.stanford.edu/
Wanger Family Fab Lab; Museum of Science and Industry, Chicago,
http://www.msichicago.org/whats-here/fab-lab/ www.sofos.nl
34
35. Thank you for your attention!
35
Pieter van der Hijden, Sofos Consultancy – 2014 –
This work is licensed under a Creative Commons Attribution 3.0
Unported License.
www.sofos.nl
Pieter van der Hijden
pvdh@sofos.nl