Makerspaces and Computational Thinking at The Mind Lab by Unitec
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This presentation looks at two popular themes in technology education, computational thinking and makerspaces. Computational thinking involves solving problems, designing systems, and understanding human behavior, by drawing on the concepts fundamental to computer science. Makerspaces, and the maker movement, encompass a range of definitions and implementations that sometimes make it difficult to define exactly what we mean when using these terms. However, they usually refer to shared spaces that have hardware, software and other craft materials available for the anyone to use to create, explore, invent and learn. We suggest that coupling the recognised value of exposing all learners to computational thinking with a shared, inclusive makerspace designed appropriately for tertiary learners could create many synergies.
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Makerspaces and Computational Thinking at The Mind Lab by Unitec
- 1. The Mind Lab by Unitec | 2016 Makerspaces and Computational Thinking at The Mind Lab by Unitec David Parsons Milla Inkila
- 2. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 With 20 regional centres nationwide, we provide experiences in developing digital fluency that works across sectors, regions and deciles. The Mind Lab by Unitec
- 3. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 Our students are in-service teachers from all subject areas They do not necessarily normally work with ICT We introduce them to makerspace-style activities, integrating hardware, software and creativity, that can be used in their own classrooms Our Students
- 4. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 There is a distinction between making (as activities), makerspaces (as communities of practice within a physical space) and makers (as the identities of those who participate). Thought needs to be given to all three of these dimensions when designing makerspace activities for the tertiary learner. Makerspace Dimensions Halverson, E.R.& Sheridan, K.M. The Maker Movement in Education. Harvard Educational Review, 84(4), 495-504.
- 5. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 Maker Communities Sharing and questioning together F2F, G+ Communities, Collaborative OneNote, SharePoint Communities, Facebook groups... Maker Activities KC’s and 21CS’s (ITL Research Rubrics) Maker Identities Problem solvers, Lifelong learners, Collaborators, Leaders, Risk takers with Growth Mindset. Preparing for the Now/Future
- 6. The Mind Lab by Unitec | Computational Thinking | 2016The Mind Lab by Unitec | 2016 Some Things That We Do ● Stop motion movies with creative materials ● 3D design and printing ● Customised design thinking process ● Programming Makey Makey with Scratch ● Using Scratch for computational thinking ● Creating MeArm robotic arm kits for students to assemble ● Programming MeArms with mBlock
- 7. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 Stop Motion
- 8. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 Stop Motion Student Video
- 9. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 3D Design
- 10. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | Teaching and Learning | 2016The Mind Lab by Unitec | 2016 Real World Problems Are experienced by real people Have solutions for a specific, plausible audience other than the educator as grader Have specific, explicit contexts If students are using data to solve a problem, they use actual data ITL. (2013). 21st Century Learning Design. Retrieved from: http://www.itlresearch.com/itl-leap21 Walking The Walk
- 11. The Mind Lab by Unitec | 2016 Designing Content
- 12. The Mind Lab by Unitec | 2016 Design Thinking Kite Model Empathise Define Ideate Prototype Test Reflect
- 13. The Mind Lab by Unitec | 2016 DT Model in Action https://www.instagram.com/explore/tags/mindlabdt/
- 14. The Mind Lab by Unitec | Computational Thinking | 2016The Mind Lab by Unitec | Computational Thinking | 2016 Computational Thinking Means... Solving problems Applying abstraction and decomposition Thinking algorithmically - what’s the process? Thinking conceptually - what’s the model? Understanding how things repeat and scale Dealing with errors ...among other things (depends who you read) 14
- 15. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 Computational Thinking
- 16. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 Makey Makey Music
- 17. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 Robots Vs Human Teachers
- 18. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 Laser Cutting Robot Components
- 19. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 MeArm Robot Makers
- 20. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 mBlock Robot Coders
- 21. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | Teaching and Learning | 2016The Mind Lab by Unitec | 2016 ● Maker Communities ○ Safe environment to fail ○ Collaborative environment to share ● Maker Activities ○ Practical takeaways for the classroom ● Maker Identities ○ New experiences ○ New skills ○ Growth mindset Making a Difference ➔ What else could we do?
- 22. The Mind Lab by Unitec | 2016The Mind Lab by Unitec | 2016 Would you like to raise your voice? We are crowdsourcing ideas for NZ’s education future at http://hackeducation.co.nz Thank you! Hacking NZ Education
Editor's Notes
- Dave can start :)
- Dave explains
- Milla Some of them are using 0365, some Google services, some love Linux and others are excited about Rasberry pies. Some don’t own a smartphone, yet. We bring them all together, to work and problem solve together using all of their strengths. Collaboration is power. We provide the makerspace… and by that we mean… → .
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- Milla Letting go and giving it a go - together!
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- Dave We do a lot of videos - and we do recommend Movie Maker. We use that ourselves a lot. Our portal is video based.
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- Milla We ask the students to design objects that they are missing from their classrooms, using Tinkercad. We are asking them to redesign their classroom, using Sketchup. Some of them are designing Makerspaces for their schools, many of them give the design challenge for their students, they even let them lead.- Sculptrus. .
- Milla When we design the activities, we try to walk the walk. ITL rubrics are helpful. They can gather the data, or use open real data. We also develop our own content forward, every time. Are experienced by real people. For example, if students are asked to diagnose an ecological imbalance in a rainforest in Costa Rica, they are working with a situation that affects the real people who live there. Have solutions for a specific, plausible audience other than the educator as grader. For example, designing equipment to fit a small city playground could benefit the children of the community. Have specific, explicit contexts. For example, developing a plan for a community garden in a public park in their town has a specific context; learning which vegetables grow best in which parts of one’s country does not. If students are using data to solve a problem, they use actual data. For example, real scientific records of earthquakes, results of their own experiments, or first-person accounts of an historical event, not data developed by an educator or publisher for a lesson
- Milla We do the same thing ourselves. Every time it is different. That what learning is about. Iterative nature of the content. We are a bit bored with Aurasma already… Next Week it’ll be Seppo (same finnish tool some of you chatted about yesterday) / our students are teachers, so we have to design something where they are the designers and innovators. We get to teach the teachers that are tehaching teachers to help their studens to innovate. To be creative.
- Milla This is our Design Thinking Model. This week the students are problem solving online learning related issues that they have, for each other. Being the customer and the designer. This is what we do in 14 locations this week. (NEXT SKIDE INSTAGRAM)
- Milla Show 2 videos https://www.instagram.com/p/BGJe0EYFuBF/?tagged=mindlabdt They are engaged, they are solving real problems. We are opening their eyes to see Computational thinking also as PROBLEM SOLVING (NEXT SLIDE)
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- Dave MeArm Robotics share the design of their robotic arm so anyone can cut their own components Photo-illustrated build instructions for version 0.4 are on the Instructables web site
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- Milla Questions? Yesterday there was a discussion on Aurasma and Seppo