digital fabrication in learning environments
TRANSCRIPT
Oldest !human! artifacts! 40,000 BC
Making in the hands of everyone
“It was never about toys, it’s always about what happens when toys are applied to society”
“Dream… there will be stumbling blocks in your journey. Things will go awry, and people will come and go. If you hold on to that vision, the people and funds will appear. The people sharing this vision are the fuel for the fire.”
36 covers: 85% males, 0% African Americans
MAKE Editorial board: 87% males, 0%
African Americans
512 Articles: 85% male authors
Electronics, vehicles and robots: ~90%
(source: Leah Bueckey’s keynote at FabLearn 2013)
At the heart of the FabLabs is the belief that the most sustainable way to bring the deepest results of the digital revolution to communities is to enable them to participate in creating their own technological tools for finding solutions to their own problemsA
Innovation and collaborative problem-solving
are core skills for virtually any career, and yet
those are the very elements that have been
pushed out of schools by the mandates of
standardized testing.
Most high school students will graduate without
the experience of having ever designed a
solution and built a working prototype.
-- PAULO BLIKSTEIN
SPACE MATTERS. WE READ OUR PHYSICAL ENVIRONMENT LIKE WE READ A HUMAN FACE.
–DAVID KELLEY, FOUNDER OF IDEO
NEVER HELP A CHILD WITH A TASK AT WHICH HE FEELS HE CAN SUCCEED - MARIA MONTESSORI
C hild Direct Let students choose, be curious and lead
R isk Friendly Encourage successful failures
E motionally Attuned Praise process rather than person
A ctive Judge activities by tinkerability and playfulness
T ime Flexible Help students find and stay in flow
E xploratory Ask open-ended questions
Review by Barron & Darling-Hammond, 2008 § Students learn more deeply when they can
apply classroom-gathered knowledge to real-world problems.
§ Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.
§ Students are most successful when they are taught how to learn as well as what to learn.
It seems relatively obvious, but this is the first objective evidence of the neural basis that if you have the building blocks of certain behaviors, it is easier to learn tasks versus more novel tasks. -Stephen Ryu-
Schneider, Blikstein & McKay (2012)
0
9.6
12.5
0
6.4
9.1
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15
Pre-test Mid-test Post-test
Lear
ning
Sco
re
Table → Text Text → Table
Video professor
A B
Schneider & Blikstein 2015
1980s 1900s 2000s
to blink forever [ a, on wait 10 a, off wait 10
] end
‘{$STAMP BS2} ‘{$PBASIC 2.5} OUTPUT 14 DO HIGH 14 PAUSE 1000 LOW 14 PAUSE 1000
LOOP
int ledPin = 13; void setup() {
pinMode (ledPin, OUTPUT); void loop() digitalWrite(letPin, HIGH); delay(1000); digitalWrite(ledPin, LOW); delay(1000); }
“The question is not what the computer
will do to us. The question is what we will make with the computer”
Idea Power-‐Papert • Par[cipants will be able to use the idea to solve a real problem that had come directly out of a personal project. Powerful in the use.
• Use made of the idea is directly connected with other situa[ons in the world. It leads to the understanding of a large class of phenomena. Powerful in its connec[ons.
• Syntonic. Has roots in intui[ve knowledge the par[cipant has internalized over a long [me. Powerful in its roots
Internet
EXAMPLES
hap://fablabcatapult.weebly.com/fablabulus-‐experiences.html Middle School Da Vinci + Simple Machines Mul[disciplinary Ac[vity
hap://fablab-‐pd.weebly.com/dpm-‐-‐ac[vity.html Brooklyn Interna[onal High School Project. English + Electromagne[cs + Programming
Intense project in Mexico. Digital Fabrica[on + Design Thinking haps://www.youtube.com/watch?v=kQayN86RVB0
Barcelona: Mul[disciplinary Project Music + English + History + Math +
Art + Technology .
