Revolutionizing School Through Digital Manufacturing and Open Design

Revolutionizing School Through Digital Manufacturing and Open DesignPeter TroxlerRotterdam University of Applied Sciences

Peter TroxlerIndustrial EngineerPhD, ETH Zurich, 1999Factory automation, 1990sArtificial intelligence, 2000sWaag Society, Amsterdam: Fab Lab 2007-2009Setting up Fab Labs since 2010 (NL, CH, DE, )Research Professor on the Revolution in Manufacturing at Rotterdam University of Applied Sciences, The Netherlands.

About my researchImpact of readily available direct digital manufacturing technologies and the design and manufacturing practice of fabbers and makers Emergence of networked co-operation paradigms and business models governed by open source principles.educational principles that are aligned to these developments third spaces and new manufacturing initiatives in urban environmentsHow the relationships between people and tools, people and capital, and people and authorities need to be remodeled for the development novel socio-technical configurations.

OutlineTechnology Use in SchoolsConstant ThemesLiteracy and NumeracyWhat is Different This TimeOpen Source

https://vimeo.com/79902240

Technology Use in Schoolsaround199 CD ROM and hypertext200 new media200 Web 2.0201 gamification201 STEM, making

Millennial TurnLoveless (2002) NESTA Future Lablearning contexts that promote creativityawareness of the way in which creativity is related to knowledge across the curriculumopportunities for exploration and play with materials, information, and ideasopportunities to take risks and make mistakes in a nonthreatening atmosphereopportunities for reflection, resourcefulness, and resilienceflexibility in time and space for the different stages of creative activitysensitivity to the values of education which underpin individual and local interest, commitment, potential, and quality of lifeteaching strategies which acknowledge teaching for creativity as well as teaching creativity

What do we knowe.g. Liu, Kalk, Kinney, and Orr (2012) on Web 2.0The majority of the reports focused on instructors experiences in trying out one or more of the Web 2.0 tools.There is a lack of clear research evidence indicating the effectiveness of the tools to enhance teaching and learning.e.g. Fleming & Raptis (2000) on educational technology of the 1990s25 % empirically-based research25 % commentaries, opinions, discussions and theoretical ruminations44 % uses of multimedia and other applications with different kinds of learners(anecdotal commentaries about the outcomes that can be achieved through media use)

Constant Themestechnology

subjectBlikstein (2015)flexibility / powerease of use

Computationally Enhanced Toolkits for Children: Historical Review and a Framework for Future Design

Suggestion: design kits that grow with the child, unveiling layers of abstraction as they get mastered by students, and allowing for higher customization as children are ready for it. => idea of selective unveiling

9

Constant Themeskids and tech

teachers and tech

Constant Themesold curriculumTargets for 21st century skills are set and defined as part of the goals for each subject (Iversen & Rasmussen, 2016)new curriculumTo Understand is to Invent(Piaget, 1973)

assessmentthe silent killer of learning (Mazur, 2013)

Literacy and numeracyliteracy

numeracy

the spoken word should never stand alonemake the process tangible throughout

the spoken word should never stand alonemake the process tangible throughout12

Tech Trajectoriesprojection

reality

19261973https://en.wikipedia.org/wiki/History_of_mobile_phones#/media/File:Simplicissimus_Karl_Arnold_Mobile_Telephony.jpghttps://en.wikipedia.org/wiki/History_of_mobile_phones#/media/File:2007Computex_e21-MartinCooper.jpg

"I think there is a world market for maybe five computers." -- Thomas Watson, chairman of IBM, 1943.13

Digital Na(t)ivesHargittai (2010)Ofcom (2015)danah boyd (its complicated, 2014): Just because teens are comfortable using social media to hang out does not mean that theyre fluent in or with technology. Many teens are not nearly as digitally adept as the often-used assumption that they are digital natives would suggest.

eg. Bcc 4 options, 34 % of respondents did not know what Bcc was (2009, 18-19 year olds)

In the Ofcom (2015) research it was found that a majority of youngsters in the UK cannot distinguish search engine ads from organic search results, even though these ads are marked as ads (against 10% for for adults). Around 40% of youngsters in the UK believes either that if a search engine lists information it must be truthful or does not think about whether the results are truthful or is unsure whether this information is truthful. Over 50% of youngsters polled do not know that vloggers might be paid to give positive reviews. Only one-third of them is capable of managing their privacy for online media and only thirty percent knows how to report something online they find disturbing. According to Dutch research (Mediawijzer, 2015) 33% of children does not check shocking information; 50% shares shocking information, also if its unchecked. On the bright side, only a small minority (17%) thinks that all information online is true, and only 4%-9% (age group 8-11 and 12-14) believes that all information on social media is true. And, 70% of 12-15 years olds checks websites they have not before in one way or another.14

What is Different This Time

What is Different This Timemultidisciplinarycross disciplinaryinterdisciplinarytransdisciplinary

not just an add-on16

https://vimeo.com/80483491

What is Different This TimeFails et al. (2005). Childs Play: A Comparison of Desktop and Physical Interactive Environments. IDC 2005

The results of the coding yielded several advantages for the physical environments over the desktop environments. Specifically, there are four measures that indicate advantages for the physical environments (as can be seen in Table 1). First, the number of prompts necessitated by the facilitators was fewer in the physical environment. Second, the answer depth increased in the physical. Third, the number of I dont know responses was reduced. Fourth, the average subjective interest was higher in the physical than it was in the desktop case. These four measures collectively suggest that these children may have been more engaged and that they qualitatively learned more in the physical environment than in the desktop environment.

18

Revolutionizing SchoolEducation is what remains after one has forgotten what one has learned in school.https://en.wikipedia.org/wiki/Albert_Einstein#/media/File:Einstein-formal_portrait-35.jpg

Reinventing LearningStudents are individualsQuality work takes timeIts their curriculumLess us, more themCoercion is counter-productiveNo piece of knowledge is more valuable than anotherExpertise comes in all shapes and sizesCasual collaborationStager, 2013

Maker Education NL4 pillarsEventsTraining (in-service) teachersDevelop knowledgeMaker curriculum

DEZE WEEK IS AAN DE ONDERWIJSCOMMISIEE VAN DE TWEDE KAMER EEN MANIFEST AANGEBODEN. HET MANIGEST BEVAT EN P;EDOOI OM IN NEDERLAND HET MAAKONDERWIJS GERICHT INHOUD TE GEEN, EN WEL DOOR EEN INTENSIEVE AANPAK. OOK WIJ HEBBEN UITERAARD DIT MANIFEST ONDERTEKND OF ZELFS MEDE GEINIIEERD. ENKELE ASPETEN DIE DAARIN ZIJN OPGENOMEN VOLGEN OOK ONE LIJN. EEN AANTAL AANVULLENDE PUNTEN ZIJN:28

Knowns of makingMotivates participation in STEMPersonal development in youthCommunity of learners

Asupport voor nieuwe intellectuele neigingen, verbinden vertrouwde praktijken, het bevorderen van agencyBbtavakken in een betekenisvolle context, het cultiveren van een interdisciplinaire praktijk, intellectuele durf en experimenterenCsamenwerken en delen, flude grenzen tussen beginner en expert29

Unknowns of makingDefinition?Overview?What didactics, what methods, whats their effect?What is the effect of making on learning?

HOEWEL OP SCHOLEN, ZOALS ONZE HOGESCHOOL WEL DEGELIJK AANDACHT IS VOOR NIEUWE TECHNOLOGIEEN EN MAKEN (STADSLAB, MAKERSPAE, MINOR) IS HET TOCH BEPERKT, IS HET VEELAL SLECHTS EEN NIEUWE TEHNOLOGIE, SLECHTS BIJ EEN BEPERKT AANTAL OPLEIDINGEN EEN ONDERWERP. GEEN VISIE OP WAT HET BETEKENT VOR DE TOEKOSTVA HET MAKEN, DE IMPACT DIE HET HEEFT OP VEEL BEREOPEN EN WERKWIJZEN. HET FUNDAMENTLE KARAKTER WORDT NIET OF VEEL TE WEINIGN ONDERKEND. WIJ VINDEN DAT ONTERECHT. 30

Open Source

4 freedoms

usestudysharefork

31

If you cant open it you dont own it

http://citsee.eu/interview/%E2%80%98artisans-incorporation%E2%80%99-interview-saskia-sassen

openaccessopencontributionclosed

understand to learninvent to learn

Practice in Open Design (as in OSS) at least on 2 dimensions:access ("sharing")contribution ("curation")

33

Maker MovementMakerspacesMAKE magazineMAKER faireMAKER shedhttp://makermedia.com (ex O'Reilly)

Techshop Inc. Bay AreaThe Maker Movement Manifesto:Rules for Innovation in the new World of Crafters, Hackers and Tinkerers

Duplo Brick to Brio Track adapter by Zydac

Makerspaces are similar, often equipped with the same machines, but lacking the global network. Often, a public workshop calls itself a makerspace to differentiate itself from the Fab Lab network. One reason often given is that the Fab Charter (CBA, 2012) requires open access for individuals which is often read as gratis access which many feel is a restriction on their business model. The name makerspace also refers to the regular Maker Faires, Make Magazine and Maker Shed, all brands owned and promoted by Makermedia (http://makermedia.com). Makermedia itself, founded in 2005, is an offspring of OReilly publishers (independent since 2013) and the self-promoted leader of the maker movement. Maker Faires are events that bring together the proponents of the maker movement, Make Magazine promotes DIY-projects, how-tos and inspiration from geeks, makers and hackers, MakerShed is the official online store of Make Magazine. Techshop is an a US based is a chain of member-based workshops that lets people of all skill levels come in and use industrial tools and equipment to build their own projects. Its first workshops were opened in the Bay area in 2006, the company is currently looking into expanding into other continents. A first European Techshop has been announced to open in Munich (Zheng, 2013), and Rotterdam is trying to attract Techshop (Louwes, 2013). Techshops founder has published the The Maker Movement Manifesto: Rules for Innovation in the New World of Crafters, Hackers, and Tinkerers (Hatch, 2013).34

https://vimeo.com/80487867

Threats & ChallengesMale dominanceNice-to-haveIdiosyncratic projectsPrivilege (rich, well-educated)Tech-naveCorporate-friendlyNeo-liberalRandian hero (objectivism)TechnocraticDesignerly

Social relevanceSustainable (ecology)circularEschew stardomInclusiveEthics of technologyCritical of economic power Critical of political powerNon-elitistSocio-technicalTransdisciplinar

Democracy and citizenship have to be made.Saskia Sassen

http://citsee.eu/interview/%E2%80%98artisans-incorporation%E2%80%99-interview-saskia-sassen