Revolutionizing School – Fablab@school dk 2016 Keynote
•Télécharger en tant que PPTX, PDF•
3 j'aime•1,199 vues
Maker Education is a new method of learning. It promises that students not only learn to "read" technology but also become able to "write" it—an approach previously not found in the education system. The core of this method is that students themselves take ownership of their learning process by working on challenges they can solve by applying digital manufacturing technology. An important prerequisite for "writing" technology however remains the ability to "read" it. However, technology today is often read protected—hardware has "no serviceable parts inside", the source code of software is not available to users. The remedy is open hardware and open source software; and education has equally to embrace open design principles.
Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (20)
En vedette
En vedette (7)
Similaire à Revolutionizing School – Fablab@school dk 2016 Keynote
Similaire à Revolutionizing School – Fablab@school dk 2016 Keynote (20)
Plus de Peter Troxler
Plus de Peter Troxler (20)
Dernier
Dernier (20)
Revolutionizing School – Fablab@school dk 2016 Keynote
- 1. Revolutionizing School Through Digital Manufacturing and Open Design Peter Troxler Rotterdam University of Applied Sciences
- 2. Peter Troxler • Industrial Engineer PhD, ETH Zurich, 1999 • Factory automation, 1990s • Artificial intelligence, 2000s • Waag Society, Amsterdam: Fab Lab 2007-2009 • Setting up Fab Labs since 2010 (NL, CH, DE, …) • Research Professor on the Revolution in Manufacturing at Rotterdam University of Applied Sciences, The Netherlands.
- 3. About my research Impact 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 environments How the relationships between people and tools, people and capital, and people and authorities need to be remodeled for the development novel socio-technical configurations.
- 4. Outline 1. Technology Use in Schools 2. Constant Themes 3. Literacy and Numeracy 4. What is Different This Time 5. Open Source
- 6. Technology Use in Schools around 199… — CD ROM and hypertext 200… — new media 200… — Web 2.0 201… — gamification 201… — STEM, making
- 7. Millennial Turn Loveless (2002) — NESTA Future Lab learning contexts that promote creativity • awareness of the way in which creativity is related to knowledge across the curriculum • opportunities for exploration and play with materials, information, and ideas • opportunities to take risks and make mistakes in a nonthreatening atmosphere • opportunities for reflection, resourcefulness, and resilience • flexibility in time and space for the different stages of creative activity • sensitivity to the values of education which underpin individual and local interest, commitment, potential, and quality of life • teaching strategies which acknowledge “teaching for creativity” as well as “teaching creativity”
- 8. What do we know e.g. Liu, Kalk, Kinney, and Orr (2012) on Web 2.0 • The 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 1990s • 25 % empirically-based research • 25 % commentaries, opinions, discussions and theoretical ruminations • 44 % uses of multimedia and other applications with different kinds of learners (anecdotal commentaries about the outcomes that can be achieved through media use)
- 9. Constant Themes technology subject Blikstein (2015) flexibility / power ease of use
- 10. Constant Themes kids and tech teachers and tech Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=ujdl20 Download by: [ETH Zurich] Date: 18 March 2016, At: 06:47 Journal of Digital Learning in Teacher Education ISSN: 2153-2974 (Print) 2332-7383 (Online) Journal homepage: http://www.tandfonline.com/loi/ujdl20 Preparing Teachers to Integrate Technology Into K–12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach Ray R. Buss, Keith Wetzel, Teresa S. Foulger & LeeAnn Lindsey To cite this article: Ray R. Buss, Keith Wetzel, Teresa S. Foulger & LeeAnn Lindsey (2015) Preparing Teachers to Integrate Technology Into K–12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach, Journal of Digital Learning in Teacher Education, 31:4, 160-172, DOI: 10.1080/21532974.2015.1055012 To link to this article: http://dx.doi.org/10.1080/21532974.2015.1055012 Published online: 16 Sep 2015. Submit your article to this journal Article views: 146 View related articles View Crossmark data Citing articles: 1 View citing articles
- 11. Constant Themes old curriculum Targets for 21st century skills are set and defined as part of the goals for each subject (Iversen & Rasmussen, 2016) new curriculum To Understand is to Invent (Piaget, 1973) assessment—‘the silent killer of learning’ (Mazur, 2013)
- 12. Literacy and numeracy literacy numeracy Bijeenkomst 2 the spoken word should never stand alone make the process tangible throughout
- 13. Tech Trajectories projection reality 1926 1973 https://en.wikipedia.org/wiki/History_of_mobile_phones#/media/File:Simplicissimus_Karl_Arnold_Mobile_Telephony.jpg https://en.wikipedia.org/wiki/History_of_mobile_phones#/media/File:2007Computex_e21-MartinCooper.jpg
- 14. Digital Na(t)ives • Hargittai (2010) • Ofcom (2015) • danah boyd (it’s complicated, 2014): Just because teens are comfortable using social media to hang out does not mean that they’re 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.
- 15. What is Different This Time
- 16. What is Different This Time • multidisciplinary • cross disciplinary • interdisciplinary • transdisciplinary
- 18. What is Different This Time Fails et al. (2005). Child’s Play: A Comparison of Desktop and Physical Interactive Environments. IDC 2005
- 19. Revolutionizing School Education 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
- 20. Reinventing Learning • Students are individuals • Quality work takes time • It’s their curriculum • Less us, more them • Coercion is counter-productive • No piece of knowledge is more valuable than another • Expertise comes in all shapes and sizes • Casual collaboration Stager, 2013
- 22. Maker Education NL 4 pillars • Events • Training (in-service) teachers • Develop knowledge • Maker curriculum
- 23. Knowns of making • Motivates participation in STEM • Personal development in youth • Community of learners
- 24. Unknowns of making • Definition? • Overview? • What didactics, what methods, what’s their effect? • What is the effect of making on learning?
- 26. If you can’t open it you don’t own it
- 28. Maker Movement Makerspaces MAKE magazine MAKER faire MAKER shed http://makermedia.com (ex O'Reilly) Techshop Inc. Bay Area The Maker Movement Manifesto: Rules for Innovation in the new World of Crafters, Hackers and Tinkerers Duplo Brick to Brio Track adapter by Zydac
- 30. Threats & Challenges • Male dominance • Nice-to-have • Idiosyncratic projects • Privilege (rich, well-educated) • Tech-naïve • Corporate-friendly • Neo-liberal • Randian hero (objectivism) • Technocratic • Designerly • Social relevance • Sustainable (ecology)—circular • Eschew stardom • Inclusive • Ethics of technology • Critical of economic power • Critical of political power • Non-elitist • Socio-technical • Transdisciplinar
- 31. Democracy and citizenship have to be made. Saskia Sassen
Notes de l'éditeur
- 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
- the spoken word should never stand alone make the process tangible throughout
- "I think there is a world market for maybe five computers." -- Thomas Watson, chairman of IBM, 1943.
- 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 it’s 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.
- not just an add-on
- 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 don’t 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.
- 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:
- A—support voor nieuwe intellectuele neigingen, verbinden vertrouwde praktijken, het bevorderen van agency B—bètavakken in een betekenisvolle context, het cultiveren van een interdisciplinaire praktijk, intellectuele durf en experimenteren C—samenwerken en delen, fluïde grenzen tussen beginner en expert
- 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.
- http://citsee.eu/interview/%E2%80%98artisans-incorporation%E2%80%99-interview-saskia-sassen
- Practice in Open Design (as in OSS) at least on 2 dimensions: access ("sharing") contribution ("curation")
- 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 O’Reilly 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).
- http://citsee.eu/interview/%E2%80%98artisans-incorporation%E2%80%99-interview-saskia-sassen