Hands-On Learning: The role of Maker Culture in Innovative Pedagogy
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by Will Engle and Erin Fields, UBC
![ed-tech, so one argument goes, will make education
more efficient, more scalable, more personalized. It
will liberate students from those terrible large lecture
halls… by videotaping the lectures and putting them
on the Internet….
The ed-tech that fuels maker [culture] does
something different. It recognizes that learning is
messy. It recognizes that small and local still
matters…[It] is personal learning.
Audrey Watters
“](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Hands-On Learning: The role of Maker Culture in Innovative Pedagogy
- 1. Hands-On Learning The Role of Maker Culture in Innovative Pedagogy Will Engle Strategist, Open Education Initiatives Centre for Teaching and Learning, UBC Erin Fields Liaison Librarian and Flexible Learning Coordinator UBC Library
- 2. ed-tech, so one argument goes, will make education more efficient, more scalable, more personalized. It will liberate students from those terrible large lecture halls… by videotaping the lectures and putting them on the Internet…. The ed-tech that fuels maker [culture] does something different. It recognizes that learning is messy. It recognizes that small and local still matters…[It] is personal learning. Audrey Watters “
- 3. Maker culture encourages informal, shared learning...it emphasises experimentation, innovation, acceptance of risk taking
- 5. Thinking is often regarded both in philosophic theory and in educational practice as something cut off from experience, and capable of being cultivated in isolation. In fact, the inherent limitations of experience are often urged as the sufficient ground for attention to thinking. John Dewey “
- 6. Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. Paulo Freire “
- 7. Construction that takes place "in the head" often happens especially felicitously when it's supported by construction of a more public sort "in the world" - a sand castle or a cake, a Lego house or a corporation, a computer program, a poem, or a theory of the universe. Seymour Papert “
- 8. Research-engaged teaching involves more research and research-like activities at the core of the undergraduate curriculum. ….emphasises the role of the student as collaborators in the production of knowledge. The capacity for Student as Producer is grounded in the human attributes of creativity and desire, so that students can recognise themselves in a world of their own design. Mike Neary “
- 9. In the end, an essay or an exam is an instance of busywork: usually written in haste; for one particular reader, the professor; and thereafter discarded. Jon Beasley-Murray“
- 10. Inputs: •Learners work on problems that haven’t been fully solved or questions that haven’t been fully answered. •Learners share their work with others, not just their instructor. •Learners are given a degree of autonomy in their work. Derek Bruff
- 11. The teacher does not function as the primary source of knowledge in the classroom. Instead, the professor is viewed as a facilitator or ― coach who assists students who are seen as the primary architects of their learning. Michael Moscolo “
- 12. Teachers are a catalyst or helper to students who establish and enforce their own rules … (they) respond to student work through neutral feedback and encourage students to provide alternative/additional responses… (they) ask mostly divergent questions and few recall questions. Hancock, Bray and Nason (2003) “
- 13. Inputs: •Instructors facilitate learning through interaction with novice learner •Instructors bridge the learning gap through scaffolding •Instructors provide space for public dialogue and social interaction over the learning that has occurred
- 14. Activity 1 What are the challenges/barriers to such an approach? What impact do you think this shift has on learning outcomes?
- 15. UBC Case Studies ● Math students create a sharable, reusable resource ● Educators create a DIY Media Community to support creation of media rich learning ● Librarian students create Readers’ Advisory Machine ● Physics students create learning resources for the course curriculum
- 16. Activity 2 Write a summary of an academic article. Write a 12 page paper using archival material on the BC Gold Rush. 1. What resources are needed? 2. How does this shift change the nature of the activity/assignment? 3. How do you assess the activity?
- 17. Educational practices that we know work well: small group discussion, collaboration, participatory, project- based, and peer-to-peer learning, experimentation, inquiry, curiosity, play. Audrey Watters “
Notes de l'éditeur
- Maker culture encourages informal, shared social learning focused on the construction of artefacts ...It emphasises experimentation, innovation, and the testing of theory through practical, self-directed tasks. It is characterised by playful learning and encourages both the acceptance of risk taking (learning by making mistakes) and rapid iterative development. Feedback is provided through immediate testing, personal reflection, and peer validation. Learning s supported via informal mentoring and progression through a community of practice. --Open University 2013 Innovative Pedagogy Report
- Maker culture encourages informal, shared social learning focused on the construction of artefacts ...It emphasises experimentation, innovation, and the testing of theory through practical, self-directed tasks. It is characterised by playful learning and encourages both the acceptance of risk taking (learning by making mistakes) and rapid iterative development. Feedback is provided through immediate testing, personal reflection, and peer validation. Learning s supported via informal mentoring and progression through a community of practice.
- the idea of making does have support in educational theory specifically experiential learning, critical pedagogy, constructivist theory and constructionism We aren’t going to get into the complexities of these theoretical positions today and forgive me if I over simplify but I will very briefly outline these perspectives to situate our later discussion on student as producer and instructor as facilitator Experiential learning, originating from John Dewey & Piaget, is the notion that education should is connected to real-world objects and experiences And essentially that students will learn through direct experience, learning and experience cannot be separated or isolated This approach is in direct opposition to the idea of learning through rote and focuses on the experience and relationship between the teacher and student and how teachers facilitate the process of learning through student exploration, action, and experimentation
- Critical pedagogy, with theorists like Paulo Frerie, build off of this notion by expanding the idea that education should be meaningful but also that curriculum should connect to the local culture Further to this is the idea that education should empower learners to move from what is real or known to what is possible (thinking outside of predefined answers - structure of scientific revolutions) and to support the development of alternatives to a variety of “problems” and that these problems should be meaningful to the community itself
- · constructionism relies on constructivist educational theory but focuses more on method and practice Constructivism, the cognitive theory, was invented by Jean Piaget His idea was that knowledge is constructed by the learner Again, against that idea of rote learning Learner must consciously think about trying to derive meaning, and through that effort, meaning is constructed Constructionism is a theory of Seymour Papert, student of Piaget his notion is the learning appropriately occurs when constructing something that will be viewed and discussed publicly believes that students will be more deeply involved in their learning if they are constructing something that others will see, critique, and perhaps use Through that construction, students will face complex issues, and they will make the effort to problem-solve and learn because they are motivated by the construction itself
- Student as Producer is a development of the University of Lincoln’s policy of research-informed teaching to research-engaged teaching. Research-engaged teaching involves more research and research-like activities at the core of the undergraduate curriculum… ….emphasises the role of the student as collaborators in the production of knowledge. The capacity for Student as Producer is grounded in the human attributes of creativity and desire, so that students can recognise themselves in a world of their own design. in this way students become part of the academic project of the University and collaborators with academics in the production of knowledge and meaning. Dean of Teaching and Learning, University of NebraskaLincoln Neary) argues students should move from being the object of the educational process to its subject. Students should not be merely consumers of knowledge but producers, engaged in meaningful, generative work alongside the university’s faculty.
- Wiley - disposible assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away. Not only do these assignments add no value to the world, they actually suck value out of the world. What if we changed these “disposable assignments” into activities which actually added value to the world?