Makerspace Labs - An helpful way to connect to real world within classrooms

1. Maker Space
An extension of classroom

2. Existing Problems
 You are solving problems collectively with classmates.
 You are encouraged to give a wrong answer.
 You are allowed to search for the right answer during assessments.
 You receive feedback often.
 You are able to develop creativity.
 You are comfortable tackling unknown challenges.
If the answer is YES for at least three of these, one does not need this concept.

3. Objectives
 Develop critical thinking skills
 Imbibe design thinking skills
 Develop a mindset to design customized solutions
 Develop collaborative mentality
 Develop an attitude to approach unknown challenges
 Learn from failure
 Take new challenges
 Foster creativity

4. Basic Idea
 Re-define success (not by marks, but by errors)
 Re-define cheating (Asking or searching for the right answers)
 Find ways to keep learners motivated intrinsically (setting the right challenges
like a video game)
 Allow learners to create their own learning environment (diverse physical
locations, contexts, and cultures in which students learn)
 Prepare them for the challenges of future

5. Solution Platform
Sense of Autonomy Sense of Belongingness Sense of Competence
Students have choice on how
they approach their learning,
what activities they engage in.
Minimal choices for young
learners, choices increase with
maturity.
High stake assignments with
scaffolding.
Students are thrown at hands-
on challenges that they have
not experienced before. They
are given ownership to make
them feel important in the
larger set up and make them
take up responsibility.
Give ample practice
opportunities, effective and
timely feedback, expose them
to best practices, personalize
goals as per developmental
and individual differences.
Providing students with hacks
also build their confidence.
Three core pillars of MakerSpace:

6. Solution Platform
 Tool – Design thinking
 Pedagogy – Hands-on Learning

7. Example
 Target Audience – Class 6 CBSE
 Chapter – 8 Body Movements
1. Conceptualization done in class.
2. Active Experimentation – Designing a human hand with straws, chart papers and
threads.
3. Reflection
4. Challenges
 How can we help amputees with our knowledge?
 How can we heal a broken bone?
 Teaching the same concepts to a lower class.
5. Design Solutions with support and with iterative prototypes.

8. Takeaways
 Tangible output at every design thinking stage
 Skill development:
 Design thinking
 Transactive memory
 Critical thinking
 Problem solving
 Makers skill
 Life skills
 Attitude Development
 Collaborative attitude
 Maker’s attitude

9. Complexity of Labs
 1st Stage – Usage of frugal materials
 2nd Stage – Usage of machines and automation (Lathe machines, 3D printers etc.)
The above segregation can either be done as per age or as per subscription.

10. Competitors
 International
 MIT’s Sloan school of engineering – Teaching System Labs
 University of Michigan – Educations Labs
 Karkhana – Nepal (http://www.karkhana.asia/)
 Digital Maker Center – Malaysia (http://www.mydigitalmaker.com/)
 Home-Fix – Singapore (http://www.home-fix.com/)
 http://www.makersofsweden.se/ - Scandinavia
 https://www.makerspace.se/ - Scandinavia
 Local
 Atal Tinkering Labs
 Next Education
 Workbenchprojects – Bangalore
 Maker’s Asylum – Delhi and Mumbai
 Curiosity Gym – Mumbai
 FabLab – Kerala
 Vigyan Ashram – Pune
 CEPT FabLab – Ahmedabad
 Maker’s Loft - Kolkata