R519 by R21project

Contents

A. Introduction ……………………………………………… 1

B. Objectives ………………………………………………… 2

C. What is a maker space? ……………………………

D. Why do we need to create a maker space? ………………………………………….

E. Who are the makers at AISM? ………………….. 6

F. Where can we put up a maker space? ………………………………………...... 8

G. What resources do we need to start a maker space? ………………………………………… 10

H. What kinds of activities take place in a maker space? ………………………………………… 13

I. How can we efficiently run a maker space? ...............................................

15 References ……………………………………………………. 17

A. Introduction In an atmosphere where they can freely explore, students naturally discover that the magic is in their hands. Thinking and tinkering evidently extend beyond the walls of traditionally compartmentalized activity centers such as the science lab, art room, computer room and workshop.

The idea of an informal learning hub on campus where students can construct, dissect or fiddle with any project of their interest is increasingly gaining ground in many elementary and middle schools. As the American International School of Mozambique (AISM) embarks on Science, Technology, Engineering and Math (STEM) initiatives to strengthen its cross-‐curricular programs, our budding builders, designers, and inventors will inevitably seek their own space for growth.

B. Objectives This guidebook aims to introduce the idea of maker space to teachers, parents and activity facilitators at AISM. Specifically, this guidebook will: ☐ provide an overview of the maker movement ☐ justify the need for a maker space at AISM ☐ identify the target users and facilitators for a maker space at AISM ☐ locate a suitable place in the campus for a maker space ☐ survey the availability and cost of the initial set of resources necessary to create a maker space ☐ examine key examples of maker space initiatives ☐ describe the kinds of activities that can be initially done with a start-‐up maker space ☐ identify possible concerns and challenges in starting a maker space at AISM ☐ suggest preliminary guidelines for running the proposed maker space at AISM

C. What is a maker space? The explorative process of “making” is at the heart of a maker space. Essentially, It is a work place where hobbyists and enthusiasts in a community or school come together to design, build and test projects of their choice. Maker projects generally involve creative use of different materials and are often inspired by a combination of ideas drawn from art, science, technology, engineering and mathematics. The same pervasive DIY (do-‐it-‐yourself) culture and open-‐source initiatives that have transformed consumers into creators have essentially set the stage for the maker movement as well. Not surprisingly, a maker space is alternatively called hacker space.

While maker spaces often emerge in communities, their integration into schools has been progressively recognized in recent years. A big event called a Maker Faire is often organized in different places to stage exhibits and design competitions for makers of all ages.

Make a Point: How does a maker space complement inquiry-‐based learning at AISM?

D. Why do we need a maker space? A maker space fosters creativity and design thinking. Because students iteratively design, create and test prototypes, they are in constant quest to improve their products or solutions.

Though a maker space is not directly tied to classroom academics, students should also be carefully guided to apply organizational and planning skills as they pursue their own investigations. Working on their interests, students can gather feedback from each other and also forge interdisciplinary or multi-‐age/grade level collaborations. Make a Point: How can a maker space prepare our students for the following big events? th a. Primary Years Programme (PYP) 5 Grade Exhibition? th b. Middle Years Programme (MYP) 10 Grade Personal Project? c. International Schools of Southern and Eastern Africa (ISSEA) robotics competition? d. Inter-‐school science fairs?

Making It Happen: Case Snippet #1

Vision by Design: The ASB Experience

A trailblazer in the international school scene for its responsive technology integration programs, the American School of Bombay (ASB) in Mumbai, India, set up a Research and st Development department to investigate on 21 century learning models. One area of study they embarked on was the development of a maker space for K-‐8. In a series of workshops that involved students, teachers, parents and other stakeholders, they successfully showcased maker space environment prototypes in 2013. The R&D team strategically pooled school and community resources to effectively start a maker space. Emanating from their vision of innovative schooling and teaching, the following salient points can be gleaned from their successful implementation: • “Messy” and free play approach to the design of activities rather than neat and structured protocols • Iteration of design ideas and processes • Rapid prototyping • Open-‐ended and real-‐life design investigations • Aesthetics in technology and technology in aesthetics • Use of a wide range of materials and work stations • Parent participation in family workshop sessions • Consultations with global pioneers of the maker movement • Tie-‐ups with ed tech-‐focused business enterprises for the introduction and procurement of selected construction kits • Effective documentation

E. Who are the makers at AISM? While everyone is practically a maker, the proposed maker space at AISM is primarily intended for elementary and middle school students. These age groups are manifestly disposed to constructive play and interactions.

Teachers, parents and volunteers also have important roles in a maker space. They can serve as facilitators who can help in the operation and maintenance. Guest experts and hobbyists for specific topics can also be invited on special sessions to share their insights and experiences.

Make a Point: What makes a good “maker”? Which traits in the International Baccalaureate (IB) learner profile fit a maker?

Making It Happen: Case Snippet #2

From Recycling to Coding: Maker-‐type After-‐School Activities at AISM

For the second trimester, less than 2 5% of all non-‐athletics after-‐ school activities comprise maker-‐type student activities. Catering to specific interest or hobby groups, most are conducted in regular classrooms without the appropriate work environment. Some of these activities can possibly still attract a good number of participants if re-‐conceptualized to utilize more technology-‐ based design thinking approaches.

Physical computing is an engaging way to create interactive materials-‐based projects. Micro-‐controllers for instance can be very useful for recycling, crafts, computer and science projects. Perhaps the jewelry-‐making group can venture into wearable technology. Sensors can be imaginatively applied to forensics investigations. Product and structural design activities will definitely take shape with computer-‐aided design and manufacture (CAD/CAM) and 3D printing. The table below shows a summary of these after-‐school activities currently offered at AISM.

Activity

Recycling Animations Jewelry: Design & Make Spatial Building Arts & Crafts Clay & Pottery Mad Science: CSI Forensics Computer Club Coding is Fun Kitchen Science

Day M / Th M M M T T/Th T Th Th Th

Grade Level 2-‐5 3-‐5 5 1-‐3 1-‐3 1-‐5 6-‐9 5-‐8 1-‐3 1-‐3

No. of Participants 2/7 7 2 12 21 16/15 7 9 12 11 7

F. Where can we put up a maker space? While a separate room can be entirely allotted for a maker space, some schools usually set it up as a section in the library or commons. A maker space can also be one of the learning centers commonly done in elementary classrooms.

Because a maker space is intended to be a busy student hub, it should have enough space for work areas and storage of materials and equipment in order for it to function well. A maker space the size of a classroom is ideal in that it can certainly accommodate a good number of students.

Make a Point: What are the pros and cons of putting up a maker space in the AISM library? Which place in the campus do you think could be a good alternative for putting up a makerspace? Why?

Making It Happen: Case Snippet #3

Makeovers: Possible Locations for a Maker Space at AISM

1. Storeroom: Some storerooms in the campus tend to be underutilized such as this one in the primary school library. The place is big enough for a maker space. 2. Student lounge: rd This lounge at the 3 floor high school library mezzanine can be made more useful if turned into an activity center such as a maker space. 3. Open spaces at the back of classrooms: These places have become favorite student hangouts. They have the potential to turn project making into constructive social activities. 4. Pre-‐fab temporary rooms: When the foreign language classes soon transfer to the new school building, these pre-‐fab structures can be kept because they look very suitable for a maker space.

G. What resources do we need to start a maker space? The functionality of a maker space largely depends on the kinds of tools and materials it offers. Its resources should encompass both the traditional and digital. Typical school items such as pens, pencils, cardboards, construction papers, paint, scissors, glue, rulers and punchers, among other things should still be present. Workshop tools the likes of hammer, saw, screwdriver, clamps and other carpentry tools are also indispensable. It will also be very useful to have electrical tools such as batteries, multi-‐meters, switches, motors, LEDs (light emitting diodes), resistors, circuit boards, bread boards and many others. At the higher end, well-‐ equipped makerspaces likewise showcase more robust tools such as computer aided design/manufacture (CAD/CAM) programs, 3D printers, laser cutters, robotics and open source physical computing

microcontroller kits such as Arduinos, Raspberry Pi, and the likes. The general idea is that a wide range of tools and equipment for design and construction is accessible to student makers.

Yet, more than acquiring the resources, a makerspace is really about being resourceful. At AISM, we may not instantly gather all the necessary stuff for a fully functional makerspace, but even as on a shoestring we can certainly start with what we already have. A makerspace will even serve its purpose better if we start with recycled materials. We can definitely have uses for the unwanted stuff from the science labs, art rooms and workshops. Students can also bring broken toys, gadgets and whatnot. They can repair, refurbish, combine or completely recreate products from old stuff.

The makerspace environment should be conducive and flexible to accommodate collaborations and different work arrangements. Movable tables with wheels will allow students to choose to work independently or in teams. Foldable desks, tables, cabinets and toolkits likewise efficiently use workspace. If there are limited areas for designing and drawing, the room walls can even be made “writable” just like whiteboards so that students can easily transcribe ideas practically anywhere in the room. There should also be a lot of bulletin boards for easy posting and exchange of ideas.

Making It Happen: Case Snippet #4

Make or Break: Estimating the Cost of a Start-‐up Maker Space

Starting from scratch and without any tools available, Maker Shed, the online store of Make, the leading maker publication, estimated a start-‐up maker space to currently cost at USD 2,534.99. Sold as “Maker Space in A Box”, this package includes most of the necessary electronic, woodworking and other workshop tools.

At AISM, most of these tools can just be drawn from existing campus resources. The After-‐school Activities Department will only have to set up the venue and pool materials from the different classes and supply rooms. Perhaps what is more crucial is the procurement of the more cutting-‐edge tools, particularly 3D printers, micro-‐controller starter kits and robotics sets. Shipping costs will also have to be considered, as these resources are largely unavailable in Mozambique. The list below provides the base prices for some of these tools: Item 3D Printer Makerbot R eplicator Mini Lego Mindstorms EV3 Robotics Arduino UNO Micro-‐controller Starter Kit Raspberry Pi Microcomputer Starter Kit Lillypad E-‐sewing Kit Makey Makey Invention Kit

Price Per Unit (in USD) 1,375 349.00 99.48 109.99 24.95 49.95

Purchase of these tools should be taken as a community effort. While the AISM administration can truly make a good investment with these resources, students, teachers and parents can also do fundraisers such as maker exhibits, design competitions and corporate sponsorships.

H. What kinds of activities take place in a maker space? There is no limit to what a student can make in a maker space. The whole atmosphere promotes active generation and re-‐mixing of ideas. From 3D printing simple toys to sewing wearable circuits to programming robots, a maker space capitalizes on the students’ passion and interests so that they can skillfully design and create purposeful products or solutions. Facilitators might not be well knowledgeable about specific projects but their key role is most effectively seen as a guide on the side. They facilitate the process by helping student makers identify their specific goals, survey the available resources, and evaluate the final output.

While the maker space is open to a host of diverse projects, facilitators and participants may also agree on a theme or concept to focus on for a period of time. For instance, facilitators may pose an open-‐ended design

challenge/problem for participants to solve: How can we make Mozambican tourist souvenir items shine brighter in the market? Students will then conceptualize projects such as key chains with embedded LEDs, or a kinetic souvenir display, or fridge magnets with glow-‐in-‐the-‐dark effects.

Students usually get project ideas from varied sources such as craft books, hobbyist magazines and maker blogs, but they can also draw inspiration from personal experiences or consultations with experts. The following websites devoted to the maker movement will also be helpful:

• • •

Makershed: http://www.makershed.com/ Makezine: http://makezine.com/ Instructables: http://www.instructables.com/

Make a Point: Describe 5 unique and useful projects middle school students can create with empty plastic water bottles?

I. How can we efficiently run a maker space in campus?

Apart from location and budget concerns, the following important aspects must also be considered when running a maker space: a. time of operation b. scheduling of different interest/hobby groups c. scouting for teacher or parent facilitators d. prior skills of participants e. storage and maintenance of resources f. safety g. promotion of maker space activities h. other considerations

It is important that the rules and agreement on usage and safety are laid out from the start. Guidelines on storage, cleaning and sharing must be drafted and discussed to students and facilitators during orientation meetings.

As for promoting the maker space, the members will gain a lot of exposure if their projects are showcased in school events or functions or promoted appropriately through social media. The students

can hold their own exhibits but they can also join other school activities where they can significantly apply their project to specific contexts. Organizing a paper crafts workshop for a community livelihood mission is an example. Participation in bigger Maker Faire events outside the campus also gives students a wider reach.

Perhaps a more felt promotion that has been successfully done in many schools is by holding parent-‐child interaction sessions. At AISM, we can encourage parents to come and join their children in a night or weekend of playful experimentation, design and construction. In the spirit of family bonding, parents and children can truly celebrate together the joy of making and lifelong learning.

Make a Point: Write 5 specific essential agreements that you think students should follow when working at the maker space.

References Activities Program. (n.d.). Retrieved December 7, 2014, from http://www.aism-‐moz.com/site/index.php/activities-‐program Ajima, J. (2014, April 7). Makerspace Starter Kit. Retrieved December 6, 2014, from http://designmaketeach.com/2014/04/07/makerspace-‐starter-‐ kit/ Boucher, A., & Ellingson, K. (2014, August 16). Ordering on a Shoestring. Retrieved December 15, 2014, from http://blogs.csdvt.org/lookinside/2014/08/11/ordering-‐on-‐a-‐ shoestring/ Catalano, F. (2013, February 12). Want to Start a Makerspace at School? Tips to Get Started. Retrieved December 15, 2014, from http://blogs.kqed.org/mindshift/2013/02/want-‐to-‐start-‐a-‐ makerspace-‐at-‐school-‐tips-‐to-‐get-‐started/ Classroom Makerspace: Resources -‐ Digital Harbor Foundation. (n.d.). Retrieved December 6, 2014, from http://www.digitalharbor.org/resources/classroom-‐ makerspace/ Making in Schools. (2013). In Future Forwards (Vol. 1, pp. 33-‐41). Mumbai: American School of Bombay. Krueger, N. (2014, June 21). Create a school makerspace in 3 simple steps. Retrieved December 6, 2014, from http://www.iste.org/explore/articleDetail?articleid=103&category=I STE-‐Connects-‐blog&article=Create-‐a-‐school-‐makerspace-‐in-‐3-‐

simple-‐steps Learner profile for IB students | International Baccalaureate®. (n.d.). Retrieved December 6, 2014, from http://www.ibo.org/en/section-‐benefits/learner-‐profile/ Makerspace in a Box (tools only). (n.d.). Retrieved December 5, 2014, from http://www.makershed.com/products/makerspace-‐ in-‐a-‐box-‐tools-‐only

Sources for Images AISM class photos by Ben Damaso Free clipart from http://clipartbest.com International Baccalaureate Organization

Notes