Makerspaces: An Introduction to Innovation Learning Spaces by MKThink

AN INTRODUCTION TO INNOVATION LEARNING SPACES

CLAIRE FEENEY

Collaborative workspace, Stanford d.school

ACKNOWLEDGMENTS TIM BREMNER SUDA DIRECTOR CASTLEMONT HIGH SCHOOL DOUG HELLICKSON CHAIR TECHNICAL ARTS DEPARTMENT LICK WILMERDING HIGH SCHOOL CHRISTA INCHAUSTI, EDUCATIONAL INNOVATION COORDINATOR SCHOOLS OF THE SACRED HEART FRED JARAVATA EDUCATIONAL INNOVATION COORDINATOR SCHOOLS OF THE SACRED HEART ROBERT PRONOVOST DIRECTOR OF CURRICULUM & INSTRUCTION RAVENSWOOD SCHOOL DISTRICT MKTHINK CHLOE LAUER ASHLEY WELLS ALEX WOLF 6

Makerspaces

TABLE OF CONTENTS COMMUNITY

EDUCATION

MAKING

SPACES

STEM and arts flex space, Town School for Boys

Makerspaces

INTRODUCTION Makerspaces are the physical manifestation of an evolving trend in education today: innovation learning. Innovation learning provides students with more creative outlets and engaging ways to learn new academic and social skills not fostered in a traditional classroom or with traditional teaching approaches. Hands-on learning and Makerspaces flip the formal learning construct; students and teachers solve problems as equals and the work of learning is about the process rather than the results. MKThink is an innovation company that integrates strategy, architecture, and technology. We work with schools of all grade levels to assess facilities and create spaces that reflect and enhance the academic program. Many of our clients are engaged in this shift to innovation learning--building Makerspaces, FabLabs, and STEM centers to enhance their curriculum and the student learning experience. This book draws upon that experience to offer an introduction to innovation learning and provide best practices for making a physical space that best fits your school’s particular needs. This

book draws on both our client work and extensive reviews of academic reports, books, and industry journals, and interviews with educators at the forefront of the Maker movement. A special thanks to Tim Bremner, Doug Hellickson, Christa Inchausti, Fred Jaravata, and Robert Pronovost, without whose generous help this book could not have been written. Their openness to share their knowledge and experience, and invitations to visit their schools were immensely helpful. Makerspaces are the physical host for a community of creative learners, and it has been a joy to get to know this community better.

Makerspaces take many shapes and forms. They can be community centers or spaces designed for specific academic programs. They need only be a haven for exploration and growth, a place for students to learn and feel free to create.

Innovation programs require committed leaders and champions willing to take risks and learn as they go. Any school with any budget can build an innovation program. This book is designed to provide educators at all levels with a guide to the Maker movement and to equip them with the tools to introduce it to their own school.

COMMUNITY

WHAT IS MAKING? THE MAKER MOVEMENT The Maker movement is a grassroots initiative to create, innovate, and build in a collaborative environment. A cross between DIY projects, STEM disciplines, and hacker culture, the Maker movement celebrates collaboration, exploration, and working with one’s hands. The start of the Maker movement is accredited to the founding of Make Zine in 2005 and the Maker Faire in 2006, both by Maker Media. The broader Maker movement has evolved into an open community of experimentation and discovery for adults and children alike. It flies in the face of our increasingly digital world while also embracing the potential of new technologies. To counterbalance the increasing dependence on electronic devices and prescriptive academic curricula, schools all around the world are embracing the academic and social values of hands-on learning and innovation education.

CENTRAL TENETS Making is about being free to fail, having the space to discover, and 12

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collective problem solving. Students learn new skills and practice using different computer programs and digital equipment, but the core value of innovation learning is not what is produced but the process of producing itself. Making is fun! Creating projects in an open, tactile, and experimental environment opens up infinite possibilities for learning and growing. • Collaboration Engaging in dialogue and knowledge sharing with peers, accepting diverse opinions, and working together constructively • Exploration Learning about a new topic and investigating it’s nuances, principles, and applications • Agency Building confidence in one’s abilities and developing the strength of character to persevere • Innovation Trying new things and pushing boundaries without fear of failure

“...“MAKING” REPRESENTS THE PERFECT STORM OF NEW TECHNOLOGICAL MATERIALS, EXPANDED OPPORTUNITIES, [AND] LEARNING THROUGH FIRSTHAND EXPERIENCE” Gary Stager, author of Invent to Learn

Make Zine publishes first issue

Maker Faire founded in San Francisco, CA

2005

2007

2009

2011

2013

2015 source: Google

HISTORY Makerspaces in schools have taken off over the last three to five years. But hands-on learning is as old as education itself. Apprenticeships–the training of young people in a craft, trade, or art by a master artisan–-can be traced back to Ancient Egypt, the craft guilds of Medieval times, through to the trade unions of the Industrial Revolution. Vocational schools became a formal system in 1917 in the United States to establish an educational path focused on trade skills development and job-market preparedness. Home economics was started by MIT

engineering Professor Mary Richards in 1899 as a means to explore the science of domestic life and make managing the household more efficient for women. Home economics and shop class were standard curricula in high schools across the U.S. for decades, teaching students practical life and trade skills. These programs were largely eradicated due to increasingly negative regard of the content, lack of teaching and funding resources, and the perception that they were intentionally funneling certain demographics of students into narrow and less advanced career paths.

The reintegration of hands-on learning in schools today is a far cry from the life skills oriented programs of the past. Making focuses on creative exploration and the joy of learning, rather than pre-professional development for tradesmen and laborers or even housewives. Hands-on learning has long been an effective approach, and its modern revival in the form of innovation education is a vote of confidence in the capability of students of all backgrounds.

Introduction

THE MAKER COMMUNITY WHAT IS IT The Maker community consists of those who create, who believe in creativity, who impact innovators, and who support Maker programs. The full extent of a school’s Maker community extends far beyond the students enrolled in innovation classes. It also includes the teachers leading the exploratory process, students’ families, and supporters outside of the school that contribute to and facilitate the Maker curriculum. Non-profit partners or program sponsors, such as private companies or grant-making organizations, can equally be included in the Maker community. It is an open network that encourages curiosity and welcomes all who want to participate. The spirit of Maker culture is to be open and accepting of new connections for innovation and learning.

WHO IS IT Each Maker community is different. The people and groups, support systems, locations and resources evolve over time and differ based on the goals of the innovation program. 14

Makerspaces

There are two general circles a school’s of the Maker community, internal and external. The internal community consists of those directly involved with the Maker program and the daily operations of the school. The external community has the potential to influence the school and it’s Maker program with sources of funding, resources, or collaboration.

INTERNAL COMMUNITY • Students Maker programs are designed for their benefit; student interests and creativity drive the learning experience. • Parents Parents invested in their child’s wellbeing can influence the school and its resources. • Program Teachers They guide the Maker process and manage the learning environment to best support students, finding a balance between structured programming and freedom of exploration.

• Interdisciplinary Teachers Teachers from other departments and academic disciplines who may incorporate innovation learning and Makerspaces into their teaching. • Administration School administrators provide oversight and adequate resources that enable Makerspaces to thrive.

EXTERNAL COMMUNITY • Neighbors The people who live and work around a school can be impacted by school operations and may be incorporated into events and programs. • Accreditors Accreditation agencies set academic standards and regulate school performance. • Non-Profits Non-profit organizations can be collaborative partners on projects or provide and share resources.

Community gathering at maker event, d.school Introduction

• Private Companies Private companies can be recruited as sponsors, providing financial resources, volunteers, expertise, or program support.

• Other Schools Other schools, with or without innovation programs, can be collaborative partners on projects or share knowledge and resources.

neighbors

LARGER COMMUNITY

accreditors other schools non-profits social causes

WITH THE SCHOOL

administrators other subject teachers parents

students

IN THE MAKERSPACE

teachers

Maker Community, MKThink

Makerspaces

COMMUNITY RELATIONSHIPS There are myriad opportunities for members of a school’s Maker community to participate and interact with one another. The composition of people and groups constantly evolves and presents new opportunities to learn, innovate, and collaborate. The bigger more diverse a Maker community, the more students gain from their Maker experience. Relationships can be grounded in common interests or aligned missions. They can be based on a common investment in students’ educational growth, a passion for the Maker movement, or another commonality shared by different members. Some common methods of engaging community partners include: • Collaboration Staying actively open to community partners that contribute to students’ innovation education with new ideas, knowledge and skill resources, and project content can make a Maker program more dynamic.

• Interdisciplinary Working with more teachers and other academic disciplines creates new opportunities for Maker projects and conveys to students that skills developed through innovation learning are transferable and applicable to the real world. • Partnerships Strategic partnerships can be a means of gathering resources to provide for the innovation program overall or underwrite a specific project Organizations that run training programs and host competitions, for example, can spark ideas for design challenges and assist schools in cultivating a robust program. Partnerships can be one-time engagements or grow into longer term relationships. • Sponsorship There are countless grant programs and private organizations looking to support education. Outside support can bolster underfunded Maker programs and offer assistance in the form of teacher training and lesson plans.

COMMUNITY GOALS When developing a Maker program, defining community goals is an important first step. Think about your intention for creating the program, the specific learning goals you have for students and the target audience. Community goals can and should evolve over time as you further explore innovation education and as different people and groups join the Maker community. Coalesce around these goals by asking and answering a series of basic questions:

• Who is the target audience of the Makerspace? • What support systems will benefit the students/users? • What resources are available? Explore these questions to create a strong foundation for the Makerspace before even starting to think about equipment and furnishings. Makerspaces thrive because of a strong community of people not advanced equipment.

• What are your school’s core values? • What are the learning goals for students/users? • What existing educational programs should the Makerspace support? • Is there a larger community of intended users or public causes to include or support? • Who are the people or groups in the community? Introduction

EDUCATION

LEARNING LESSONS Makerspaces are valuable because of the learning culture they foster. Innovation programs teach students to think and interact with one another. Removing the structure of a traditional classroom setting opens up the imagination of students and gives them the freedom to explore, dreaming up new projects and tackling ever more difficult challenges. There are numerous learning opportunities and ways to grow as a student and person through an innovation program.

INTERACTIVE LEARNING Physical work and movement keep students engaged. They practice and demonstrate what they are learning rather than being instructed.

MULTIDISCIPLINARY Innovation programs cross academic boundaries through comprehensive learning environments that make the educational experience more interdisciplinary and teach students to practice skills learned in the Makerspace across the full breadth of their curriculum. 20

Makerspaces

BROAD EXPOSURE

RESPONSIBILITY

Innovation projects expose students to new topics and afford them the freedom to conduct in depth investigations of subjects that interest them beyond the standard curriculum.

The freedom of an innovation program comes with great responsibility. Entrusted with powerful and potentially dangerous equipment, students learn to self-manage themselves and rise to the challenge when granted autonomy.

PRACTICAL SKILLS While experimenting with new techniques and equipment, students develop a whole new set of skills that they can apply to their day-to-day lives and future professional endeavours.

CONFIDENCE

CREATIVITY

AGENCY

Creativity is a critical skill in the knowledge economy. Students need to stretch their minds and think outside the box to generate new ideas–-be they artistic, scientific, or entrepreneurial.

Makerspaces present students with an environment that cultivate a sense of agency--demonstrating to them the unique value they each bring to the world and their potential to innovate, succeed, and make a difference.

As students learn and try out new things they gain confidence in the value of their ideas and abilities and come to believe in their potential.

INDIVIDUALITY An unstructured classroom environment gives students a chance to be themselves--a quiet, solitary thinker, a loud, messy builder, or a natural leader. The absence of structure enables students to explore who they are, how they learn, and what brings them to life.

COLLABORATION Working together, students practice teamwork, emotional intelligence, respect, leadership, and other essential qualities for becoming an empathetic and productive person.

INCLUSION Making is inherently about collaboration, sharing, and respect. Students have ample opportunities to work together and observe the positive effects of different mindsets and perspectives.

FUN Free to collaborate and build with their hands, students experience social and intellectual gratification.

Students presenting work, Schools of the Sacred Heart

Education

PEDAGOGY: DESIGN THINKING WHAT IS IT Design thinking is an approach developed by professors at Stanford University that has evolved into the defining methodology of the d.school. Design thinking transcends boundaries in academia, business, and life and intersects creative and analytic skills yield human-centered innovations.

VALUE

IMPLEMENTATION

Design thinking is a critical analysis process. It challenges students to think outside of the box, contemplate challenges from a user’s perspective, and problem solve creatively. It is both a tool and a mindset that empowers them to approach and impact realworld issues.

Flexible space and thoughtfully constructed project challenges foster design thinking. The academic program should be designed to encourage deepdives into topics, present opportunities for group collaboration, allow for multiple iterations of solutions, and assess students on process rather than results. Facilities should be adaptable, have space for students to work independently and in groups, and offer lots of brainstorming surfaces. The Makerspace is not a sterile sanctuary but a living third teacher.

The d.school approach breaks design thinking into five steps: • Empathize Understand the perspective of the user • Define Strategically frame the problem to focus problem-solving efforts • Ideate Generate a multitude of options and create a variety of solutions • Prototype Flesh out and experiment with concepts a

EMPATHIZE

IDEATE

DEFINE

PROTOTYPE

TEST

• Test Test, test, and retest solutions

REPEAT! Design thinking process, Stanford University d.school & Guido Kovalskys

Makerspaces

PEDAGOGY: PROJECT BASED LEARNING WHAT IS IT Project-based learning is a learning approach where students gain knowledge and skills by investigating a complex problem for an extended time period and then devising an authentic solution to that problem. Projectbased learning promotes an active and inquisitive learning process. Students have the opportunity to dive into a topic that interests them, ideate, and publicly present their solutions. The central idea is that by giving students time and creating an avenue for them to craft and explore a topic of their choosing, they will learn more and love learning more.

VALUE Project-based learning makes learning engaging by allowing students to pick their own topics for individual and group work. They develop skills in project management, organization, time management, and public speaking. In handing students the reigns, teachers demonstrate their trust in students’ agency and ability to do great work and make an impact. Project-based learning

can be applied to almost any discipline and incorporate multiple disciplines.

IMPLEMENTATION Project-based learning embraces the full potential of Makerspaces and innovation programs. Multidisciplinary

projects explore a breadth of new content and provide students the chance to work on a project of scale. The Makerspace needs to include room for presenting and demonstrating work to the whole cohort, long-term project storage, and ample breakout space.

CHALLENGING PROBLEM OR QUESTION PUBLIC PRODUCT

CRITIQUE & REVISION

SUSTAINED INQUIRY

KEY KNOWLEDGE UNDERSTANDING & SUCCEESS SKILLS

REFLECTION

AUTHENTICITY

STUDENT VOICE & CHOICE

Gold Standard PBL, Buck Institute for Education Education

PEDAGOGY: SYSTEMS THINKING WHAT IS IT Systems thinking is an approach that examines the components of a system to understand how they interrelate to shape the behavior of the system as a whole. It represents a shift from explaining phenomena world as linear cause-and-effect relationship to webs of interconnected relationships.

VALUE

IMPLEMENTATION

Practicing this approach, students learn to identify the underlying factors of a given situation, and in turn how to devise solutions that address the problem in its complexity and not just the most apparent issue. Students conduct research, question their preconceived notions, and devise targeted innovative solutions based on their findings. A systems thinking mindset helps students better understand issues in and out of the classroom.

Systems thinking can be applied to both physical and theoretical work. Taking apart equipment and testing new ways to put it back together is an example of a tangible learning exercise. This calls for space and tools to deconstruct and rebuild and storage space for those tools. Flexible space allows students to move between tasks as they investigate a particular system further. (The Makerspace itself can even viewed as a system.)

Example of systems diagram assessing Makerspaces, MKThink

Makerspaces

PEDAGOGY: SOFT SKILLS WHAT IS IT Soft skills, also known as interpersonal skills, refer to the capability to interact effectively and positively with others. Innovation education encourages collaboration and peer-to-peer learning and can be an excellent environment to help students develop soft skills that will enable them to thrive as they mature and navigate diverse social situations throughout their lives. Some soft skills include: • Communication The ability talk, listen and engage in respectful discourse with others. • Teamwork Joining and effectively contributing to a group, balancing compromise and leadership as needed. • Adaptability Constructive flexibility in the face of changing conditions, professional, social, or otherwise. • Problem Solving Learning to recognize, assess, and remedy a problem.

Students work and laugh together, AltSchool

• Critical Observation The ability to apply research and data to inform and implement solutions.

determination.

• Conflict Resolution The wherewithal to initiate respectful dialogue and come to a consensus.

Soft skills are primarily about group dynamics, so spaces for collaboration are essential. Students need to be able to make noise, talk, and laugh with one another and have room to brainstorm, congregate, and present as a group. Space for demonstrations and gathering for larger whole-group meetings are also needed.

VALUE Soft skills help students grow as learners and global citizens. They learn important lessons about interacting with the world with respect and self

IMPLEMENTATION

Education

TEACHING PROGRAM TEACHERS Teachers bring innovation programs and Makerspace to life. They shepherd students to new ways of thinking, acting as designers to create curricula that exercise important competencies while allowing the leeway to explore. Teachers must practice the willingness to break out of the traditional studentteacher dynamic. The backing of cohesive leadership that agrees upon a set of principles and continues to engage in critical discourse will help to maintain a vibrant and relevant innovation program.

ADMINISTRATIVE SUPPORT A strong innovation program depends on the full support of the school administration. Space, money, and resources need to be allocated to create the Makerspace and support the innovation curriculum. Program teachers need this support to develop and test new pedagogies without fear of reprimand.

Makerspaces

WORKING WITH OTHER TEACHERS Innovation education involves breaking out of the traditional classroom model and creating new projects that may not fit neatly into the existing curriculum and assessment criteria. Innovation program teachers need to actively engage teachers from other departments and guide them along this innovation journey. Some teachers are less tech-savvy or are wary of change so each relationship needs to be personal and supportive and demonstrate how the Makerspace can target specific academic goals for students and be tailored to curricular needs. Makerspaces are as much a learning opportunity for students as they are for teachers. Innovation education presents an entirely different approach to what it means to be a teacher. For many teachers that can be a scary and challenging proposition. It’s important to make sure staff are comfortable and feel welcome to engage with the Makerspace. Some topics to consider when collaborating with teachers from other departments include:

• Terminology Standardizing terminology across different disciplines will foster curriculum unity and reinforce concepts for students. Using consistent language throughout the school makes the message clearer and bridges lessons across different subject areas. • Teacher Drop-In Meetings Hosting open-invitation work sessions in the Makerspace offers a low-stress opportunity for teachers to get feedback on what is and is not working in their use of the space. • One-On-One Meetings Individual meetings are an effective way to develop cross-curricular projects and offer a safe space to help gain confidence in more unstructured learning approaches. • Observation The best way to learn something is to try it out for oneself. Inviting teachers to sit in on each other’s classes in the Makerspace is another lowrisk way to foster inclusion and

confidence. Teachers can witness students at work and explore approaches to incorporate into their own lesson plans. • Project Collaboration Seeking opportunities for longer-term interdisciplinary projects and being open to suggestions is the

most direct way to work with other teachers and academic disciplines. A project of scale over an extended timeframe gives students and teachers time to acclimate and explore how innovation education applies to different subject areas.

• Unleveled Classes that are of mixed ages, grades, and ability levels can create new opportunities for students and teachers to exchange skills, knowledge, and perspectives. As a school deems appropriate, mixed classes promote peer-topeer learning and empower more

Teachers brainstorm project ideas and lessons, JCHS EVERlab

Education

Flexible Hands-On Learning Space, AltSchool

Makerspaces

advanced students to share their knowledge. • Process Driven Making emphasizes creation and process over results. Reflecting on the collaborative experience and lessons learned is as valuable as the project itself. • Transferable Consider how transferable the process and skills are. Are you creating a program where students learn techniques and subject matter that they can apply to other disciplines and real -world scenarios?

specialists and special education teachers to develop ways to best utilize and frame innovation projects for students with special needs. The focus on work process and soft skills development creates a safe place to test best practices for students enrolled in occupational therapy and special education programs. Makerspaces can be empowering places for students who struggle academically. They can discover new avenues to succeed and gain confidence in their ability to learn and work, which carries over into areas they find more challenging.

IMPACT OF SPACE LEARNING DISABILITIES & SPECIAL NEEDS Makerspaces present a valuable alternative for students who face challenges in traditional classroom settings, especially those with learning and behavioral disabilities. Freedom to learn on their own terms makes manageable content that previously seemed daunting. Schools should strive to maintain open lines of communication between learning

The design and management of a Makerspace sets the tone for how students conduct themselves and pursue their innovation projects. When students are free to engage with the room, move furniture around, draw on the walls, and independently access equipment, it signals that this is a creative space for unique activities. Equipment marked as off-limits, fragile furniture, or rigid organizational systems signal the opposite, inhibiting an exploratory process, provided of

course that safety protocols are in place and observed. Makerspaces need not be fancy or expensive. A few key pieces of furniture on casters, accessible open storage and materials, and surfaces that are easy to wipe down go a long way toward establishing an environment for an innovation education program. It’s worth noting that a successful innovation program does not have to take place in a designated Makerspace. The library, outdoor spaces, and auditoriums can all accommodate Maker activities. Creating an open environment of learning and support and strategically using the physical space to reinforce this message can build a great handson learning program regardless of the resources at hand.

Education

PROGRAM PROGRAM DEVELOPMENT Innovation learning programs represent a school’s institutional values. The school’s founding principles should directly inform the hands-on learning curriculum and the corresponding physical space. The Makerspace is a forum to express and exercise student learning and program goals. It can prompt critical discourse on core values and foster collaboration among teachers, administrators, and students. A Makerspace should be built upon a clear vision and foundation. Formulate a clear mission statement to act as the guiding and organizing principle to rally support, align institutional values, and direct the allocation of resources. A plan and a purpose is what makes the difference between a room full of equipment and a progressive learning environment.

Makerspaces

Some questions to consider: • What are our school’s core values? • What is our school’s brand? • How are we trying to change our school’s traditional approach to learning and teaching? • What attracts students to our school? • What growth and learning opportunities do we want to create for our students? • What defines teaching excellence at our school? • What is the intention/objective of the innovation program?

VISION STATEMENT

• Why Why do we need to do it?

A vision statement should be brief, purposeful, and tailored to the unique school community. It outlines the intention of the Makerspace, introduces methods of utilizing hands-on learning, and is aspirational!

cohesion (why) through creative, collaborative programs and events that complement our core academic requirements (how) and bring life to our facilities after school and on weekends (how).

• Specific Clear and measurable success • How How do we do it? • Inspiring Builds positive momentum and energy

• What What are we trying to do?

This vision statement sets a clear social and academic direction for how and why the school plans to develop an innovation program and build a corresponding Makerspace.

Develop a welcoming, bright Makerspace (what) to enrich our school culture and create multi-generational community

• Future Oriented How does the initiative support and expand our culture and values?

WHAT

WHY

HOW?

FUTURE ORIENTED

SPECIFIC

INSPIRING

Vision Statement Diagram, MKThink Education

MAKING

MAKER PROCESS A Maker project does not just happen on its own. Students have to gain foundational content knowledge of and test out plans and ideas before making their vision a reality.

IDEATE

Students, as individuals or in a team, begin with an initial spark of inspiration or a guiding prompt. They should have time to explore their ideas and decide how to approach the project and space to work and get messy. Once a project has been completed, it’s important that students share their learning and celebrate one another’s accomplishments.

Disseminate Break project into steps | Consider logistics Plan Map out plan of action | Figure out equipment | Find workspace | Assemble materials

Makerspaces need to have the flexibility to accommodate the phases of the maker process. The Maker process is fluid and the space should allow for seamless transitions between phases. Student can go back and forth between steps, spend all of their time on one step, or skip a step entirely. A learning environment where students can move physically and mentally through the Maker process encourages creative exploration and innovative projects.

Makerspaces

PREPARE

CLEAN Immediate Throw away waste | Pack up materials | Store tools | Clean work space Long term Store project

IDEATE

PREPARE

CLEAN

SHOW

Maker Process, MKThink Making

MAKER CRAFTS

GRAPHIC DESIGN

PHOTOGRAPHY

</> CODING

3-D PRINTING

ELECTRONICS/ ROBOTICS

AUDIO/VISUAL

DIGITAL

100% COMPUTER WORK

Makerspaces

TANGIBLE PRODUCTS FROM DIGITAL PROGRAMS

DIGITAL PROCESSING ACTIVE WORK

LASER CUTTING

METALWORK

GRAB BAG

WOODWORKING

EARTH SCIENCES

TEXTILES

ANALOG

HAND BUILT SOME DEGREE OF DIGITAL PLANNING

Making

3-D PRINTING

AUDIO/VISUAL

Requires Supervision Designated Space

CODING

Requires Supervision

Designated Space

M-XL

</>

Requires Supervision

Designated Space

3-D printing is an innovation in prototyping. Digitally designed work is physically printed in plastic filament to bring students’ concepts to life. 3-D printing introduces students to digital design and modeling and allows them to fabricate product ideas on a low-risk scale. (A 3-D printer alone does not make an innovation program.)

Audio/visual projects let students record sights and sounds to produce a product that reflects their unique voice. It can be done on small scale with just an iPad, in a DIY soundproof booth, or on a sound stage designed for high quality production.

Coding is what drives all of the technology that we use today and represents a union of creativity and scientific logic. Coding essentially teaches student to translate their ideas into language that yields digital products and designs. Even a basic understanding of coding can demystify the digital world.

GRAPHIC DESIGN

LASER CUTTING

METALWORK

Requires Supervision Designated Space

Requires Supervision

Communicating is not just about words or actions. Graphic design extends and produces imagery that helps communicate ideas. Images have the power to resonate more than words. Visual communication offers a means of expression to students who are less inclined to the written word. 38

Makerspaces

Designated Space

Requires Supervision

Laser cutting is a mechanism where digital plans are cut and etched into materials like paper, wood or metal. It is both a digital and hands-on process to create stand alone work or components of a larger projects.

Designated Space

L-XL

Metalwork is design and manipulation of materials into physical products. Students can make furniture, project components, learn to use power tools, and design robots.

ELECTRONICS/ROBOTICS Requires Supervision Designated Space

M-L

EARTH SCIENCES

GRAB BAG

Requires Supervision Designated Space

L-XL

Requires Supervision

S-L

Designated Space

Robotics is a multidisciplinary practice that incorporates math, coding, engineering, and construction. Robotics can be low-tech, with just Legos and copper wire, or as complex as a fully developed engineering curriculum.

Innovation can be outside to! Testing new systems for growing plants, playing with nutrient and biochemical mixes, and building agricultural systems teach students about sustainability and their environment.

Projects don’t always fall into a specific craft or require investment in specialized equipment. An entire program can designed around cardboard and duct tape or thought mapping with postit notes. A supply of pipe cleaners, toothpicks, modeling clay, popsicle sticks is a low-cost, high-reward way to enable students to model their ideas.

PHOTOGRAPHY

TEXTILES

WOODWORKING

Requires Supervision

Designated Space M-XL

Designated Space

Photography is both an art and a science. Students learn about angles, colors, and framing of photos, they can use computer applications to digitally manipulate images or develop film in a dark room. Through this medium, students can find their voice to tell a visual narrative.

M-L

Textiles include everything from sewing and weaving to pattern design and materiality study. Textiles can be an artistic expression or component of industrial design, small hand-made products or manufactured fabrics.

Requires Supervision Designated Space

L-XL

Woodworking epitomizes hands-on learning and construction. Small lowtech projects with basic hand tools help develop foundational skills. The additional of power tools introduces the opportunity more advanced techniques and larger projects.

Making

SPACES

TYPOLOGIES Makerspaces are flexible rooms that can host a range of activities and equipment. Equipment and activities call for different types of spaces. You can use these basic typologies as a starting point to design and customize the ideal physical space for your maker program.

Makerspaces

QUIET

RECORDING

DIGITAL

DARKROOM

CLEAN/FLEX

MESSY

CLEAN

STUDIO

SHOP

LOUD Spectrum of Space Typologies, MKThink Spaces

TYPOLOGIES: CLEAN/FLEX

CLEAN

MESSY

QUIET

LOUD

SINGLE USE

SPACE

MULTIDISCIPLINARY

FIXED

MOBILE

DIGITAL

ANALOG

Room for clean, dry work with moveable furniture and brainstorming surfaces. DARK

LIGHT

INSIDE

OUTSIDE

Makerspaces

TYPOLOGIES: DARKROOM

CLEAN

MESSY

QUIET

LOUD

SINGLE USE

SPACE

MULTIDISCIPLINARY

FIXED

MOBILE

DIGITAL

ANALOG

Light-proof room to process film and safely use development chemicals. DARK

LIGHT

INSIDE

OUTSIDE

MAKER ACTIVITIES Film Photography

Spaces

TYPOLOGIES: DIGITAL

CLEAN

MESSY

QUIET

LOUD

SINGLE USE

SPACE Desktop computer stations, laptops, or other mobile computing devices loaded with software applications.

MULTIDISCIPLINARY

FIXED

MOBILE

DIGITAL

ANALOG

DARK

LIGHT

INSIDE

OUTSIDE

MAKER ACTIVITIES Audio/Visual | Coding | 3-D Printing Digital Photography

Makerspaces

TYPOLOGIES: RECORDING

CLEAN

MESSY

QUIET

LOUD

SINGLE USE

SPACE Sound and light proof room to record audio, video, or still images.

MULTIDISCIPLINARY

FIXED

MOBILE

DIGITAL

ANALOG

DARK

LIGHT

INSIDE

OUTSIDE

MAKER ACTIVITIES Audio / Visual

Spaces

TYPOLOGIES: SHOP

CLEAN

MESSY

QUIET

LOUD

SINGLE USE

SPACE Spacious well ventilated room to safely use power tools and construct larger scale projects.

MULTIDISCIPLINARY

FIXED

MOBILE

DIGITAL

ANALOG

DARK

LIGHT

INSIDE

OUTSIDE

MAKER ACTIVITIES Laser Cutting | Electronics | Metalwork Woodworking

Makerspaces

TYPOLOGIES: STUDIO

CLEAN

MESSY

QUIET

LOUD

SINGLE USE

SPACE Space to craft, work, and store artistic projects and make a mess.

MULTIDISCIPLINARY

FIXED

MOBILE

DIGITAL

ANALOG

DARK

LIGHT

INSIDE

OUTSIDE

MAKER ACTIVITIES 3-D Printing | Grab Bag | Food Science Laser Cutting | Textiles

Spaces

FURNISHINGS The furniture and equipment that go into a Makerspace set the tone for the learning environment. Mobile and informal furniture, tables and walls with writable surfaces, and an abundance of accessible storage invite students to move around and get messy. A welcoming and exploratory space inspires student creativity and infuses their work. When the surroundings send the message that they are allowed to experiment and collaborate, students respond accordingly. There are endless arrangements of furniture, equipment, and resources that can compose a Makerspace. The basic categories of furnishings to consider are: • Sit Furniture to sit, rest, think, talk and collaborate • Work Furniture to write, meet, brainstorm, and gather • Store Places for equipment, materials, individual and group projects

Makerspaces

• Create Equipment to execute creative ideas with specialized tools for Maker crafts, and tools for specific class activities Furnishings can be as basic or sophisticated as called for by the goals of the innovation program or determined by the operational budget. Donated equipment, furniture and computers that local businesses have cycled out, under-utilized tools on campus, and even pieces that students build themselves are all great alternatives to purchasing new furnishings. So long as the furnishings support the learning objective of the program and create the desired atmosphere, any selection or arrangement of furniture and equipment can work.

FURNISHINGS: SIT XS

2 STOOL

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$ - $$

9 CUSHION

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5 CHAIR

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$$-$$$ users

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$$$-$$$$

18 COUCH

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12 LOUNGER

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price Spaces

FURNISHINGS: WORK XS LAP DESK

S M

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30 CONFERENCE TABLE

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16 GROUP TABLE

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9 CAFE TABLE

Makerspaces

square feet

6 DESK

users

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FURNISHINGS: STORE XS BOX

S HOTELING

M BOOKCASE

L WALLSHELVING

XL CLOSET

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120

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FURNISHINGS: CREATE

XS GREEN SCREEN

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25 RECORDING BOOTH

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24 EQUIPMENT

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6 WHITE BOARD

Makerspaces

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9 PODIUM

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FURNISHINGS: ALL SIT

WORK

STORE

CREATE

STOOL

LAP DESK

BOX

GREEN SCREEN

CUSHION

DESK

HOTELING

PODIUM

CHAIR

TABLE

BOOKCASE

WHITE BOARD

LOUNGER

GROUP TABLE

WALLSHELVING

EQUIPMENT

COUCH

CONFERENCE TABLE

CLOSET

RECORDING BOOTH

XS S M L XL Spaces

PRIORITIZATION VALUE Makerspaces present a different type of learning environment for students to explore tangible ways to learn. Their structure, furnishings, and operational systems guide and inform each school’s unique hands-on learning curriculum. The layout, allocation of resources, and projects pursued should align to support of the objectives of the innovation program established by the school and its core mission. As such, Makerspaces can take many forms to emphasize some Maker activities over others, to present a blank slate that evolves as students and teachers shape the space, or to enhance existing academic programs. Refer to your school mission, the key values identified during stakeholder engagement and program development, and your vision statement. Use these as the foundation to build your Makerspace. • Most Activities Establish a space with a broad range of different media for students to explore and express themselves. Use the multitude of materials as a lesson in resourcefulness, creativity, and project management. 56

Makerspaces

• Constant Collaboration Emphasize group work spaces-couches, white boards, platforms for presentations and demonstrations, and spaces that encourage congregating and communication. Integrate flexible group space into a curriculum grounded in longer-term group projects. • Individuality Use the Makerspace as a place for students to explore their interests and discover and practice their unique capabilities. Create quiet spaces and nooks to work, read, or use a laptop. Provide individual storage for each student to store their work. • Accessible to All Place the Makerspace on the outer edge of the school building or campus so that it can be open after school and on weekends to other groups. Partner with non-profits and community organizations or develop your own outreach program to ensure everyone is welcome to participate in your school’s Maker community.

STEM focused Makerspace, Hillbrook School

• Outside Makerspaces need not be indoors. Utilize outdoor areas for building projects and group meetings. Programs focused on earth science, sustainability, or agriculture particularly benefit from outdoor space. • STEM Makerspaces designed to support STEM classes should feature easily cleanable surfaces, and emphasize more digital and electronic/robotics equipment.

• Multimedia To emphasize film, photography, audio, and other media arts, equip the Makerspace with green screens, cameras, recording booths, and install acoustic dampening and light dimming systems. • Mystery Create your own design to structure and orient the Makerspace for your school’s unique innovation program.

Space Maximize space with modular, multipurpose furniture and wall storage. Flexible furnishings allow for multiple programs to share the space. A focus on low-tech activities limits the equipment (and corresponding space) required.

SCALE Budgetary and spatial constraints determine the scale of the Makerspace. Resource limitations can also inspire creative solutions. Budget Extend financial resources through in-kind donations, materials, private sponsors, volunteers, non-profit partnerships or support, open-source platforms and programs. Makerspaces can contain costs by focusing on lower-tech activities and or by being a resource shared with other schools or community partners. Cost effective Makerspace, Ravenswood School District

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CASE STUDY: SCHOOLS OF THE SACRED HEART accessible storage

The Unkefer Spark Lab is a Makerspace shared between two elementary schools: Convent of the Sacred Heart and Stuart Hall. Originally a dedicated computer lab, the space is now unnecessary as each student is provided a laptop or tablet. The Unkefer Spark Lab supports an ever-evolving program that adapts each year to meet the school’s goals and student and teacher needs. The program actively encourages projects that integrate multiple subject areas.

computer station

multipurpose furnishings

Grades K-4 are required to do three innovation projects per year. A robotics elective is offered for grades 7-8, and there is an open lab period during lunch. The program utilizes low-cost materials like cardboard, duct tape, and copper wire to build and test ideas. Grade Level Elementary and Middle School Size 750 sq ft

ceiling storage writable surfaces

Makerspaces

mobile pieces lightweight furniture

3-D printer

Maker Activities 3-D Printing | Audio/ Visual Coding | Electronics/Robotics | Grab Bag | Photography

CASE STUDY: LICK WILMERDING Lick Wilmerding High School was founded as a trade school in 1895. While the school has evolved to offer a college preparatory curriculum, it maintains a hands-on learning approach, directed by the Technical Arts Department. Students must fulfill requirements in a range of technical arts classes. Classes are organized around themes rather than specific crafts, and the program emphasizes process and creative problem-solving over the quality of the finished pieces. In keeping with the school’s motto, “A private school with a public purpose,” numerous projects and classes work with non-profits and organizations outside of the school.

project planning metalwork

small fixed equipment

peer-to-peer learning

large fixed equipment

Grade Level High School Size 4,000 sq ft Maker Activities 3-D Printing | Textiles Metalwork | Electronics/Robotics Laser Cutting | Woodworking

electronics

outdoor space Spaces

CASE STUDY: CASTLEMONT the farm!

FabLab

wall storage

material storage ventilation woodworking

The Makerspace at Castlemont High School grew out of the extremely successful Sustainable Urban Design Academy (SUDA). The mission of SUDA is to engage students in a rigorous learning environment and prepare them to be leaders of sustainability in the world. Funded by grants, an abandoned building on campus was repurposed as a shop space and environmental lab. SUDA offers classes in woodwork and fabrication as well as a robust gardening and farming program that yields enough fruit and vegetables for a farmers’ market stand. Students pursue projects with sustainable objectives like hydroponics, and the program partners with architecture and industrial design programs at two local colleges. Grade Level High School

laser cut projects

Size 1,000 sq ft + outside Maker Activities 3-D Printing Electronics/Robotics | Earth Science | Laser Cutting | Metalwork | Woodworking

digital to analog 60

Makerspaces

cord management

CASE STUDY: D.SCHOOL The Hasso Plattner Institute of Design at Stanford brings together The Design Group, Center for Design Research, and the School of Engineering. Spread across two buildings arranged around a central courtyard, the d.school (as it is known) promotes a dynamic culture of design thinking and intellectual innovation. The institute offers classes to students from all PhD and Masters disciplines along with professional development, innovation bootcamps, and fellowships for entrepreneurs. The K-12 Lab is an initiative that researches and tests new educational approaches. The d.school is a community of learners and innovators that think differently. They host events, share knowledge, and work on some of today’s biggest problems. There are designated work and shop spaces but at its essence, the school is one big Makerspace.

accessible equipment mobile whiteboards

individual workspace

unstructured workspace gallery, event, & display space

outdoor gathering space

informal furniture

Spaces

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