The five myths of makerspace
Many makerspaces having been popping up in the school learning commons over the past few years. What is the purpose of these makerspaces within the education model? What is it about makerspaces that makes the learning commons staff apprehensive about organizing and running these creative spaces?
1. A makerspace is just a craft center - Purpose
In my new book “Creating a Learning Commons for the 21st Century with Design Thinking”, I describe makerspaces as “an area where students are free to explore, create, design, test, and share creations. A makerspace is not a craft center. What is the difference? A craft center is where students are given step-by-step instructions to make a specific item. In a makerspace, students can be given a goal but are not given directions. Students create and design their own solution. They have supplies available and are free to use what they need.”
But what is the purpose of a makerspace? It is to teach students creativity, critical thinking, collaboration and design thinking. With free access to many materials and their own (or group) ideas, many students learn that many attempts are needed before a viable solution can be created. It is these skills that many companies are searching for in new recruits and are finding few graduating students who understand the skills needed for teamwork and design thinking. It is for this reason that many schools are changing their education model to include design thinking and deep learning. Understanding the design thinking cycle and how to interact with others when sharing ideas and solving problems is something that needs to be modelled and practised over time. Students need to understand what it sounds and looks like when practising teamwork skills.
Focus
Respect
Acceptance of others ideas
Manners
Positive attitude
Active listening
“The design thinking cycle actually boosts creativity by walking students through specific stages of the creative journey. Some of the most creative thinkers in the universe follow this framework, and they see it as a way to open up new possibilities rather than a system that stifles their creative work.” (Spencer 53)
It is imperative for staff to realize that for makerspace and design thinking to work, staff must not interfere with the students solutions, creations and/or work. It essential that students learn to think critically and problem solve their own solutions. One challenge I organize uses paper cups to build a pathway for a robot. Many students come and say that they do not have enough cups and ask what they should do. I answer back with a question “How do you make the cups go further?’. No answers only questions.
2. I don’t have any space
Makerspaces can be made to fit into any space whether large or small. Obviously, it is nice to have large area with shelving with a wide variety of material available. However having carts that can be easily moved from class to class is another creative and space saving solution.
Try to have labelled bins so students can return unused items for a tidy and organized area. Organization is key to any well used area. Material needs to be found quickly with plenty of space to work
3. I don’t have enough time
How do you have time to continually invent new challenges for your makerspace? Have an open makerspace where students are free to create and design their own ideas. I also like to have specific challenges as well so we can practice modelling teamwork, collaboration and communication skills.
I manage my time by having six to eight challenge set up in the makerspace that students rotate through the year. Each class is divided into groups and everytime that class comes to a makerspace session each group rotates to the next challenge.
“Properly designed Makerspaces support and encourage collaboration. There will always be a time and a place for people to fly solo on different projects... However, collaboration is an important skill, and we want to encourage students to embrace working with others with the understanding that different people bring various skills to the table.” (Provenzano 24)
To have enough time for makerspace and other parts of a learning commons, it is essential to have flexible scheduling and self checkout. Managing time and allowing others to manage their time has a tremendous effect for staff and students. When they realize that they are responsible for their own book exchange and scheduling management then they become empowered, responsible and take ownership of their educational needs.
4. We can’t afford a makerspace
Makerspace can have many kinds of supplies. Many of these supplies can come from recycle bins such as toilet paper rolls, clean yogurt cups, styrofoam containers, water bottles etc. Other supplies can come from school supplies such as tape, scissors, paper clips, markers etc. Parents and families are another source of supplies from home with boxes, paper towel rolls, material, thread and other supplies. These supplies can be switched and changed over time according to what is available. Of course if a student needs something specific and it is not available at that time, they are welcome to bring things from home.
Start small when adding robotics and other technology. These additions can be costly but when chosen wisely with a budget and purpose in mind then they are invaluable tool for teaching any subject.
5. We don’t have all the robotics and gadgets
One of my favourite areas of the makerspace is the “Low Tech” area. These challenges give students an opportunity to build with recycled material. A great resource for these challenges is the non-profit group “Destination Imagination”.
Remove these objects
Given specific items students are asked to create a device that will remove each ball without any body part crossing the line. The balls must not touch the ground or the toilet paper rolls (which the balls are sitting on top) must not be knocked over.
“Build a House for the Three Little Pigs”.
Using recycled material, build the three lIttle pigs a house. The students are given a piece of paper to draw a plan of their house and then may begin to build. To increase the difficulty, add a price to the building material and give a total budget allowance such as $1.50. Then each individual item also has a cost e.g.:Paper cup 15¢, Paper plate 15¢, popsicle stick 10¢. Not only do they now have to plan a design, but they also have to follow a budget and plan accordingly.
Remember these challenges are done in groups so as the students plan and build they must communicate and collaborate politely with others as they practice their teamwork skills.
“As schools continue to foster 21st century skills in students in order to prepare them for the demands of a global workforce, K-12 will see the adoption of more makerspaces and research efforts to surface best benefits and practices.” (Gerstein 1)
Resources
Baker, Patricia. “Creating a learning commons for the 21st century: with design thinking”. Patricia Baker Publications. 2018. Print
Gerstein, Jackie Ed. D. “The classroom or library as a makerspace.”
<https://medium.com/@jackiegerstein/the-classroom-or-library-as-a-makerspace-13ced283076a>. accessed July 2018.
Provenzano, Nicholas. Your starters guide to makerspaces. Blend Education, 2016. Print.
Spencer, John et al. Launch:using design thinking to boost creativity and bring out the maker in every student. San Diego, CA: Dave Burgess Consulting Inc, 2016. print.