Reimagining Education (22 April)

I would like a Maker Center in our

town. We made an attempt to have

yearly Technology Fairs in town, but

it only succeeded for one year. It

was my idea, and my peers in our

local computer club organized it and

supported it. We had a good turn

out, but the following year, things

“fizzled”.

I would gladly offer my consultantcy

to a group that was interested in

forming a maker group for local

residents and to work in close

association with the high school.

Here in our town, we don’t have

research centers or tech work that is

attractive enough to our grads.

When they graduate from the high

school, they leave town, and rarely

return to work here, unless they are

determined to work as barrista or

admin assistant for a small firm.

I am good friends with the fellow that teaches engineering and auto mechanics at the high

school. He teaches air conditioning, heating, diesel mechanics, and a number of other skills. He

would be an ideal advisor for a group that I would try to put together. My academic work was

in Education, with an emphasis on Vocational and Business Education. I’ve taken many related

classes, beginning with shop classes in the eighth grade.

A Maker Center supports creative learning, just as my new pen pal, Jackie Gonzalez, does in her workshop at The Clubhouse. Dr. Kathy Hirsh-Pasek of Temple University, speaks of creative learning environments, were we would be surrounded an immersed in learning and creativity. She used the term, “learning culture”.

I gathered that leaving out instructions when working with a group and a table full of materials

makes a big difference in what is made. The “students” are inspired by others and the materials

Who would dare turn a classroom

loose to tinker in this way?

that are available to them. Who would dare turn a classroom loose to tinker in this way? I don’t

think that the formation of such a group should become an agency, other than having only the

capacity of exerting power and organization.

I would start a project like this with a survey, asking what people in the area would like to see

in this regard. Would they contribute, and how. Do they have materials and machines they

would loan, rent or contribute to the maker space. Is there an institution that would help us

find a large working space. Can we put together a mobile workshop as Stanford has done with

their SparkVan < https://www.kickstarter.com/projects/jasonchua/sparklab-an-educational-

build-mobile >

An alternative to all this is a POP UP Tinkerthon, sponsored by churchs, fraternal organizations,

schools, and so on. Folks could be sent a list of materials to bring to

the venue. Tables are set up, roaming facilitators volunteer their

expertise and time, and a couple of hundred students are invited to

the event. I imagine this in a large, old, local barn. It could be the

opportunity to bring the local interpretation of the SparkVan to the

event. A catering truck would be parked outside to serve those that

want a nice snack at break time.

With all the people bringing materials to build with, each student has

what they need to experiment and tinker with the others.

Collaboration seems to happen naturally at many of these events, as

they are so open and free from rules and restrictions. The walls are covered with white,

plywood panels, covered with images of devices built at earlier events, and there is plenty of

white, butcher paper and markers for drawing.

If the pop up event is a success, this type of event can become a regular part of the school

curriculum, as electives are integrated into the vocational education departments. I propose

the theme of each event change throughout the event year. On one occasion, the theme is

robot pens, then working with paper towers, portable containers, things with wheels, then

moving on to working with water, rubber band and spring powered devices, cardboard and hot

glue, fabric and string, and so on.

Guest speakers with skills relevant to the upcoming units are invited to speak to the class about

the materials and to show what they have done PRIOR to their final product. They will show as

many failures as finished product.

As the program grows, the press will be invited to come and observe. Prior to the press

coming, short videos will be posted around the net. The object, of course, is to garner

excitement for the program and to build rapport with the community. Students from the

multimedia program will make the videos.

Exchanges with other communities that have similar programs will be encouraged, then

exchanges on the international level. All documentation and training material will be offered at

cost to anyone that wants it to start up a similar offering.

Now, it’s time to PLAY with my ideas so I won’t forget to employ the scenario method that I’m

so used to using in the creative process: The first open TinkerThon occurred last Saturday. We

opened the doors at 9, but all the tables and rolling tool and supply carts were in place.

Monitors and facilitators finished their first cup of coffee or juice, and were standing by, ready

to divide the crowds up into manageable work groups. Each group was shown some sample

products from the previous session, and were shown the materials available, along with an

explanation of the focus for the day. Safety topics were discussed and emphasized. A friend

and nurse was on hand to bandage cuts or burns IF they occurred. The session for the day was

to deal with as few materials as necessary, but at the same time materials that were plentiful

and unique. Hot glue guns, duct tape, cardboard, foam and drawing tools were supplied. The

facilatator talked about architecture and shelter for a while, referring to the drawings and

photos that adorned the walls of the large room. She spoke of building and architecture and

defined it in a free and open way. Shelter was the key term. Shelter covers or protects people

and things. Shelter could be permanent or temporary. She asked what the participants thought

that temporary meant and to verbalize or point to examples. Questions included: “Can shelter

move? Can temporary be transformed into permanent?” Open ended questions were put

forward for a few minutes, but the remainder of the time was dedicated to making models of

all kinds of shelter. Students starting sketching, while others starting cutting and scoring

cardboard so they could affix it to a base, folding larger pieces to make roofs and interior walls.

One lad used the cellophane on a package to make “glass” for his skylights. Another found

some sandpaper and used it for the textured floor in his home shop. The work produced was

almost to the quality I’ve seen in the architectural models displayed for our new civic center.

Some were clever enough to view their project from the viewpoint of someone going into the

building. Others used some cutouts of figures or magazine illustrations of people for scale.

Some of the more proficient model makers were asked if they would make some outdoor

furniture and plants for the models. The TinkerThon was a complete success. No one suffered

a cut or a burn. Several of the monitors took still images, while two videographers shot video

for a web site that was already up for the TinkerThon. The newspaper published photos and

wrote a large feature for the following issue of the Gazette. Following the publication of the

Gazette and the updating of the web site, three, local residents came forward with large

donations to buy materials, pay for posters and postage, and to provide me with a small stipend

to cover my modest expenses. Two stationary stores and the Home Depot contributed more

materials for the next session. After the initial excitement and a cooling of the press coverage,

one of the participants got a pledge for a scholarship at MIT if he chose it over Cal Tech. I

encouraged attendance at MIT.