Innovative Learning Spaces (and Maker Movement) Flexible Station Rotation
(*My notes and comments)
Maker Movement stays away from the concept of 'inventors' people feel that inventors are a special type of person - not someone like "me"
Makers is not new to technology - just a new way of thinking about something that already exists.
Maker folded into technology that folded into Inquiry
Innovative learning spaces are not about the walls
Note that the class notes this week are identical' for both the Digital and Leadership courses, so it does not matter which class notes tab you look at.
You have 3 hours to up skill in 3D Modelling, Innovative Learning Spaces and Maker Culture. You can choose to do all of the 6 stations, or do just some (suggested minimum is 3). Please spend at least 30 minutes in every station you choose. Each of the stations has a suggested zone in the room, where you should go to work on that topic.
On a new station, begin by reading all of the three steps through, and then act on them
- First, there is always something for you to start with (reading(s), viewing(s), reflection(s)…) and
- based on that we then suggest how you can produce something, and
- there is also a before you leave this station part (how to finalise, publish…)
Once you have worked through those three steps you can move to the next station of your choice!
STATION 1 - Reflect & Floorplanner (LEADERSHIP)
Goal: Re-design your learner's environment with a future focus in mind.
- Article: Campfires in Cyberspace: Primordial Metaphors for Learning in the 21st Century
- Article: The Technology, Architecture and Furniture Model
- Article: Pedagogic Framework for Use in Next Generation Learning Spaces
- Article: 8 Design Principles That Underpin the Design of Learning Spaces
- Article: Comments from a Literature Review on 'Design and evaluation of learning spaces'
- Article: Question Driven Pedagogy-Space-Technology Framework for Developing Learning Spaces
- Video: RJHS Flythrough
- Video: Greenery improves children's cognitive development
- Video: Innovative Learning Environments The Research
- Video: School With No Walls: Sweden's Revolutionary Vittra Learning Space
- Table: Next Generation Learning Behaviours and Environment to Support Them
Reflect: Base your reflections on the above:
- How could you as a leader make your main learning spaces (e.g. classroom) better from a digital and/or collaborative aspect? (Yes we managed to do this)
- How could even slight changes in your environment maybe help you to upskill as a more distributive and collaborative leader? (Yes it will)
- What changes, no matter how small, could make the biggest difference to the learning outcomes? (Sets up the learning environment and expectations)
Floorplanner: Model the changes you’d like to make, using a simple design app called Floorplanner!
Floorplanner can be accessed here: https://floorplanner.com/
If you haven't used Floorplanner before, view these videos explaining the interface and how to make a model before you start: https://floorplanner.com/help/tips
Before you leave this station: Once your model is ready, screen record it as a video or picture (print screen, screencastify or screencast-o-matic and publish that to G+ community with the hashtag #floorplanner.
STATION 2 - View & Construct (DIGITAL)
Goal: Making sure that we’ll have mBots in each location ready for a future session.
View: First, read the instruction booklet that comes inside the mBot box. It is an A5 booklet with a photo of an mBot on the front (see picture below).
You might also need extra hands, and even viewing the instructions is better with more than one pair of eyes. Remember how we used pair programming with Scratch. Linus's Law (from open source software development) states that "given enough eyeballs, all bugs are shallow". Collaborate if possible!
You will need a small screwdriver (this is found in the box).
Do not feel pressured to try to do this task quickly, or to do more steps than you are comfortable with. Remember that this is a collaborative activity. Work with others. Contribute what you can. Remember from (Agile) pair programming that the navigator is as important as the driver!
Before you leave this station: Once you feel like you’ve done your part (about 30 mins to an hour) make sure that (if the mBots are not ready yet) there is someone there to continue the work. This means, that if you are about to leave the station empty, go and advertise that to others. We would need all of them to be ready for later in the programme!
It might be wise to leave some notes next to your mBot, that tell others how far you’ve got, or if there are issues they should be aware of.
If the mBot is complete, test it using the buttons on the top and also the remote control.
STATION 3 - Explore and Make (LEADERSHIP)
Goal: Explore The Mind Lab Kids Portal to challenge you or your learners as makers.
Explore: Visit MindLabKids and have a look around! Explore the site and the challenges that have been created (under the Challenges-tab at the top). Please don’t sign up (unless you are a 5-12-year-old).
Make: Choose a challenge to have a go at, keeping in mind that you will have to embrace the maker movement and adapt the activities to the tools/materials you have available.
You can for example ‘Build your own hovercraft’. (Use tape but not the hot glue gun, and maybe deconstruct it when you have finished giving someone else a chance to build it). The ‘Yoshimoto cubes’, 3D modelling, and making an Animated GIF or a Hologram might also be an option, depending on the available materials in your location.
Before you leave this station: either
- Record a quick video about your maker creation and share it to the G+ Community under ‘In Class Tasks’ with your #location and #mindlabkids hashtags or
- Record a video where you talk about how you could use MindLabKids with your learners, and/or what learning theories (constructivism/connectivism/social learning?), and/or does this support and how this relates to the maker movement? Share it to the G+ Community under ‘In Class Tasks’ with your #location and #mindlabkids hashtags.
Remember to up cycle and/or deconstruct your creation before leaving the station, please.
STATION 4 - Revisit & Reinforce (DIGITAL)
Goal: Revisit any of the maker tasks and reinforce your skills
Revisit: Go back over the past weeks of the course and identify any of the 'maker' tasks that we covered in practical sessions that you would like to revisit. By a 'maker' task, we mean something that results in an artefact, whether that be a video, a computer programme in Scratch, a deign in Tinkercad, an infographic or some other output. Did you start working on something that you never managed to get uploaded to Google+? Were you frustrated at not spending long enough on a creative activity? Now's your chance to complete and share it.
Reinforce: Once you have identified something that you want to revisit, reinforce your skills by creating or completing some kind of digital artefact, and be sure to share it on Google+.
Before you leave this station: When you have finished your artefact, publish it to our G+ Community and include a short description. Include the hashtag #revisit, your location hashtag and your name(s). In your comments, explain why you wanted to revisit and reinforce this particular creative task.
STATION 5 - Faces of Change & Video (LEADERSHIP)
Goal: Share your insights with the future postgrad students
You might remember how you felt in the first couple of weeks? Is your attitude towards using technology in your classroom the same? Has something changed? If so, what?
Take a look at this article we wrote in 2015, and consider where you are now on your journey in relation to the sections 'Transforming Teaching and Learning' (p. 38) and 'Discussion' (p. 44). Where would you currently place yourself on the e-Learning Planning Framework from the Te Toi Tupu Consortium?
The themes are:
- Collaborative
- Digital
- Diverse
- Equal
- Flexible
- Future Focused
- Individualised
- Innovative
- Personalised
- Real World
- Responsive
- Technological
- 21st Century Skills Based
Your video should be short and sweet, if you are stuck for ideas have a browse through the videos that are already on the website for some inspiration.
Before you leave this station: Upload your video to the Faces of Change Website and if you would like you can also upload this video to the G+ community with #facesofchange.
STATION 6 - Create & Deploy (DIGITAL)
Goal: Create a mobile app using a simple web-based tool and deploy it to your device
Create: Begin by looking at the two options we have suggested for creating a mobile app. One of these is MIT AppInventor, which enables you to create mobile applications that will run on an Android device using a Scratch style programming interface. The other is Appy Pie, which is a simple tool for creating web site style mobile apps that are regularly structured and are primarily informational.
Before you start, watch the Appy Pie introduction video, then watch the first of the App Inventor example videos. Then decide which of these two tools you would like to work with. If you choose to use App Inventor, you will simply be following a set of instructions to create a pre-defined mobile app. If you choose to use Appy Pie, you will be adding your own content to the app on the theme of innovative learning spaces or 3D modelling.
If you choose to use Appy Pie: Gather some materials (text/images/videos/links) on the topic of innovative learning spaces or 3D modelling, then create an app with appropriate components to present that data. Go to the Appy Pie web site to start creating your app. Please note that you will be required to log in (e.g. using Facebook or Google) and if you are using the free version it is very limited, for example, you will not be able to go back and edit it later once it has been published.
If you choose to use App Inventor: Go to the App Inventor Beginner Tutorial page. Here you will find four simple introductory applications. Each of these has an explanatory video and also a PDF document that will take you step by step through each example. Choose any or all of these to try out.
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