Helsinki teacher education 1

Teacher Education Digital fabrication and Design Thinking

Steen Lembcke VIA LĂŚring & IT

Teacher education and FabLabs 1. Local campus development inspired by Silkeborg, Vejle and Aarhus communities and Aarhus university 2. Design experiments in schools. Action research and action learning in collaborative groups of teachers 3. Student interventions as co- teachers in FabLabs 4. Adhesion to the Pioneer program in Silkeborg (Campus Silkeborg) 4 lecturers so far 5. New optional element in teacher education : Digital fabrication og design thinkning in teaching and learning (10 ECTS) 6. Implementation in subjects (Maths, Danish, English, Biology, Geography, Arts and Handicraft) Starting phase

Way of working: Continously in collaboration with practitioners

New optional module

Designproces

Immersion and reflection

Campus

Interventions in schools

The teacher’s roll(s) Instructing, scaffold-building, feedback giving, dialoque partner, challenging, standing back

ANSLAG

ANSLAG

Wicked problems

Maker Lab Campus Silkeborg is situated in the student Incubator Environment

Interventions - same group of students

7th graders becoming 8th- and 9th graders

Interventions at Fårvang skole The school’s learning environment

Subject matter

Wicked problems

Digital learning goals

Subject learning goals

Prototype furniture and lockers Automatic clock

Learning game DANISH Democracy rollplay SOCIAL SCIENCE Designing a school garden MATH/BIO/

Bicycle and powering devices Windmills and SMOG

Teacher + class

Teacher + class

Teachers + groups

Fieldstudies

Response groups

Subject learning goals

Design proces

Programming Arduino

Knowledge remember, describe understand

Competencies use, chose analyze, compare

Creation evaluate, criticize, argue

Question 1: i’ve achieved knowledge about the Arduino and modules/sensors and programming syntax.

Question 2: I know where i can find help about programming.

Question 3: I’m able to recall multiple phases within the design process.

Question 4: I’m able to form an issue from specific goals.

Question 5: I’m able to describe the phases of the design process.

Question 6: I’m able to describe my surroundings from a specific goal.

Question 7: I’m able to use an IDE (Integrated development environment), when programming an Arduino

Question 8: I’m able to use the design process for product development.

Question 9: I’m able to illustrate my ideas with models and sketches.

Question 10: I’m able to comprehend my surroundings and use it to develop products.

Question 1: i’ve achieved knowledge about the Arduino and modules/sensors and programming syntax.

Question 2: 12: I’m able to observe my help fellow students and support Question I know where i can find about programming. them.

Question 3: 13: I’m able able to to recall receive constructive criticism regarding work.

Question I’m multiple phases within the design my process.

Question 4: 14: I’m able able to to form find different on a specific Question I’m an issue solutions from specific goals. issue.

Question 5: 15: I’m able able to to describe take my ideas from theory create process. physical product.

Question I’m the phases of the to design

Question 6: 16: I’m able able to to describe listen and understand criticism, work, Question I’m my surroundings from regarding a specific my goal. and use it in a positive way.

Question 7: I’m able to use an IDE (Integrated development environment), when programming Question 17: an Arduino I’m able to develop a product which can resolve a specific issue.

Question 8: I’m able to use the design process for product development.

Question 9: I’m able to illustrate my ideas with models and sketches.

Maker facilities VIA University College

The FabLab @SCHOOldk partnership •

3 municipalities with “fablabschools” involved: – – –

30+ schools 700+ teachers 6000+ pupils

•

All municipalities have a central lab and lableader(s)

•

General differences: –

–

Local competency development resources and strategy Local organization

Maker-facilities VIA University College

1 Holstebro Campus 2 Silkeborg Campus 3 Horsens Campus 4 Viborg Campus 5 Aarhus Nord 6 Herning Campus 7 Randers Campus 8 Aarhus C Campus

1

7 4 6

2

5 3 8

VIA LĂŚring og IT -a cross professional research unit Programmes:

Digital production and Design Thinking Netbased Education og Blended Learning Digital didactic design 20 lecturers from Teacher Education, Pedagogues, Building technicians, Nurses, The Animation Workshop og Bioanalytics

Litterature Digital fabrikation/Maker Settings: Schelhowe, H. (2013), ’Digital Realities, Physical Action and Deep Learning – FabLabs as Educational Environments?’ In: WalterHerrmann & Buching (eds.), FabLab: Of Machines, Makers and Inventors. Bielefeld: Transcript Verlag Blikstein, P. (2013), ’Digital Fabrication and ’Making’ in Education: The Democratization of Invention’, in J. Walter-Herrmann & C. Buching (eds.), FabLab: Of Machines, Makers and Inventors. Bielefeld: Transcript Verlag Blikstein, P. (2016). Seymour Papert’s Legacy: Thinking About Learning, and Learning About Thinking. lokaliseret på : https://tltl.stanford.edu/content/seymour-papert-s-legacy-thinking-about-learning-and-learning-about-thinking Dindler, C., Iversen, O. S. .& Smith, R. C. (2017 in press), Digital teknologi og design i undervisning Harel, I. & Papert, S. (1991) Constructionism. Ablex, NY Kafai, Y.B..& Resnick, M. (1996) Constructionism in Practice. Routledge, London, UK Katterfeldt, E., Dittert, N. & Schelhowe, H. (2015) Designing digital fabrication learning environments for Buildung. International Journal of Child-Computer Interaction Libow, M., Stager, G. (2013), Invent to Learn: Making, Tinkering, and Engineering in the Classroom Martin, L. (2015), ’The Promise of the Maker Movement for Education’, Journal of Pre-College Engineering Education Research, Vol. 5(1), pp. 30-39.

Smith, R. C., Iversen, O. S., & Hjorth, M. (2016), “Design Thinking for Digital Fabrication in Education”, Special Issue on Digital Fabrication in Education, International Journal of Child Computer 5 Interaction, pp. 1-9.

Smith, R. C., Iversen, O.S. & Veeresawmy, R. (2016), “Impediments for Digital Fabrication in Education: A study of teachers’ role in digital fabrication”, Special Issue on School Revolution: Lets begin with Teachers’ Competences, IJDLDC International Journal of Digital Literacy and Digital Competence.

Sheridan, K. M., Halverson, E.R., Litts, B. K., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: a comparative case study of three makerspaces. Harv Educ Rev, 84 (4) 505-531.

-forts.

Litteratur – forts.

21st Century Skills: Nordic@BETT 2016 : Survey : How far are the nordic countries in using ICT to teach students in primary and lower secondary school 21st Century Skills?

Binkley et al. (2012): Defining Twenty-‐First Century Skills. In: Griffin, McGraw & Care (eds.) Assessment and Teaching of 21st Century Skills, Springer, 2012, pp. 36-‐37 Design Thinking : Schön, D. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books. Dansk version: Den reflekterende praktiker, forlaget Klim (2001) Cross, N. (2011), Design Thinking, Oxford/New York: Berg Nelson, H. G. & Stolterman, E. (2003): The design Way: Intentional Change in an unpredictable World Tim Brown, (2009): Change by Design, HarperCollins Publishers