Helsinki uni

FabLab@SCHOOLdk PROGRAM 1.

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FabLab@SCHOOLdk Network Apprenticeship and abductive processes Teacher education

v/Martin Arbjerg Egsgaard v/Martin Arbjerg Egsgaard v/ Charlotte Nautrup Ormstrup v/ Steen Lembcke - VIA

Communication and collaboration Critical thinking

Design and innovation Complex problem solving

PARTNERSHIP

Silkeborg

Vejle

Kolding

The FabLab @SCHOOldk partnership •

4 municipalities with “fablabschools” involved: – –

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30+ schools 700+ teachers 6000+ pupils

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All municipalities have a central lab and lab manager

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General differences: –

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Local competency development resources and strategy Local organization

Organization PROJECT MANAGER

LAB-TEAM

LEARNING SUPERVISOR PIONER

Local FabLabs

VIA University College Læreruddannelsen

Funder Skole Ans Skole

Fårvang Skole

Højmarksskolen

Trekløverskolen Sølystskolen

FabLab Campus Bindslev

Sejs Skole

Hvinningdalskolen Vestre Skole Virklund Skole

Ungdomsskolen

Buskelundskolen

Langsøskolen

Network structure • •

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Large network meetings - 5 pr. year At the network meetings, reflection is working on sharing experiences and together formulating possible solutions to the work issues that the pioneers have from their practice of digital fabrication and design.

The small network consists of pioneers for year. The network is facilitated by lableader and 1 pr. month

APPRENTICESHIP AND ABDUCTIVE PROCESSES

FabLab-didactics

APPRENTICESHIP Apprenticeship is a craftsman education, where an apprentice learns the skills that are necessary for passing an apprenticeship test through a given combination of courses and practise.

Five times, the anthropologist Jean Lave has made field studies in western Africa, where she has studied the interaction between tailor apprentices and master in Liberia.

Her key point is that the apprentice does not imitate the masters (as you would think) , but on the contrary absorbs a whole practice on the basis of customer service, purchasing, choice of material, design, sales strategy and pricing.

Consequently, they are not just learning to sew, but acquiring a professional identity that involves many skills, yet also exceeds imitation of the masters.

APPRENTICESHIP IN FABLAB If we transfer this principle to FabLab, pioneers and students learn from competent feedback with experienced masters.

Through problem identification, prototyping and repetition of procedures, the apprentices aquire knowledge that is not derived from books; an ability that is not pure imitation provided from abductive and inductive processes.

References Lave, J. & Wenger, E. (2004). Situeret læring og andre tekster. København: Hans Reitzels forlag.

Lave, J. (2004). Læring, mesterlære og social praksis. I Nielsen, K. & Kvale, S. (2004). Mesterlære.

Læring som social praksis. København: Hans

ABDUCTIVE LEARNING PROCESSES • The concept of abductive learning processes originates from the philosopher and semiotician C. S. Peirce (1839-1914).

• Deductive learning is typical for traditional teaching, where firstly you are introduced to a given matter and secondly use the learned to solve tasks.

• We know inductive learning from experiments of physics and experience-based teaching, where you let the students explore, research and convey knowledge that is not known ahead of the realisation process.

• Abductive learning processes are hypotheticdeductive, where you try out a solving model on a given problem on the basis of a hypothesis or prototype.

• FabLab-teaching on Campus Bindslev grounds on abductive patterns from the didactic that is

Abductive teaching and learning

The learning student comes up with hypothesises, interpretations or solving models as possible answers to a given issue, challenge or wonder. These answers are tested or evaluated continuously.

Inductive teaching and learning

The learning student extracts knowledge and realisation from the individual’s own experience formation. That can be through either previous experiences or experiments in a given learning environment. You deduce or generalize from the specific experiences to the general.

Deductive teaching and learning

The learning student is presented with a rule, principle, or a theory which aims to give the person an increased understanding of a certain scope or field. You infer the specific from the general rules or principles.

Teacher education