Visions of Education Futures Floating Around in My Head

Walk into a classroom in any part of the United States, even the world, and you most likely will scratch your head in disbelief asking yourself questions such as:

• Why do the classrooms look pretty much like the ones in which I, my parents, and my grandparents learned?
• Many students (of all ages) own computers in the form of their cell phones that are more powerful than all of the computer power of NASA back in 1969, when it placed two astronauts on the moon. Why aren’t they using them for learning?
• Why are the kids still categorized and sorted by date of manufacture (birthdates)?
• Why are the students using paper-based textbooks that are older than the students, themselves, and provide no options to check for information accuracy or to extend their learning based on areas of interest?
• Why is there one person standing in front of the room doing all of the talking with students sitting passively at uncomfortable desks when we know that active, social, and experiential learning promotes interest, engagement, and deep learning?

Slowly, ever so slowly, 21st century technologies, networking, and daily living practices are inching their way into our public school institutions. It may, to the chagrin of many of us, be at a glacier’s pace, but there is hope for the future of education. Technology will free us to ask questions that have never been posed, to envision beauty never before unveiled in the mind’s eye. To achieve this, though, we’ll need to educate people very differently (Robot-Proof: How Colleges Can Keep People Relevant in the Workplace). This generation has never known a life without technology and are constantly inventing new ways to use it for education, communication, innovation, recreation, and creation. Their visions for how people should learn will permeate the current systems of education and they will hopefully be the change agents bringing in a new era of education. They are growing up in a world full of connection, networking, and innovation and will demand that their educations reflect that connectedness, inventiveness, and orientation towards the future.  “By creating millions of networked people, info-capitalism has created a new agent of change in history: the educated and connected human being (PostCapitalism: A Guide to Our Future).  There needs to be a different type of learning experience to prepare students for the future. The potential for the future of education is limitless. A vision for this future given technological and crowdsourced inspired advances include the following:

Information is abundant and education will become more evenly distributed. Our world is now marked by information abundance, surplus, and access. Learners are consuming real time and constant information, media, and news via Google, Youtube, Twitter, Facebook, and forms of social media via their mobile devices. Due to the ubiquitous nature of mobile devices and increased bandwidth, quality education will be accessible to everyone regardless of geographical location and socio-economic status. The futures of education will include learners being given the skills and agency to access this information and use it to inform their learning. The human mind plus our current technologies will far exceed the sum of these individual parts potentially for everyone throughout the globe.

Social based and networked learning will become the norm and an expectation by both educators and learners within all types of educational venues – formal, online, face-to-face, and job training. The borders such as those between grade levels, communities, ethnicities, states, countries that, in the past, way too often created artificial demarcations in educational opportunities will diminish and eventually disappear as globalization reinforces and rewards learners’ collaboration and interdependence with one another.

The emerging pedagogy of this century isn’t carefully planned. Rather, it’s developed fluidly. Our traversals across networks are our pathways to learning, and as the network expands, so does our learning. We share our experiences, and create new (social) knowledge as a result. We must center on the ability of individuals to navigate this space and make connections on their own, discovering how their unique knowledge and talents can be contextualized to solve new problems ( http://www.manifesto15.org/en/ ).

We have technologies to access any type of information and to create products that match the pictures and voices in our minds. We will use technology to get the assistance and feedback from folks around the globe for own personalized learning.

The technologies associated with customized avatars, haptic sensors, and online language translators will evolve enabling us to hold Holographic Meetings. This will allow learners from all over the world to meet virtually face-to-face and network in real time where they can see and hear one another as if they were in the same space. Learners will come together for real time communications, brainstorming, problem solving, and collaborative learning.  Learners of all ages from all geographical locations will meet via these holographic meetings to discuss areas of personal and academic interest, ideas for creative pursuits, and entrepreneur-related initiatives.

Textbooks and lectures of the past will be replaced by augmented and virtual reality simulations. 3D, 4D and even 5D will create many opportunities for learners. Informational texts in the future will not just show 2D pictures and plain text. It will be built to display 3D images, videos, and simulations.

Project Based Learning and DIY (do it yourself) will replace drill and kill instruction. Today’s education too often focuses on thinking about things rather than actually engaging in hands-on and experiential learning. Learners will embrace the DIY movement, making and creating as much or more than consuming. Humans have an innate need to create, innovate, dream  . . .  to do rather than just to be. The learners will be the voices and drivers of their own self-tailored, real world, and authentic projects. Their educations will be interdisciplinary as is life. Skills such as reading, writing, math, and other related disciplines will be learned within the context of real life projects.

Learners along with their connected networks will create their own mash-up of learning materials – print, online, video, and others forms of media. These educational resources will be gathered, curated, and disseminated freely and openly through a sharing economy. Educators and learners as well as policy makers and businesses will embrace this sharing economy as they realize how much a sharing economy can benefit current and future learners.

On the local level, learners will find their way to Neighborhood Learning Centers. These neighborhood learning centers will combine the best of coffee shops, libraries, technology centers, and makerspaces. The sites, sounds, smells, and interactivity that attract people to these places will replace the dry, often lifeless classroom environments filled with uncomfortable desks, only one person taking at a time, passive learning, and lack of real life learning opportunities. Educators would be the facilitators in these spaces acting as mentors, coaches, guides on the side especially for the kids and young people who come there.

In other words, these meeting and learning spaces will be learning labs. Learning labs are innovative spaces that prepare learners to meet the challenges of a complex global economy and gain the skills they need to succeed in a rapidly changing world, while allowing them to follow their passions and to inspire one another. Learning labs enable people to build the skills and knowledge to pursue a personal interest or passion in an environment that provides support from friends and caring adults, and can link this learning and interest to academic or career success or to civic engagement (The Spread and Evolution of Learning Labs).  The learning centers and labs will drive technological and human advancements rather than being environments characterized by late adoption as is typical of today’s school systems. They will act as think tanks, be the hubs for visionaries and trendsetters, and be the leading edge of innovation that will influence all other institutions.

Interest and passion-based learning groups will form within these learning communities and labs. These groups will emerge as members interests emerge. They will be fluid as membership changes and members’ interests grow, evolve, and change. Because there will be a number of neighborhood learning centers in every community, each center will have its own unique voice, personality, and passion-based groups. This not only will give learners choices within a given neighborhood learning center but additional choices within other neighborhood centers.

The groups will be mixed ages and genders where members act both as learners and as teachers. There will be situational teaching and learning.  This means that if someone has the knowledge or skills related to a certain area of learning, then that member will emerge as the teacher regardless of age.  Contributions by all not only will make everyone feel valued, the community as a whole will benefit.

The essence of the demand for freedom is the need of conditions which will enable an individual to make his own special contribution to a group interest, and to partake of its activities in such ways that social guidance shall be a matter of his own mental attitude, and not a mere authoritative dictation of his acts.

John Dewey, Education Philosopher in Early 20th Century

Professionals will go to these learning labs to locate and recruit learners to come to their organizations for short and longer apprenticeships. Learning in apprenticeship is not just about learning to do (active learning), but also requires an understanding of the contexts in which the learning will be applied. In addition there is a social and cultural element to the learning, understanding and embedding the accepted practices, customs and values of experts in the field (Models for teaching by doing (labs, apprenticeship, etc.). The organizations will benefit by having the fresh perspectives of the apprentices who received their training and educations at the learning centers. The apprentices will benefit through gaining experience in the real world of work, and the learning centers will benefit as the apprentices bring back their experiences to the centers creating a full and fresh cycle of learning.

Learners will be asked to publish apps, articles, videos, or games; or develop a new invention or some form of new technology in order to graduate. New technologies are emerging at rate never seen before in the history of humankind. Each day brings new ways in which media, news, entertainment, photos, videos, games, apps, and augmented and virtual reality are being conceptualized, produced, and disseminated. Graduation requirements from High School and College will be based on learners adding something of value to their fields of interests and thus, to the world. Educational institutions, including the learning centers discussed earlier, will create ecosystems that support all kinds of student entrepreneurship and reinforce the values of inventiveness and innovation. Knowledge and skills will be demonstrated through portfolios and public demonstrations of completed projects. It’ll be a micro-credentialed and competency based education so employers and interested others will know the knowledge and skill sets of potential employees. This will include service to others.

Globalization creates an increased awareness and fuller picture of world issues which often leads to increased empathy. Today’s kids are growing up witnessing social activism via social networks, crowdsourced fundraising for those in need with initiatives like DonorsChoose and Indiegogo, and resourceful students doing projects to serve the underserved such as creating prosthetic arms with 3D printers and turning plastic bags into sleeping mats for the homeless. The result will be a world where Altruism and Service will become the norm addressing the need for humans to create safety, opportunity, and prosperity (intellectual, emotional, social) for all. We will err towards humanitarianism as global stewardship will permeate all aspects of education. Writing, inventing, creating media, and entrepreneurship for change will drive educational endeavors supporting the belief that all humans want to live a life based on, “I want to do things that will change people’s lives.” Problems will always exist in the world, but the collective whole of the human race, given the advancements specified in this article, will actively and proactively seek their amelioration.

Student Voice Comes With Teachers as Listeners

This piece was actually sparked by an interview of Lady Gaga by Soledad O’ Brien at the Born This Way Emotion Revolution Summit where Gaga stated, “It’s time to stop telling learners what to do and start listening for we can do for them.”

One of those accepted practices, sadly, in most educational settings is that the teacher is the authority to be respected and listened to without question. Listening to students is not a practice that is often taught in teacher education programs.

There is a current movement, in some circles, to promote and honor student voice.  But, and this is a huge but, if educators are serious about honoring student voice, they need to first learn how to listen, really listen to their students.

Students who are given a voice in setting goals gain ownership in what they’re learning. Teachers who listen to what students tell them they need to learn gain more than just a better understanding of the children they teach — they gain clarity on their roadmap to better teaching. And when conversations about teaching and learning are allowed to happen, teachers and students develop mutual trust and high expectations. (Want to Improve Teaching? Listen to Students)

Sadly, upon doing a Google search about why’s and how’s on educators listening to students, I found very little on the topic. It really gives the message – reinforces that teachers listening to students is not seen as part of best classroom practices. So my goal of this post is to offer some suggestions on how to listen to learners.

Listening Skills for Educators

• Attend to the speaking learner with an open mind; without any agenda except to just listen.
• Use body language and nonverbal cues that demonstrate a focus on the speaking learner.
• Practice empathy skills with both verbal and nonverbal responses.
• Engage in informal conversations encouraging learners to talk about non-school related topics.
• Summarize what you heard the learner saying.
• Reflect back to the learner what you believe to be the thoughts and feelings behind the stated message.
• Ask open-ended questions if and when you don’t understand what the learner is saying and/or if you need further information.
• Inquire about how learners connect to their learning; about their metacognitive strategies.

Benefits of Listening to Learners

The benefits of encouraging and listening to student voices, and then acting upon what they say include:

• Positive classroom culture which can lead to a positive school culture,
• Improved teaching and learning,
• Better teacher-student relationships,
• Learners see themselves as active partners in their own education; they become more invested in their learning,
• Learners feeling that they are in a safe environment where they are willing and able to express concerns, ask questions, ask for help, take risks.

The Future Belongs to the Curious: How Are We Bringing Curiosity Into School?

What is curiosity? The word is associated with the irregular form of the Latin verb cura, which can mean worry or care about or cure. The word closest in meaning is inquisitive, which also has a Latin root: quaere, to search into, to seek. (How Can Teachers Foster Curiosity?)

Curiosity is the quest for new ideas and information. Folks who are curious aren’t satisfied with what they already know or have figured out. They go after what they don’t know or can’t understand—and that missing information can become a driving need to find out. “Curiosity’s most distinguishing characteristic is its open willingness to explore….” (Cultivating Curiosity in Our Students as a Catalyst for Learning)

The future belongs to the curious . . .

A recent research study found a connection between curiosity and deep learning:

The study revealed three major findings. First, as expected, when people were highly curious to find out the answer to a question, they were better at learning that information. More surprising, however, was that once their curiosity was aroused, they showed better learning of entirely unrelated information that they encountered but were not necessarily curious about. Curiosity may put the brain in a state that allows it to learn and retain any kind of information, like a vortex that sucks in what you are motivated to learn, and also everything around it. Second, the investigators found that when curiosity is stimulated, there is increased activity in the brain circuit related to reward.  Third, when curiosity motivated learning, there was increased activity in the hippocampus, a brain region that is important for forming new memories, as well as increased interactions between the hippocampus and the reward circuit. (How curiosity changes the brain to enhance learning)

So what are we doing (or not doing) in our educational institutions to encourage and spark the curiosity of learners?

Curiosity is inherently dynamic and propulsive, not sedentary and passive. Most traditional instruction depends on the latter state and seeks to control the former. This is true especially of the interrupting student or precocious child who wanders about, ignoring the lesson while remaining intent on some mission of his or her own.

The only rational answer to the conundrum of curiosity is to disengage our educational system from standardized testing and common curricula. Curiosity does not hold up well under intense expectation. Give agency to teachers, with the explicit message to slow down and provide students time to wonder and be curious. Counter-intuitively, our role as teachers is not to provide answers. Our role is to give time and free rein to inherent curiosity and questions, and let our students exist in the heightened state of hungering for knowledge. (How Can Teachers Foster Curiosity?)

In this era of overly scripted, overly tested, overly controlled students AND teachers, there seems to be little or no room for curiosity at school. So what is the cost of curiosity-void schools?  The result , way too often, is a school culture of malaise rather than a culture of curiosity, engagement, excitement and joy for learning. Educators along with their administrators need to be agents of their own teaching and bring curiosity into their classrooms especially if they have the slightest belief that the future belongs to the curious.

What follows are some strategies for allowing curiosity to flourish in the learning environment:

• Acknowledge and model your own curiosity as an educator.
• Bring lots of “What ifs” into the learning environment.
• Find out what learners wonder about.
• Have learners develop their own curiosity-driven questions.
• Embrace and provide the time and setting for unstructured play, exploration, tinkering (for all ages).
• Do curiosity projects.

Acknowledge and model your own curiosity as an educator.

The first and possibly the most significant action that educators can take is tapping into the curiosity of their students is to find, embrace and use their own curiosity as an integral part of their teaching strategies.

The power of modeling and social learning cannot be overstated.

When researchers invite children into a room containing a novel object, they find that children are very attuned to the feedback of adults. When the experimenter makes encouraging faces or comments, children are more likely to explore the interesting object. Experiments I’ve done show that children show much more interest in materials when an adult visibly shows how curious he or she is about the materials. In other words, children’s curiosity can be fostered or squelched by the people they spend time with. (The Case for Curiosity)

Bring lots of “What ifs” into the learning environment.

“What ifs” are defined, in this case, as what could be, what is possible. It is about possibility thinking. “What ifs” open doors to curiosity, imagination, and divergent thinking. A classroom filed with “what ifs,” generated by both the educator and the learners, is open to all kinds of possibilities. It is not constrained by what it but is becomes a place where thinking centers on what could be.

Find out what learners wonder about.

Micheal Wesch, the acclaimed digital ethnography professor from Kansas State University, had this to say about wonder:

What is needed more than ever is to inspire our students to wonder, to nurture their appetite for curiosity, exploration, and contemplation, to help them attain an insatiable appetite to ask and pursue big, authentic, and relevant questions, so that they can harness and leverage the bounty of possibility all around us and rediscover the “end” or purpose of wonder, and stave off the historical end of wonder.

I’ve developed and implemented a What Do I Wonder About? activity that I’ve done both 1st graders, 5th graders, and even college students.  I observed 100% engagement by all aged learners. Other wonder activities can be found at 4 Ways to Cultivate a Sense of Wonder (And Why it’s Important).

Not only do activities like these assist the educator in discovering what their learners wonder about, they give learners the message that what they wonder about it important and valued.

Have learners develop their own curiosity-driven questions.

Wesch believes that a sense of wonder and curiosity is nourished by learning to ask and pursue big, authentic, and relevant questions. The great educational philosopher Paulo Freire agrees with the power of the question and its direct relationship to curiosity:

I believe in the pedagogy of curiosity. That’s why I defend the pedagogy of the question and not of the answer. The pedagogy of the question is the one that is based on curiosity. Without that pedagogy there would not be a pedagogy that augments that curiosity. (The Future of School)

There seems to be lots of educational writings about how educators can use effective questioning techniques in the classroom. But these are the questions that are of interest to the teacher; that are composed and asked by the teacher.  These questions may tap into the interests and curiosities of their learners, but they are may not. If educators really have a desire to open up the channels of curiosity in their learning environment, they will facilitate helping learners develop their own curiosity-driven questions. As I discussed in Learners Should Be Developing Their Own Essential Questions:

If the true goal of education is inspiring students with a lifelong capacity and passion for learning, it is at least as important that students be able to ask the right question as it is to know the right answer. (Learning To Ask The Right Question)

Embrace and provide the time and setting for unstructured play, exploration, tinkering (for all ages).

As formal educational settings have evolved (seems a bit like a misnomer), there has also been less time blocked off for unstructured play, exploration, and tinkering. It seems that most Kindergarten through graduate school education have added more and more instructional time during each day leaving less time to just play.

Everywhere we turn these days we find pundits and politicians arguing for more restrictive schooling. Of course they don’t use the word “restrictive,” but that’s what it amounts to. They want more standardized tests, more homework, more supervision, longer school days, longer school year. (Learning Requires Freedom)

If learners of all ages had more time to just play, then their natural curiosities would emerge:

Whatever happened to the idea that children [and the rest of us] learn through their own free play and exploration? Every serious psychological theory of learning, from Piaget’s on, posits that learning is an active process controlled by the learner, motivated by curiosity.

If we stop to think about it, that the most valuable lessons we have learned are not what we “learned in kindergarten,” nor what we learned in courses later on. They are, instead, the lessons that we learned when we allowed ourselves the luxury of following through on our own interests and our own drives to play, fully and deeply. (Learning Requires Freedom)

Do curiosity projects.

Educators can even do a guided curiosity project with their learners. If educators want more detailed directions or a template for bring a curiosity project into their classrooms, see https://goo.gl/8HgZ7s written and implemented by Scot Hoffman.

It is a miracle that curiosity survives formal education. It is, in fact, nothing short of a miracle that the modern methods of instruction have not entirely strangled the holy curiosity of inquiry. — Albert Einstein

Let’s change this! Let’s bring curiosity based learning into more formal education to help learners belong in the future of curiosity.

The Educator as a Maker Educator: the eBook

I compiled all of my blog posts about Maker Education into an ebook that I published via Amazon Kindle. The price is $3.99.  It can be accessed at http://www.amazon.com/Educator-as-Maker-ebook/dp/B016Z5NZ6O/ref=asap_bc?ie=UTF8

The pieces include theoretical ideas, informal research-observations, ideas related to the educator as a maker educator, the maker education process, suggestions for implementation, and reflecting on the making process. Graphics and infographics created to support the chapter content are included.

The Table of Contents:

• Introduction
• The Perfect Storm for Maker Education
• Is It Project-Based Learning, Maker Education or Just Projects?
• Maker Education and Experiential Education
• MAKE STEAM: Giving Maker Education Some Context
• The Intersection of Growth Mindsets and Maker Education
• Becoming a Lifelong Maker: Start Young
• Making and Innovation: Balancing Skills-Development, Scaffolding, and Free Play
• Let Children’s Play (with Technology) Be Their Work in Education
• Tinkering and Technological Imagination in Educational Technology
• Educator as a Maker Educator
• Educator as Lead Learner
• Promises to My Learners as a Maker Educator
• The Flipped Classroom: The Full Picture for Tinkering and Maker Education
• Maker Education: Inclusive, Engaging, Self-Differentiating
• Team Building Activities That Support Maker Education, STEM, and STEAM
• Stages of Being a Maker Learner
• Making MAKEing More Inclusive
• Example Lesson:  Maker Education Meets the Writers’ Workshop
• Reflecting on the Making Process

 

Learning at school? What’s wrong with this picture?

What does learning look like in school environments? What is wrong with the following pictures?

Mohamed, a self-assured kid with thick-framed glasses and a serious expression, had just started at MacArthur High School a few weeks ago. The Irving, Tex., ninth-grader has a talent for tinkering — he constructs his own radios and once built a Bluetooth speaker as a gift for his friend — and he wanted to show his new teachers what he could do. So on Sunday night, he quickly put together a homemade digital clock (“just something small,” as he casually put it to the Dallas Morning News: a circuit board and power supply connected to a digital display) and proudly offered it to his engineering teacher the next day. “They took me to a room filled with five officers in which they interrogated me and searched through my stuff and took my tablet and my invention,” the teen said. “They were like, ‘So you tried to make a bomb?’ I told them no, I was trying to make a clock. “I really don’t think it’s fair because I brought something to school that wasn’t a threat to anyone,” Mohamed said. “I didn’t do anything wrong. I just showed my teachers something, and I end up being arrested later that day.” (‘They thought it was a bomb’: 9th-grader arrested after bringing a home-built clock to school.)

. . . and in 2013, Kiera Wilmot, a Black, Female student, was arrested for her science experiment:

16-year-old Kiera Wilmot became curious after a friend told her about a reaction that would happen if she mixed hydrochloric acid and aluminum. In a small water bottle, she mixed toilet bowl cleaner with aluminum foil–a bang, a blown bottle top, and a small puff of smoke came out of the reaction. Hundreds of videos of similar experiments appear on YouTube. Shortly after the incident, the school’s assistant principal questioned Wilmot’s science teacher who said he didn’t know anything about the experiment. Then the assistant principal called the police. Despite her intellectual thirst for scientific knowledge, Kiera didn’t receive a pat on the back for her curiosity nor did she receive a warning not to try this again on the school campus unless under the supervision of her science teacher. No people were physically harmed and no property was damaged during the incident. But Kiera was expelled from Bartow High School and slapped with two felony charges – possession/discharge of a weapon on school grounds and discharging a destructive device. (Kiera Wilmot, 16, Arrested at School after Failed Science Experiment)

. . . and Paris Gray, a Black, model student, was about to graduate:

Paris Gray, upstanding vice president of her about-to-graduate high-school class in Jonesboro, Georgia, when administrators figured out what her yearbook quote meant. It read: When the going gets tough, just remember to Barium, Carbon, Potassium, Thorium, Astatine, Arsenic, Sulfur, Uranium, Phosphorus translated to when the going gets tough, just remember to [Ba][C][K] [Th][At] [As][S] [U][P]. “Basically, it was me just saying start all over again,” she said. Administrators barred Gray from participating in a senior walk on Friday, Willis reported. She was also supposed to speak at the upcoming graduation ceremony, but Gray said an assistant principal told her that was off. “It just completely destroyed me,” Gray said, “and my mom’s been telling me don’t let it ruin my happiness, but it’s, like, really taking a big toll.” (The Chemistry Joke That Got a Student Suspended)

. . . and although less dramatic, harmful, and painful, there was this from the brilliant Jack Andraka, when at 15 he discovered a test for pancreatic cancer:

And, so, I’m really fascinated by carbon nanotubes. I was reading this really interesting paper in biology class, and all of the sudden, we were learning about these new things called antibodies.  So then I though, in my biology class, I was just sitting there behind my desk looking at this little paper, I thought, “What if I put this antibody in a network of carbon nanotubes?” just wildly, on a whim. And then it hit me. Amazing. I was very very happy. My biology teacher wasn’t as happy when she found me reading a paper instead of writing an essay on biology class. (Detecting Pancreatic Cancer… at 15)

I have said and will continue to say that the biggest ethical travesty of our times is “teaching” the spirit and passion out of a learner.

http://sunnibrown.com/doodlerevolution/showcase/ted-schools-kill-creativity/

 

Stages of Being a Maker Learner

So what is making? I’ve proposed that the heart of making is creating new and unique things. I also realize that in order for this type of making to occur, there needs to be some scaffolding so that maker learners can develop a foundation of knowledge and skills. The end result, though should be maker learners creating new things by and for themselves. The ideas in this post have been sparked by the SAMR model. I see a similar pattern or progression with maker education:

• Copy – make something almost exactly as someone else has done.

In this age of information abundance, there really is an unlimited number of DIY resources, tutorials, Youtube videos, online instructors and instructions on making all kind of things. These resources provide a good beginning for acquiring some solid foundational skills and knowledge for learning how a make something one has never made before.

• Advance – gain more advance knowledge and skills by doing similar projects

During this stage, the maker learner, who desires to learn more about a given skill, project, or product, gains more advanced skills and knowledge by exploring additional and more advanced resources and by using these resources to create more advanced makes.

• Embellish – add something that has been done; add a little of one’s self to it.

When embellishing, maker learners extend their copied projects to include their own ideas. They tailor the copied projects to include their own ideas or embellishments. Example embellishments can be found with 3D printing, Makey-Makey, and littleBits adaptations.

• Modify – take what others have done and modify or morph it into something new.

When modifying, maker learners take something that has been created before and tweak it to make something new. An example is the cardboard challenge where kids who were inspired by Caine’s Arcade build their own cardboard creations.

• Create – make or create some new, unique, different than what has been created before

When creating, maker learners create some unique or new. A simple example is when kids (and adults) take apart toys and use those parts to create new kinds of toys. A more complex example was the first folks who created prosthetic arms for 3-D printers.

Getting to Create stage will not occur for everyone but the Create doesn’t have to be that unique or earth shattering. It just means making something – anything more different or unique than what has been made before. I do believe, though, that maker learners need to get beyond the Copy and Advance stages to add something of themselves to their makes. I believe this is what true making is all about.

Show Learners the Possibilities . . . And Then Get Out of the Way

We are living in an age of advanced user-driven technologies, information abundance, and networked, participatory learning. It should logically follow, then, that education should take advantage of these amazing developments. As many of us in education know, it has not. This theme has permeated many of my blog posts:

Moving from Education 1.0 Through Education 2.0 Towards Education 3.0

The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be moving, developing, and evolving from Education 1.0 towards that of an Education 3.0. The Internet has become an integral thread of the tapestries of most societies throughout the globe. The web influences people’s way of thinking, doing and being; and people influence the development and content of the web. The Internet of today has become a huge picture window and portal into human perceptions, thinking, and behavior. Logically, then, we would expect that schools would follow suit in matching what is happening via the Internet to assist children and youth to function, learn, work, and play in a healthy, interactive, and pro-social manner in their societies-at-large. This, sadly, is more often than not the case. Many educators are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0

Learner Agency, Technology, and Emotional Intelligence

The notion of agency as contributing to cognitive processes involved in learning comes primarily from the Piagetian notion of constructivism where knowledge is seen as “constructed” through a process of taking actions in one’s environment and making adjustments to existing knowledge structures based on the outcome of those actions. The implication is that the most transformative learning experiences will be those that are directed by the learner’s own endeavors and curiosities. (Lindgren & McDaniel, 2012)

All of this is fresh in my mind as I just completed four weeks of summer camp teaching maker education and photo-video apps to 5 to 10 year olds. This teaching experience reinforced for me that educators can be tour guides of learning possibilities; showing learners the possibilities, then getting out of the way.

Facilitating the Process

The following section describes some of the conditions in the learning environment that support the educator as being the tour guide of learning possibilities and then handing over the responsibility for learning to the learners. Educators still take on a very active role in the learning environment, but learning is driven by the actions of the learners not those of the educator.

Expectations for Self-Directed Learning

In a learning environment that stresses self-directed learning, the educator conveys the attitude that learners are capable of being masters of their own learning.

In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (Knowles, 1975, p. 18)

In line with showing learners the possibilities and getting out of the way, the educator needs to take a back seat role in the learning process. Learners may not, often will not, do things the way the educator might, but the educator respects and supports this process in a self-determined learning environment.

Educator as an Observer

If educators want to know how learners learn, then they need to observe them learning under their on terms, with tools and techniques they use naturally.  Too often adults assume they know how children and young people learn, and too often they do not especially in this new age of learning. The educator in the role of tour guide of learning possibilities first, observes to discover each learner’s unique way of interacting with the world, and second, based on these observations, suggests or offers resources and strategies to further each learner’s self-directed learning process.

Educator as a Resource

The educator as a resource means that the educator becomes a coach or a mentor. Educators are the adult experts in the room. Learners will often go to the educator for assistance especially when stuck on a problem or to get feedback.

The best coaches encourage young people to work hard, keep going when it would be easier to stop, risk making potentially painful errors, try again when they stumble, and learn to love [their learning] (One to Grow On / Every Teacher a Coach).

The educator as a resource implies that the s/he has multiple skill sets: expertise in the process of learning and expertise in how to navigate online environments along with the ability to mentor learners using these skill sets.

Educator as a Demonstrator of Technologies

A subtitle of this section is It Really Is About the Technology . . .  Sort of.  In order for learner agency and self-directed learning to occur, educators need to keep abreast of current and emerging technologies. There is an assumption that young people are digitally savvy and know how to use emerging technology.

The widely-held assumption that all young people are digitally literate and able to navigate the internet meaningfully is inaccurate. This is something we urgently need to address if we are to support young people to cope with – and contribute to – a complex, global and digital society (New report challenges the assumption that all young people are digitally savvy).

“If educators are serious about preparing learners for their real lives – current and future, then it becomes an ethical imperative to bring relevant, current, and emerging technologies into the learning environment (It really is about the technology and . . .).  This translates into showing learners the possibilities of technology and internet use for learning so the learners can then bring this knowledge into their own learning journeys.

Learning is Viewed as Natural, Fun, Playful, and Joyful

It has been said that learning is painful. I take issue with that phrase. When learning occurs in settings and with processes selected by the learner, it is natural, fun, playful, and joyful. Sure, there are struggles as new learning develops, but it becomes a natural, accepted part of the process.

The highest-level executive thinking, making connections, and “aha” moments of insight and creative innovation are more likely to occur in an atmosphere of what Alfie Kohn calls exuberant discovery, where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning.  Joy and enthusiasm are absolutely essential for learning to happen — literally, scientifically, as a matter of fact and research (The Neuroscience Behind Stress and Learning).

Climate of Free Range and Constructivist Learning

The learning environment in a setting embracing self-directed learning takes on the characteristics of free range learning resulting in learners constructing their own meanings from their learning endeavors.

Free Range Learning is learning by living. It is learning by following our passions, exploring our world, living inquisitive lives and thinking freely. It is a lifestyle based on trust of a child’s natural desire to learn about the world around them. Every person’s learning journey will develop based upon their interests, experiences and choices (What is Free Range Learning?).

Free range learning is often associated with unschooling or homeschooling but it is intimately related to self-directed learning; and its tenets can be brought into in a more formal learning environment. The result is an honoring of contructivist learning “which holds that learners ultimately construct their own knowledge that then resides within them, so that each person’s knowledge is as unique as they are” (Learning Theories and Transfer of Learning).

Open to Emergent Learning and Learning Possibilities

Emergent learning is unpredictable but retrospectively coherent, we cannot determine in advance what will happen, but we can make sense of it after the event. It’s not disordered; the order is just not predictable (Emergent Learning and Learning Ecologies in Web 2.0).

Ambiguity is accepted. The educator lets go of what types of learning and products should result. By letting go of expectations “what should be”, there is an opening up to all kinds of emergent learning possibilities.

With an openness to emergent learning and learning possibilities, there is an acceptance that learning is messy:

Learning is often a messy business.   “Messy” learning is part trial and error, part waiting and waiting for something to happen, part excitement in discovery, part trying things in a very controlled, very step by step fashion, part trying anything you can think of no matter how preposterous it might seem, part excruciating frustration and part the most fun you’ll ever have. Time can seem to stand still – or seem to go by in a flash. It is not unusual at all for messy learning to be …um …messy! But the best part of messy learning is that besides staining your clothes, or the carpet, or the classroom sink in ways that are very difficult to get out … it is also difficult to get out of your memory! (http://learningismessy.com/)

. . . and a trusting of the process and embracing the journey:

I have learned that if you give freedom and trust to students, they will find their own way to the learning that matters the most. Playing it safe is not going to yield the opportunities that will make a difference. Off-script is when you don’t quite know where you are going, but you have the courage to commit to the journey knowing that it is the process itself that will hold the worth (Speculative Design for Emergent Learning: Taking Risks).

Use of Open Technology and Resources

In this age of information and technology abundance, free online technologies and resources are just ripe for the picking. An advantage of open educational resources is “expanded access to learning. Students anywhere in the world can access OERs at any time, and they can access the material repeatedly” (Pros and Cons of Using OERs for Instruction). These resources leverage the playing field. They are available to all learners regardless of geographic location and SES level (although access to the Internet is required). This translates in the availability of high quality tools and resources outside of the more formal educational setting. Learners can access them in informal learning environments such as at home or local coffee shops and/or via their mobile devices in order to continue and extend their self-directed learning.

How the Learners’ Benefit

I often say that all learning activities should have multiple and layered benefits – addressing cross-curricular, cross-interdisciplinary areas as well as developing life skills. Here are some of the benefits along with example learner self-statements associated with those benefits that I have observed as a tour guide of learning possibilities:

• Technology Skills: I can use technology to help me learn.
• Creativity and Inventiveness: I can create new & worthwhile ideas & things.
• Risk-Taking: I am willing to try new things when I am learning.
• Academic Mindset: I am a good and powerful learner.
• Communication: I can communicate clearly both verbally & in writing.
• Curiosity and a Sense of Wonder: I wonder about the world around me.
• Connected Learning: I can network with others to help with my learning.
• Self-Directed Learning: I know how to learn new things on my own.
• Self-Motivation: I can motivate myself to learn new things.

Schools Need to Include More Visual-Based Learning

When asked what my first language is, I often answer, “visual.” I think in images, prefer to be taught through images, and like to express what I know through images. I find it disconcerting that as learners progress to the higher grades, there is less use of images and visuals to teach concepts.

The power of the use of vision for learning is emphasized by developmental molecular biologist, John Medina, where in his publication, Brain Rules, he states:

Vision Trumps All Other Senses

We are incredible at remembering pictures. Hear a piece of information, and three days later you’ll remember 10% of it. Add a picture and you’ll remember 65%. Professionals everywhere need to know about the incredible inefficiency of text-based information and the incredible effects of images (http://www.brainrules.net/vision).

Created by students for teachers, the following video shows students frustrated with the lack of visual learning in the classroom:

This post is a call to action to increase visual-based learning in the classroom through:

• Using visuals, images, video, and other visual media to teach and demonstrate concepts.
• Using and teaching learners how to make concept maps.
• Using and teaching learners how to do sketchnotes.
• Allowing and encouraging learners to show what they know through visual imagery.
• Teaching visual literacy.

Use Visuals, Images, Data Visualizations, Infographics and Videos to Teach Concepts

Our brains are wired to rapidly make sense of and remember visual input. Visualizations in the form of diagrams, charts, drawings, pictures, and a variety of other ways can help students understand complex information. A well-designed visual image can yield a much more powerful and memorable learning experience than a mere verbal or textual description (http://cft.vanderbilt.edu/guides-sub-pages/visual-thinking/).

Because of all of the multimedia available to teachers, there has been an increased use of visual presentation of content in the classroom.  Educators, though, should assess their visual impact. Youtube videos of talking heads or PowerPoint presentations that are text based just reinforce instructional systems too heavily dependent on the verbal and written word.

The use of slide presentations by educators help to provide visual stimulus for their learners. They tend, though, to be way too text based as satirized in Life After Death by PowerPoint by Don McMillan . Truthfully, I am a strong proponent of using PowerPoints for teaching given that they are image rich and text limited. Garr Reynolds or Presentation Zen provides tips for preparing presentations that honor the use of visuals in Top Ten Slide Tips.

Concepts can also be demonstrated through data visualizations and infographics.

Visual analytics play off the idea that the brain is more attracted to and able to process dynamic images than long lists of numbers. But the goal of information visualization is not simply to represent millions of bits of data as illustrations. It is to prompt visceral comprehension, moments of insight that make viewers want to learn more (http://learning.blogs.nytimes.com/2011/04/08/data-visualized-more-on-teaching-with-infographics/)

Strategies for using data visualizations and inforgraphics in the class can be found at Data Visualized: More on Teaching With Infographics.

Use and Teach Learners How to Make Concept Maps and Graphic Organizers

Research tells us that the majority of students in a regular classroom need to see information in order to learn it. Some common visual learning strategies include creating graphic organizers, diagramming, mind mapping, outlining and more. These strategies help students or all ages better manage learning objectives and achieve academic success. As students are required to evaluate and interpret information from a variety of sources, incorporate new knowledge with what they already have learned, and improve writing skills and think critically, visual learning tools help students meet those demands. Paired with the brain’s capacity for images, visual learning strategies help students better understand and retain information (http://www.inspiration.com/visual-learning).

For more ideas for using mind maps in the classroom, see 10 Mind Mapping Strategies For Teachers.

Use and Teach Learners How to Do Sketchnotes

Sketchnotes are rich visual notes created from a mix of handwriting, drawings, hand-drawn typography, shapes, and visual elements like arrows, boxes, and lines (definition from Mike Rohde, The Sketchnote Handbook).  Although sketchnoting was born out of the need to take better notes at conferences and in meetings, I believe the process of making sketchnotes may have tremendous educational value for students and professionals.  This is especially true for students who struggle taking traditional notes or need a fresh approach to learning.  Please keep in mind that this is about ideas, not art (The Sketchnote Handbook) (http://campus.murraystate.edu/faculty/jcox/sketch.html).

I discuss Sketnoting in more detail in my post – Visual Note-Taking and/or see the work of Sylvia Duckworth at https://sylviaduckworth.com/sketchnotes/.

Allow and Encourage Learners to Show What They Know Through Visual Imagery

Allowing learners to show what they know through visuals supports Universal Design for Learning second principle, Provide Multiple Means of Expression:

It is important to provide alternative modalities for expression, both to the level the playing field among learners and to allow the learner to appropriately (or easily) express knowledge, ideas and concepts in the learning environment. These include:

• Compose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video
• Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations)
• Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video

Such alternatives reduce media-specific barriers to expression among learners with a variety of special needs, but also increases the opportunities for all learners to develop a wider range of expression in a media-rich world (http://www.udlcenter.org/aboutudl/udlguidelines/principle2).

Teach Visual Literacy

If we think of literacy as reading and writing words, visual literacy can be described as the ability to both interpret and create visuals. With the constant, overwhelming flow of information and communication today, both parts of this modern literacy equation are non-negotiable (http://gettingsmart.com/2015/07/the-new-literacy-equation-visual-literacy-is-non-negotiable/).

Visual literacy is important in multiple ways:

• Teaching visual literacy helps kids better interpret art and visual media that they come in contact with.
• Visual literacy allows a deeper interaction with texts of all kinds and introduces the process of analytical thinking about representation and meaning.
• There is evidence that, even for older children, examining and understanding how art and text interact may allow readers to “visualize” while they read–a key to proficiency in and enjoyment of reading.
• By teaching “educated perception” of artwork (for instance, how certain techniques elicit specific emotions or effects) you can teach children how to be more skeptical and informed viewers of all visual media, including advertising (http://ccb.lis.illinois.edu/Projects/youth/literacies/visual2.html).

Here is list of visual literacy resources as compiled by Kathy Schrock:

• ACRL’s standards for visual literacy
• Library of Congress teacher’s page: Using primary sources
• Visual literacy lesson plans (Baker)
• Analyzing images as text
• Visual literacy resources (Jakes)
• Visual literacy for effective presentations rubric (Schrock)

Promises to My Learners as a Maker Educator

I used to teach a graduate course in professional ethics for the educator. One of the assignments I did is have these inservice educators develop a list of promises to their students. I asked them to make it poster size so they can post these promises in their classrooms. Here is an example: 10 Amazing Teacher Promises for the Beginning of School.

As I prepared to teach a summer school/camp on maker education (see http://www.makereducation.com/summer-camp-schedule.html), I decided compose a list of promises to my learners as a maker educator.

1. I promise to make the making environment positive, joyful and physically and emotionally safe so you feel safe enough to take risks, ask questions, make mistakes, and test things out.
2. I promise you to provide you with resources and materials to help you create, make, innovate.
3. I promise that I will respect and support your own unique ways of thinking, learning, creating, and interacting with others.
4. I promise to work with you to create learning experiences that are personally relevant to you.
5. I promise to support and help you understand and navigate the ups and downs, the mistakes and failures, and the trials and errors associated with making.
6. I promise to give you time and opportunities to collaborate and share with other makers (of all ages).
7. I promise to provide you with positive feedback on things you can control—such as effort, strategies, and behaviors.
8. I promise to encourage you to critically think, formulate questions of your own, and come up with your own conclusions.
9. I promise you that I will not intervene with your learning process unless you ask me to do so.
10. I promise to support you as you embrace the joy in creating, playing, innovating, and making.

Becoming a Lifelong Maker: Start Young

I was recently asked what is was about my childhood that led to me being an adult who makes and who advocates that everyone should make in one form or another.  I believe there were several childhood experiences that contributed to me becoming a lifelong maker.

• I was born a very curious and creative kid. This was accepted by my mother who gave me the freedom to be so. My mother let me go free range. I spent lots of my out of school time with the neighborhood kids. We engaged in lots of unstructured play with no adults telling us how to play.
• Related to my unstructured play, I was given the permission, time, resources, and support to create. One of my favorite activities for a number of years was creating a type of midway fair in my backyard out of cardboard boxes.
• I went to a summer day camp every summer for about 10 years. The focus on the creative arts, peer and informal learning, and lots of hands-on activities helped me develop skills for being creative.
• My mother supported my interests by allowing for and paying for interest-driven classes at a local community center. I remember taking a “how to make a radio” class. She wasn’t thrilled about my interest in this boy populated class but still let me take the class.
• The word “failed” didn’t exist during my young age. My play, projects, making things worked or didn’t work. If it didn’t work, I either moved on to something else or tried again doing something different.

In her book, Making Makers: Makers as Children, Children as Makers, AnneMarie Thomas interviewed dozens of adult makers to find out what childhood experiences helped lead to their becoming “makers of things.” Here are some excerpts about those early childhood experiences:

When I asked what drove them as children, all three Hillises explicitly mentioned “curiosity.” Noah and Asa, twins now in their twenties, have fallen into the “take things apart” category for as long as they could remember. They recalled a time when they, as toddlers, managed to take apart their crib and, subsequently, their window’s locks.

As an elementary school student, Eric Rosen Baum he often spent long creative afternoons with a friend named Elan, who lived just up the street. They were constantly making up new games to play. Some involved chasing each other with stuffed animals, others involved running up and down the stairs or dueling with Wiffleball bats, blankets, and laundry hampers.

Steve Hoefer maintains that a childhood on a farm instilled this in him. So many of his daily tasks as a child could be summed up as “Go and do something you’ve never done before. Figure it out. Learn something. Maybe even discover a better way of doing it.” Steve recalled, “[T]here were daily events where we were told to go off and do something, usually important, given the tools and materials, and the rest we had to figure out for ourselves. And usually it worked out. And when it didn’t, it wasn’t the end of the world.”

It is not surprising, then, that making, innovating, and being creative as a child leads to being innovative as an adult.

A new study from Michigan State University found that childhood participation in arts and crafts leads to innovation, patents, and increases the odds of starting a business as an adult. If you look at the mavericks of science and technology you will see a pattern of creative outlets being a key to their childhood. Creative activity in childhood rewires your brain into think out-of-the-box according to the researchers. In fact, the group reported using artistic skills—such as analogies, playing, intuition and imagination—are all key to to solving complex problems (Childhood Creativity Leads to Innovation in Adulthood).

What follows are some suggestions about how to set up an environment where kids feel free and inspired to make:

• Provide kids with camp-like activities.
• Let go of expectations about the learning process and end products.
• Allow kids to go free range.
• Allow for and encourage unstructured play time.
• Help kids locate human and material resources that support their creative making.
• Normalize failure as part of the learning process; as part of everyday life.

Provide Camp-like Activities

If school were more like camp, students would spend less time sitting at a desk quietly working by themselves on a work sheet and more time practicing teamwork and collaboration, working on science projects and presentations, acting out a book they are reading, and building their creativity and problem-solving skills Students would be encouraged to delve deeply into topics that interest them, regardless of what’s on the list of standards (Why Can’t School Be More Like Camp?).

See more at a blog post I wrote – School Should Be More Like Camp.

Let Go of Expectations About the Learning Process and End Products

Too often kids are told what they need to learn, how they need to learn it, and what they need to produce. Too often, though, this overly structured education environment stifles learning. Learning occurs naturally with most kids when expectations on what and how to learn is not presented as part of the process. This freedom to learn has lots of potential rewards, not just for the learner but for the larger community.

The thrill of jumping off a cliff by deciding to do so yourself is a high you will never have if someone else pushes you off of it. In other words, the top-down, teacher-student model of learning does not maximize learning as it devours curiosity and eliminates intrinsic motivation. Students of all ages must be afforded liberties to pursue educational opportunities and approaches for learning that are appropriate for them (Manifesto 15).

Provide Time for Unstructured Play and Allow Kids to Go Free Range

Kids need to have unstructured, unscheduled time just to be kids. Play is natural to kids. If their time is always structured, they learn, sadly often at a young age, how not to play. They don’t know what to do with themselves when given any free time. They lose their sense of freestyle and joyful play. Somewhere in the evolution (or devolution) of education; parents, educators, policy makers have forgotten the value of unstructured play in promoting significant learning:

Humans have an amazing natural sense of curiosity that will lead us to learn everything we need. We’re born with a drive to explore, with imagination and curiosity and wonder, which we retain throughout our lives, if they aren’t ‘taught’ out of us. We learn from experience; in fact, we learn all the time from everything we do. We live our life by living our lives (Free Range Learning: A Dialogue).

At play, children learn the most important of life’s lessons. To learn these lessons well, children need lots of play — lots and lots of it, without interference from adults. what children in our culture want to learn when they are free turns out to be skills that are valued in our culture and that lead to good jobs and satisfying lives. When they play, these students learn to read, calculate, and use computers with the same playful passion with which hunter-gatherer kids learn to hunt and gather. They don’t necessarily think of themselves as learning. They think of themselves as just playing, or ‘doing things’, but in the process they are learning. http://aeon.co/magazine/being-human/children-today-are-suffering-a-severe-deficit-of-play/

Help kids locate human and material resources that support their creative making.

How do we as teachers, become activists who help our students form relationships and build alliances based on particular interest or issues and passions? Our role (as the adults in kids’ lives) takes a different kind of vision of what adults should do–we’re not there to tell students what to be interested in; we’re there to take their interests and help them run with it by introducing them to resources they might not have thought of (Mimi Ito in What Does “Interest-Driven” Look Like?)

Normalize Failure as Part of the Learning Process

We need to give our children more opportunities to build a relationship with failure. Children are innately risk-takers. If there is a curb, they will try to balance on it. If there is a shiny object, they will reach out for it. This is how they discover the world. Failure and risk-taking are how they learn. However, that sense of discovery and wonder is squelched in the classroom. We need to bring risk-taking back (Making Friends with Failure).

The bottom line is that if kids are given the time, opportunity, resources, and encouragement, they will do what comes naturally. They will make. What is your childhood story about why and how you become a maker? An aggregate of these stories can help educators identify and then use similar strategies in their own maker education settings.