The buzz words around many areas of education at the moment include STEM (Science, Technology, Engineering and Maths) and the Maker Movement – both of which emphasise 'hands-on' learning and 'learning by doing', emphasising engagement in real world problems and the use of design principles and approaches.
This interest has been building for some time now – Mark Osborne discusses the Maker Culture in CORE's Ten Trends in 2014, noting that active learning increases the rate of learning faster than passive learning. Simply watching others build or make things fire up parts of our brain that are left untouched by passive learning.
Mark is one of the featured speakers at this year's pre-conference workshop day titled Permission to Play, which will provide an opportunity for the sharing of ideas and activities that are taking place in classrooms around NZ.
In his Trends talk, Mark references the fact that the idea of making, of building, of constructing has a strong basis in research. Seymour Papert introduced us to the notion of Constructionism in his book Mindstorms, back in the 1980s, and since then there has been a growing body of experience and literature supporting the call for more of this sort of experience in our schools.
Thus I have been interested to see the release of a document from MakerEd titled MakerSpaces – Highlights of Select Literature (PDF download). This review looks at a selection of the latest discourse and thinking emerging from the growth of makerspaces and their developing roles in education and communities.
Not motivated by the same political agendas that lie behind the STEM movements in many countries, this publication provides a useful read for those wishing to get their head around the Maker Movement and its impact in schools. There are sections that explore the types and categories of maker space that are emerging around the world, a whole section on benefits for participants and one on the interdisciplinary roles of maker spaces which has to be one of the defining benefits of this movement in my view.
From the section on benefits to participants I particularly liked this quote:
“ … the most important benefits of maker-centered learning are neither STEM skills nor technical preparation for the next industrial revolution. Though these benefits may accrue along the way, the most salient benefits of maker-centered learning for young people have to do with developing a sense of self and a sense of community that empower them to engage with and shape the designed dimension of their worlds."
At the end of the day this is what we ought to be striving towards in our education system – not simply that our young people will be equipped to get a job in the modern world, but that they will be equipped as individuals and as human beings to live as citizens in tht world and contribute in positive ways to creating a 'decent society'.