Making

Making Is a Stance Toward Learning: Combining Learner Agency with Tinkering, Debugging and Project-based Learning

Monday, February 12, 2018 Comment kids in classroom

The tyranny of correct answers masks a vital and essential element of learning — the practice of debugging. When you make something, however, especially something that involves code and/or electronic or mechanical components, it is to be expected that your project will not work the first time you turn it on. Coding and making involves a great deal of systematic problem-solving to find and eliminate bugs. There’s nothing like the feeling when the last bug has been squashed and your creation beeps or moves or lights up. This kind of learning isn’t confined to tangible DIY


Combining Art and Technology Engages Students

Monday, August 28, 2017 Comment kids with time machine

To maker-educators Fabrice Florin and Edward Janne, maker ed is not just about the technology: “the real power comes from enabling students to build their own projects, combining art, technology, and storytelling,” they insist. Although neither Florin nor Janne had previous training as educators, both are more than sufficiently savvy in multimedia storytelling. Florin was one of the founders of Apple’s Multimedia Lab (the Wikipedia page for the lab is a stub — someone should fill it out), which produced, among other pioneering explorations, Life Story and Moss Landing, which turned out to be prototypes for


Making Science: When Does Spaghetti Become a Light Ray?

Monday, March 20, 2017 Comment spaghetti artifact

For the past few years, we have been fortunate to work together in a scientific inquiry class. Bringing together science faculty and composition faculty makes for some lively conversations about the teaching of writing. The course is offered to future elementary school teachers who are typically non-science majors. We recently co-wrote with Irene Salter Composing Science: A Facilitator’s Guide to Writing in the Science Classroom (TCPress 2016), which describes our work with these future teachers and our practices for teaching writing in science. The book lays out how we engage students in practices that mirror the