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"content": "\u003cfigure id=\"attachment_31409\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Pitt-kid300.jpg\" alt=\"Pitt-kid300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathleen Costanza, \u003ca href=\"http://remakelearning.org/blog/2013/08/26/the-maker-movement-finds-its-way-into-pittsburgh-classrooms/\">Remake Learning\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A school library might not be the most obvious place to find kids building robots. But this year, Miriam Klein, a librarian and English teacher in the Cornell School District outside of Pittsburgh, is planning to use her district’s brand new \u003ca href=\"http://www.hummingbirdkit.com/\">Hummingbird robotics kits\u003c/a> in the classroom to build characters from stories her students read. Using cardboard, pipe cleaners, and whatever else they come up with, along with the equipment in the kit (motors, LED lights, digital sensors), created by C\u003ca href=\"http://remakelearning.org/organization/carnegie-mellon/carnegie-mellon-school-computer-science/robotics-institute/create-lab/\">arnegie Mellon’s CREATE lab\u003c/a>, the kids will bring their characters to life.\u003c/p>\n\u003cp>The infectious enthusiasm Klein and hordes of teachers around the country have for hands-on projects echoes that of the maker movement, a growing network of DIY and making enthusiasts building everything from \u003ca href=\"http://www.washingtonpost.com/lifestyle/style/president-fires-marshmallow-cannon/2012/02/07/gIQA5yqvwQ_gallery.html%23photo=1\">marshmallow cannons\u003c/a> to \u003ca href=\"http://makezine.com/2012/05/18/delorean-hovercraft/\">hovercrafts\u003c/a> in garages, at \u003ca href=\"http://remakelearning.org/blog/2012/09/29/whats-happening-at-world-maker-faire/\">Maker Faires\u003c/a>, and state-of-the-art makeshops. Leveraging kids’ natural inclination to tinker, the maker movement has found its way into classrooms. In Pittsburgh and around the country, educators are encouraging kids to experiment, building \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">imperative skills in STEAM subjects\u003c/a> and spurring lifelong interests that will hopefully one day lead to careers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change.”\u003c/aside>\n\u003cp>Further encouraging Klein’s plans for this year is a two-week professional development camp she attended in July, \u003ca href=\"http://remakelearning.org/blog/2013/07/30/game-on-teachers-learn-to-bring-gaming-and-play-into-the-classroom/\">MobileQuest CoLab\u003c/a>, organized by the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>. The program taught educators and students the basics of game design. But the games weren’t necessarily played on devices—many were hands-on, puzzle-like games such as tossing a ping-pong ball down a flight of stairs into cups. They then often incorporated an element of technology like a stopwatch or QR code scanner.\u003c/p>\n\u003cp>During MobileQuest, Klein saw students owning their ideas in a way she’d only seen in her creative writing classes. Witnessing that ownership, she says, is what excites her most about the hands-on projects and game design she’s envisioning for her classroom this year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/why-we-need-to-value-spatial-creativity/\">Why We Need to Value Students' Spatial Creativity\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“My idea of hands-on learning is sort of controlled chaos and then learning to accept chaos,” Klein says. Like proponents of the maker movement, she believes that in an environment conducive to hands-on learning a teacher acts as a facilitator rather than instructor, encouraging collaboration and ensuring everyone’s voices are heard.\u003c/p>\n\u003cp>Chris Foster, a Business, Computer and Information Technology teacher at Elizabeth Forward Middle School in Elizabeth, Pennsylvania, is also looking ahead and developing ideas for hands-on learning this year. As part of his school’s new program called the Dream Factory, students will have access to a 3D printer. The students get to experiment with digital and physical materials to create the inventions of their dreams. Foster is planning ways to encourage them to think creatively about what they create, for example by having students wear blindfolds while they hold objects in order to use all their senses in brainstorming possible iterations.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I'm not surprised when kids do extraordinary things.. I'm surprised when adults are surprised at kids doing extraordinary things.\"\u003c/aside>\n\u003cp>“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change,” Foster says of the difference he’s seen between project-based learning and more traditional pedagogy. He’s seen students dread revising assignments, but an environment and culture embracing hands-on learning and making alters the meaning of “revisions” altogether. “If you build this kind of atmosphere and environment in a class from the very beginning, I think students are more apt to take suggestions from their classmates and teachers and go back to create a better product.”\u003c/p>\n\u003cp>As maker-expert and educator Gary Stager explains in his new book with co-author Sylvia Libow Martinez, “\u003ca href=\"http://www.inventtolearn.com/\">Invent to Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>,” learning through making and inventing isn’t new. But its use is gaining renewed emphasis among educators, fueled by the tools and technology we can now put into kids’ hands.\u003c/p>\n\u003cp>Stager and Libow Martinez call these technologies—specifically fabrication, computing and computer science—“game changers.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/before-reading-or-watching-videos-students-should-first-experiment/\">Before Reading or Watching Videos, Students Should Experiment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The excitement about these new technologies will reanimate the best traditions of progressive education in classrooms, of learning by doing, of working on meaningful projects, of developing agency and becoming lost in the flow of something you care about,” Stager writes.\u003c/p>\n\u003cp>He points to a student in Australia who wrote a computer program that drew complex, geometric shapes and then sporadically teleported them into a black hole. Letting students follow their own interests and creative urges encourages them to be self-directed, Stager says, and prepares them for an outside world where problems are not multiple choice.\u003c/p>\n\u003cp>“At the core, I think the goal of teachers and schooling in general is to prepare kids to solve problems that teachers and the curriculum never even anticipated,” Stager says.\u003c/p>\n\u003cp>“[Making] is intrinsic, whereas a lot of traditional, formal school is motivated by extrinsic measures, such as grades,” Dale Dougherty, founder of \u003ca href=\"http://makezine.com/\">MAKE Magazine\u003c/a>, says in the short documentary “\u003ca href=\"http://www.wearemakers.org/\">We Are Makers\u003c/a>.” “Shifting that control from the teacher or the expert to the participant to the non-expert, the student, that’s the real big difference here.”\u003c/p>\n\u003cp>\u003ciframe src=\"//player.vimeo.com/video/66162292\" width=\"500\" height=\"281\">\u003c/iframe>\u003c/p>\n\u003cp>Teachers and makers have seen firsthand how kids develop agency by making. Now, researchers are heading out into makerspaces and classrooms to delve into how and why making fosters this kind of agency and excitement.\u003c/p>\n\u003cp>With support from the National Science Foundation, Erica Halverson, an education professor at the University of Wisconsin-Madison, is embarking on \u003ca href=\"http://cehd.gmu.edu/news/stories/makerspaces01\">a study\u003c/a> of environments that foster creativity and learning. The goal is to understand the difference, if there is any, between the culture of makerspaces and the act of making. What exactly fosters learning? Is the making itself enough to drive learning, or does the culture of a makerspace impart a sense of agency in kids, empowering them to explore and tinker? What Halverson and her team find will have implications for how to further move making into classrooms.\u003c/p>\n\u003cp>To answer their questions, Halverson’s team is using the \u003ca href=\"https://pittsburghkids.org/exhibits/makeshop\">Makeshop\u003c/a> at the Children’s Museum of Pittsburgh as their laboratory. The Makeshop includes woodworking tools, circuitry, sewing materials, and animation tools, plus experts who can help kids and their families out with projects.\u003c/p>\n\u003cp>“More than any other children’s museum, they’re committed to the maker culture as a part of their mission,” Halverson said. “I didn’t know much about children’s museums before I started this project, but \u003ca href=\"http://remakelearning.org/blog/2013/04/30/qa-jane-werner-on-reimagining-childrens-museums-and-the-future-of-learning/\">[Museum Director] Jane Werner is the queen of children’s museums\u003c/a>. She’s forward-thinking and has invested so much time in the development of Makeshop as something distinct from the typical arts/crafts space in their museum—it’s an amazing place.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/want-to-start-a-makerspace-at-school-tips-to-get-started/\">Want to Start a Maker Space at School? Tips to Get Started\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Kylie Peppler, an assistant professor of learning sciences at Indiana University, Bloomington, and the head of the \u003ca href=\"http://m2l.indiana.edu/\">Make to Learn Initiative\u003c/a>, is developing a white paper on making and its guiding learning theories.\u003c/p>\n\u003cp>Peppler said making is so exciting because “the act of construction externalizes what kids know, and allows them to reflect on the designing and action. The externalizing of your ideas is really productive for learning and connecting with other people.”\u003c/p>\n\u003cp>The interests hands-on learning sparks are sometimes a beeline to a career.\u003c/p>\n\u003cp>Peppler points out that “Ninety percent of the time you talk to an engineer, the experience of making a boat in eighth grade was what sparked their interest in engineering.”\u003c/p>\n\u003cp>“We as educators try to make our lectures engaging, but when we allow people to make something, it’s completely transformative. You don’t have to fight for kids’ attention when making,” Peppler said.\u003c/p>\n\u003cp>Stager echoed Peppler’s belief that making is intrinsically motivating for kids. He recalled a group of three 10-year-old girls who, after Stager charged their fifth grade class with the challenge, came back two days later with a computer program they wrote that drew any fraction as pieces of a circle.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I’m not surprised when kids do extraordinary things,” Stager said. “I’m surprised when adults are surprised at kids doing extraordinary things.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31409\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31409\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Pitt-kid300.jpg\" alt=\"Pitt-kid300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/Pitt-kid300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathleen Costanza, \u003ca href=\"http://remakelearning.org/blog/2013/08/26/the-maker-movement-finds-its-way-into-pittsburgh-classrooms/\">Remake Learning\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">A school library might not be the most obvious place to find kids building robots. But this year, Miriam Klein, a librarian and English teacher in the Cornell School District outside of Pittsburgh, is planning to use her district’s brand new \u003ca href=\"http://www.hummingbirdkit.com/\">Hummingbird robotics kits\u003c/a> in the classroom to build characters from stories her students read. Using cardboard, pipe cleaners, and whatever else they come up with, along with the equipment in the kit (motors, LED lights, digital sensors), created by C\u003ca href=\"http://remakelearning.org/organization/carnegie-mellon/carnegie-mellon-school-computer-science/robotics-institute/create-lab/\">arnegie Mellon’s CREATE lab\u003c/a>, the kids will bring their characters to life.\u003c/p>\n\u003cp>The infectious enthusiasm Klein and hordes of teachers around the country have for hands-on projects echoes that of the maker movement, a growing network of DIY and making enthusiasts building everything from \u003ca href=\"http://www.washingtonpost.com/lifestyle/style/president-fires-marshmallow-cannon/2012/02/07/gIQA5yqvwQ_gallery.html%23photo=1\">marshmallow cannons\u003c/a> to \u003ca href=\"http://makezine.com/2012/05/18/delorean-hovercraft/\">hovercrafts\u003c/a> in garages, at \u003ca href=\"http://remakelearning.org/blog/2012/09/29/whats-happening-at-world-maker-faire/\">Maker Faires\u003c/a>, and state-of-the-art makeshops. Leveraging kids’ natural inclination to tinker, the maker movement has found its way into classrooms. In Pittsburgh and around the country, educators are encouraging kids to experiment, building \u003ca href=\"http://remakelearning.org/blog/2013/03/04/for-todays-students-creativity-matters/\">imperative skills in STEAM subjects\u003c/a> and spurring lifelong interests that will hopefully one day lead to careers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change.”\u003c/aside>\n\u003cp>Further encouraging Klein’s plans for this year is a two-week professional development camp she attended in July, \u003ca href=\"http://remakelearning.org/blog/2013/07/30/game-on-teachers-learn-to-bring-gaming-and-play-into-the-classroom/\">MobileQuest CoLab\u003c/a>, organized by the \u003ca href=\"http://www.instituteofplay.org/\">Institute of Play\u003c/a>. The program taught educators and students the basics of game design. But the games weren’t necessarily played on devices—many were hands-on, puzzle-like games such as tossing a ping-pong ball down a flight of stairs into cups. They then often incorporated an element of technology like a stopwatch or QR code scanner.\u003c/p>\n\u003cp>During MobileQuest, Klein saw students owning their ideas in a way she’d only seen in her creative writing classes. Witnessing that ownership, she says, is what excites her most about the hands-on projects and game design she’s envisioning for her classroom this year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/why-we-need-to-value-spatial-creativity/\">Why We Need to Value Students' Spatial Creativity\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“My idea of hands-on learning is sort of controlled chaos and then learning to accept chaos,” Klein says. Like proponents of the maker movement, she believes that in an environment conducive to hands-on learning a teacher acts as a facilitator rather than instructor, encouraging collaboration and ensuring everyone’s voices are heard.\u003c/p>\n\u003cp>Chris Foster, a Business, Computer and Information Technology teacher at Elizabeth Forward Middle School in Elizabeth, Pennsylvania, is also looking ahead and developing ideas for hands-on learning this year. As part of his school’s new program called the Dream Factory, students will have access to a 3D printer. The students get to experiment with digital and physical materials to create the inventions of their dreams. Foster is planning ways to encourage them to think creatively about what they create, for example by having students wear blindfolds while they hold objects in order to use all their senses in brainstorming possible iterations.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"I'm not surprised when kids do extraordinary things.. I'm surprised when adults are surprised at kids doing extraordinary things.\"\u003c/aside>\n\u003cp>“If they don’t reach the goal the first time, after taking suggestions, they try again. I think that’s a change,” Foster says of the difference he’s seen between project-based learning and more traditional pedagogy. He’s seen students dread revising assignments, but an environment and culture embracing hands-on learning and making alters the meaning of “revisions” altogether. “If you build this kind of atmosphere and environment in a class from the very beginning, I think students are more apt to take suggestions from their classmates and teachers and go back to create a better product.”\u003c/p>\n\u003cp>As maker-expert and educator Gary Stager explains in his new book with co-author Sylvia Libow Martinez, “\u003ca href=\"http://www.inventtolearn.com/\">Invent to Learn: Making, Tinkering, and Engineering in the Classroom\u003c/a>,” learning through making and inventing isn’t new. But its use is gaining renewed emphasis among educators, fueled by the tools and technology we can now put into kids’ hands.\u003c/p>\n\u003cp>Stager and Libow Martinez call these technologies—specifically fabrication, computing and computer science—“game changers.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/before-reading-or-watching-videos-students-should-first-experiment/\">Before Reading or Watching Videos, Students Should Experiment\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The excitement about these new technologies will reanimate the best traditions of progressive education in classrooms, of learning by doing, of working on meaningful projects, of developing agency and becoming lost in the flow of something you care about,” Stager writes.\u003c/p>\n\u003cp>He points to a student in Australia who wrote a computer program that drew complex, geometric shapes and then sporadically teleported them into a black hole. Letting students follow their own interests and creative urges encourages them to be self-directed, Stager says, and prepares them for an outside world where problems are not multiple choice.\u003c/p>\n\u003cp>“At the core, I think the goal of teachers and schooling in general is to prepare kids to solve problems that teachers and the curriculum never even anticipated,” Stager says.\u003c/p>\n\u003cp>“[Making] is intrinsic, whereas a lot of traditional, formal school is motivated by extrinsic measures, such as grades,” Dale Dougherty, founder of \u003ca href=\"http://makezine.com/\">MAKE Magazine\u003c/a>, says in the short documentary “\u003ca href=\"http://www.wearemakers.org/\">We Are Makers\u003c/a>.” “Shifting that control from the teacher or the expert to the participant to the non-expert, the student, that’s the real big difference here.”\u003c/p>\n\u003cp>\u003ciframe src=\"//player.vimeo.com/video/66162292\" width=\"500\" height=\"281\">\u003c/iframe>\u003c/p>\n\u003cp>Teachers and makers have seen firsthand how kids develop agency by making. Now, researchers are heading out into makerspaces and classrooms to delve into how and why making fosters this kind of agency and excitement.\u003c/p>\n\u003cp>With support from the National Science Foundation, Erica Halverson, an education professor at the University of Wisconsin-Madison, is embarking on \u003ca href=\"http://cehd.gmu.edu/news/stories/makerspaces01\">a study\u003c/a> of environments that foster creativity and learning. The goal is to understand the difference, if there is any, between the culture of makerspaces and the act of making. What exactly fosters learning? Is the making itself enough to drive learning, or does the culture of a makerspace impart a sense of agency in kids, empowering them to explore and tinker? What Halverson and her team find will have implications for how to further move making into classrooms.\u003c/p>\n\u003cp>To answer their questions, Halverson’s team is using the \u003ca href=\"https://pittsburghkids.org/exhibits/makeshop\">Makeshop\u003c/a> at the Children’s Museum of Pittsburgh as their laboratory. The Makeshop includes woodworking tools, circuitry, sewing materials, and animation tools, plus experts who can help kids and their families out with projects.\u003c/p>\n\u003cp>“More than any other children’s museum, they’re committed to the maker culture as a part of their mission,” Halverson said. “I didn’t know much about children’s museums before I started this project, but \u003ca href=\"http://remakelearning.org/blog/2013/04/30/qa-jane-werner-on-reimagining-childrens-museums-and-the-future-of-learning/\">[Museum Director] Jane Werner is the queen of children’s museums\u003c/a>. She’s forward-thinking and has invested so much time in the development of Makeshop as something distinct from the typical arts/crafts space in their museum—it’s an amazing place.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/want-to-start-a-makerspace-at-school-tips-to-get-started/\">Want to Start a Maker Space at School? Tips to Get Started\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Kylie Peppler, an assistant professor of learning sciences at Indiana University, Bloomington, and the head of the \u003ca href=\"http://m2l.indiana.edu/\">Make to Learn Initiative\u003c/a>, is developing a white paper on making and its guiding learning theories.\u003c/p>\n\u003cp>Peppler said making is so exciting because “the act of construction externalizes what kids know, and allows them to reflect on the designing and action. The externalizing of your ideas is really productive for learning and connecting with other people.”\u003c/p>\n\u003cp>The interests hands-on learning sparks are sometimes a beeline to a career.\u003c/p>\n\u003cp>Peppler points out that “Ninety percent of the time you talk to an engineer, the experience of making a boat in eighth grade was what sparked their interest in engineering.”\u003c/p>\n\u003cp>“We as educators try to make our lectures engaging, but when we allow people to make something, it’s completely transformative. You don’t have to fight for kids’ attention when making,” Peppler said.\u003c/p>\n\u003cp>Stager echoed Peppler’s belief that making is intrinsically motivating for kids. He recalled a group of three 10-year-old girls who, after Stager charged their fifth grade class with the challenge, came back two days later with a computer program they wrote that drew any fraction as pieces of a circle.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m not surprised when kids do extraordinary things,” Stager said. “I’m surprised when adults are surprised at kids doing extraordinary things.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"alignright size-large wp-image-30297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/174355959-640x358.jpg\" alt=\"174355959\" width=\"640\" height=\"358\">\u003cbr>\n\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At 16, Albert Einstein wrote his first scientific paper titled “The Investigation of the State of Aether in Magnetic Fields.” This was the result of his famous \u003cem>gedanken experiment\u003c/em> in which he visually imagined chasing after a light beam. The insights he gained from this thought experiment led to the development of his theory of special relativity.\u003c/p>\n\u003cp>At 5, Nikola Tesla informed his father that he would \u003ca href=\"http://io9.com/5648455/the-mad-scientist-hall-of-fame-nikola-tesla\">harness the power of water\u003c/a>. What resulted was his creation of a water-powered egg beater. Tesla, who invented the basis of alternating current (AC) power systems, had the unusual talent to imagine his inventions entirely in his mind before building them. He was apparently able to visualize and operate an entire engine in his mind, testing each part to see which one would break first.\u003c/p>\n\u003cp>Thomas Edison—famous for developing the light bulb and more than 1,000 patents—was fascinated with mechanical objects at an early age. He once said: “To invent, you need a good imagination and a pile of junk.” He wasn’t joking. In his lab he \u003ca href=\"http://www.minrec.org/labels.asp?colid=737\">wanted to have on hand\u003c/a> “a stock of almost every conceivable material.” According to an 1887 news article, his lab was stocked with chemicals, screws, needles, cords, wires, hair, silk, cocoons, hoofs, shark’s teeth, deer horns, cork, resin, varnish and oil, ostrich feathers, amber, rubber, ores, minerals, and numerous other things.\u003c/p>\n\u003cp>Einstein imagined with his mind. Tesla imagined with his mind and built with his hands. Edison imagined with both. They all had extraordinary \u003ca href=\"https://www.e-education.psu.edu/drupal6/files/sgam/Spatial_Ability_and_G.pdf\">spatial talent\u003c/a>—“the ability to generate, retain, retrieve, and transform well-structured visual images.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://serc.carleton.edu/research_on_learning/index.html\">Spatial thinking\u003c/a> \"finds meaning in the shape, size, orientation, location, direction or trajectory, of objects,\" and their relative positions, and \"uses the properties of space as a vehicle for structuring problems, for finding answers, and for expressing solutions.\" Spatial skill can be measured through reliable and valid paper-and-pencil tests—primarily ones that assess three dimensional mental visualization and rotation. Read more about examples of items that measure spatial skill \u003ca href=\"http://www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">here.\u003c/a>\u003c/p>\n\u003cp>But despite the value of these kinds of skills, spatially talented students are, by and large, neglected. Nearly a century ago, a talent search conducted by Lewis Terman used the highly verbal Stanford-Binet in an attempt to discover the brightest kids in California. Perhaps due to the fact that the Stanford-Binet did not include a spatial test, William Shockley and Luis Alvarez, who would go on to become famous physicists and win the Nobel Prize, missed the cut.*\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/can-playing-video-games-give-girls-an-edge-in-math/\">Can Playing Video Games Give Girls an Edge in Math?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Today talent searches often use the SAT and ACT which include math, verbal, and writing sections, but do not include a spatial measure. All of the physicists described above (and Tesla who could do integral calculus in his head) would likely qualify today at least on the math section, and Edison would likely have qualified on the verbal section due to his early love of reading. However, there are many students who have high spatial talent but relatively lower math and verbal talent who are likely missed by modern talent searches and therefore fail to have their talent developed to the extent it could. Also, because colleges use the SAT and ACT for selecting students, many high spatial students likely \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/the-spatial-thinkers-get-left-outside-higher-educations-gates\">do not make it onto college campuses\u003c/a>.\u003c/p>\n\u003cp>Nearly every standardized test given to students today is heavily verbal and mathematical. Students who have the high spatial and lower math/verbal profile are therefore missed in nearly every school test and their talent likely goes missed, and thus under-developed. What's more, \u003ca href=\"https://faculty.education.uiowa.edu/docs/dlohman/spatially_gifted.pdf?sfvrsn=2\">spatially talented people are often less verbally fluent\u003c/a>, and unlikely to be very vocal. Finally, teachers are \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/three-reasons-why-schools-neglect-spatial-intelligence\">unlikely to have a high spatial profile\u003c/a> themselves (and typically have the inverted profile of high verbal and lower math/spatial), and although they probably do not intend to, they're more likely to miss seeing talent in students who are not very much like themselves.\u003c/p>\n\u003cp>So what does the research tell us? In a study \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/spatial-ability-stem-domains.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, my colleagues and I used longitudinal data from multiple data sets across 50 years to show that spatial talent (in addition to math and verbal talent) is important for success in STEM domains. The data came from the Study of Mathematically Precocious Youth (SMPY), Project Talent, and the GRE. Of those students in the top 1 percent of spatial talent, roughly 70 percent were not in the top 1 percent in either math or verbal talent—showing a large fraction of students having the high spatial but lower math/verbal profile.\u003c/p>\n\u003cp>Now a new study by Harrison Kell, David Lubinski, Camilla Benbow, and James Steiger published in \u003cem>Psychological Science\u003c/em> has made the \u003ca href=\"http://www.nytimes.com/2013/07/16/us/study-finds-early-signs-of-creativity-in-adults.html?_r=0\">connection between early spatial talent and creativity\u003c/a> in adult life even stronger. The study, based on SMPY data, showed that spatial skill had an increment of prediction over and above math and verbal skills (assessed at age 13) when looking at scholarly publications and patents—even those in STEM.\u003c/p>\n\u003cp>\u003cstrong>Can We Enhance Spatial Skill?\u003c/strong>\u003c/p>\n\u003cp>So, can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">enhancing spatial thinking\u003c/a> improve outcomes in STEM? A new study by David Uttal, David Miller, and Nora Newcombe \u003ca href=\"http://cdp.sagepub.com/\">published in \u003cem>Current Directions in Psychological Science\u003c/em>\u003c/a> notes that \"a recent quantitative synthesis of 206 spatial training studies found an average training improvement of 0.47 standard deviations.” The authors suggest that including spatial thinking in STEM curricula would “enhance the number of Americans with the requisite cognitive skills to enter STEM careers.\"\u003c/p>\n\u003cp>The research is clear that spatial skill is important for STEM careers, and perhaps we can even enhance spatial skill to help more people join the STEM fields. What we need is research directed at understanding the best ways to develop the talent of students who are high spatial, but relatively lower math/verbal. Perhaps spatial video games and online learning coupled with hands on interventions might help these students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://wp.me/p2io8W-5MJ\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>This is what's so great about the \u003ca href=\"http://www.japantimes.co.jp/life/2013/06/26/lifestyle/hands-on-with-the-maker-movement/#.Ue4hh238aoY\">Maker Movement\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/gary-stager-tinkering-project-based-learning-sylvias-mini-maker-show/\">“Why Kids Need to Tinker to Learn”:\u003c/a> It will help encourage all students to tinker, invent, and to use their hands to make things again. Certainly the skills encouraged by the makers might be helpful to students who go on to pursue STEM careers. But the movement probably will be most effective for spatially talented students who have been neglected in our school systems.\u003c/p>\n\u003cp>One student who felt neglected in the school system was researcher Matthew Peterson. As a child, Peterson felt that he was drowning in words and numbers. And in many ways he was, as he was identified as dyslexic—similar to Einstein and Edison. This bothered him so much that today he has developed a way to \u003ca href=\"http://www.creativitypost.com/education/teaching_without_words\">teach math in an entirely visual manner\u003c/a> called ST Math.\u003c/p>\n\u003cp>Ultimately we need to have the individual skill profile of each student matched to individualized instruction tailored to them. We need to experiment in the laboratory and classroom and conduct rigorous evaluations to find out what actually works.\u003c/p>\n\u003cp>\u003cstrong>Redefining and Valuing a Different Kind of Creativity\u003c/strong>\u003c/p>\n\u003cp>Today we idolize creative actors, dancers, artists, musicians, and writers. But when was the last time someone raved to you about a creative engineer or mathematician? Why isn’t STEM considered creative or cool? Longitudinal research has made a solid link between \u003ca href=\"http://ww2.kqed.org/mindshift/jp/good-read-are-spatial-skills-key-to-creativity/\">early spatial talent and later creativity\u003c/a>. Yet for whatever reason, we don’t appreciate the highly creative nature of science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>It would seem impossible to argue that the theory of relativity, alternating current, or the light bulb were not creative innovations. And yet it is easy to forget that these advances fall squarely in the STEM disciplines. Consider the device you are reading this article from right now. Spatially talented people imagined it in their minds eye and then they built it. Not everyone is going to be an Einstein, Tesla, or Edison, but if we identify the many spatially talented students who have been neglected in our school systems we might discover many brilliant kids who are just waiting to develop their creative potential. We need to help them. After all, we will ultimately depend on their visions to help create our future.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*An earlier version of this post stated that former President Richard Nixon was identified as part of the Terman talent search. We regret this error. \u003c/em>\u003c/p>\n\n",
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"excerpt": "Though spatial skills -- the ability to find meaning in the shape, size, orientation, or trajectory, of objects -- are valuable, the tactics we use to measure student outcomes don't always include these important skills. By not placing value on spatial thinking, we may be missing out on developing the skills of the next Thomas Edison.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-large wp-image-30297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/174355959-640x358.jpg\" alt=\"174355959\" width=\"640\" height=\"358\">\u003cbr>\n\u003cstrong>By Jonathan Wai\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At 16, Albert Einstein wrote his first scientific paper titled “The Investigation of the State of Aether in Magnetic Fields.” This was the result of his famous \u003cem>gedanken experiment\u003c/em> in which he visually imagined chasing after a light beam. The insights he gained from this thought experiment led to the development of his theory of special relativity.\u003c/p>\n\u003cp>At 5, Nikola Tesla informed his father that he would \u003ca href=\"http://io9.com/5648455/the-mad-scientist-hall-of-fame-nikola-tesla\">harness the power of water\u003c/a>. What resulted was his creation of a water-powered egg beater. Tesla, who invented the basis of alternating current (AC) power systems, had the unusual talent to imagine his inventions entirely in his mind before building them. He was apparently able to visualize and operate an entire engine in his mind, testing each part to see which one would break first.\u003c/p>\n\u003cp>Thomas Edison—famous for developing the light bulb and more than 1,000 patents—was fascinated with mechanical objects at an early age. He once said: “To invent, you need a good imagination and a pile of junk.” He wasn’t joking. In his lab he \u003ca href=\"http://www.minrec.org/labels.asp?colid=737\">wanted to have on hand\u003c/a> “a stock of almost every conceivable material.” According to an 1887 news article, his lab was stocked with chemicals, screws, needles, cords, wires, hair, silk, cocoons, hoofs, shark’s teeth, deer horns, cork, resin, varnish and oil, ostrich feathers, amber, rubber, ores, minerals, and numerous other things.\u003c/p>\n\u003cp>Einstein imagined with his mind. Tesla imagined with his mind and built with his hands. Edison imagined with both. They all had extraordinary \u003ca href=\"https://www.e-education.psu.edu/drupal6/files/sgam/Spatial_Ability_and_G.pdf\">spatial talent\u003c/a>—“the ability to generate, retain, retrieve, and transform well-structured visual images.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://serc.carleton.edu/research_on_learning/index.html\">Spatial thinking\u003c/a> \"finds meaning in the shape, size, orientation, location, direction or trajectory, of objects,\" and their relative positions, and \"uses the properties of space as a vehicle for structuring problems, for finding answers, and for expressing solutions.\" Spatial skill can be measured through reliable and valid paper-and-pencil tests—primarily ones that assess three dimensional mental visualization and rotation. Read more about examples of items that measure spatial skill \u003ca href=\"http://www.aft.org/pdfs/americaneducator/summer2010/Newcombe.pdf\">here.\u003c/a>\u003c/p>\n\u003cp>But despite the value of these kinds of skills, spatially talented students are, by and large, neglected. Nearly a century ago, a talent search conducted by Lewis Terman used the highly verbal Stanford-Binet in an attempt to discover the brightest kids in California. Perhaps due to the fact that the Stanford-Binet did not include a spatial test, William Shockley and Luis Alvarez, who would go on to become famous physicists and win the Nobel Prize, missed the cut.*\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/can-playing-video-games-give-girls-an-edge-in-math/\">Can Playing Video Games Give Girls an Edge in Math?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Today talent searches often use the SAT and ACT which include math, verbal, and writing sections, but do not include a spatial measure. All of the physicists described above (and Tesla who could do integral calculus in his head) would likely qualify today at least on the math section, and Edison would likely have qualified on the verbal section due to his early love of reading. However, there are many students who have high spatial talent but relatively lower math and verbal talent who are likely missed by modern talent searches and therefore fail to have their talent developed to the extent it could. Also, because colleges use the SAT and ACT for selecting students, many high spatial students likely \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/the-spatial-thinkers-get-left-outside-higher-educations-gates\">do not make it onto college campuses\u003c/a>.\u003c/p>\n\u003cp>Nearly every standardized test given to students today is heavily verbal and mathematical. Students who have the high spatial and lower math/verbal profile are therefore missed in nearly every school test and their talent likely goes missed, and thus under-developed. What's more, \u003ca href=\"https://faculty.education.uiowa.edu/docs/dlohman/spatially_gifted.pdf?sfvrsn=2\">spatially talented people are often less verbally fluent\u003c/a>, and unlikely to be very vocal. Finally, teachers are \u003ca href=\"http://www.psychologytoday.com/blog/finding-the-next-einstein/201208/three-reasons-why-schools-neglect-spatial-intelligence\">unlikely to have a high spatial profile\u003c/a> themselves (and typically have the inverted profile of high verbal and lower math/spatial), and although they probably do not intend to, they're more likely to miss seeing talent in students who are not very much like themselves.\u003c/p>\n\u003cp>So what does the research tell us? In a study \u003ca href=\"http://www.psychologytoday.com/files/attachments/56143/spatial-ability-stem-domains.pdf\">published in the \u003cem>Journal of Educational Psychology\u003c/em>\u003c/a>, my colleagues and I used longitudinal data from multiple data sets across 50 years to show that spatial talent (in addition to math and verbal talent) is important for success in STEM domains. The data came from the Study of Mathematically Precocious Youth (SMPY), Project Talent, and the GRE. Of those students in the top 1 percent of spatial talent, roughly 70 percent were not in the top 1 percent in either math or verbal talent—showing a large fraction of students having the high spatial but lower math/verbal profile.\u003c/p>\n\u003cp>Now a new study by Harrison Kell, David Lubinski, Camilla Benbow, and James Steiger published in \u003cem>Psychological Science\u003c/em> has made the \u003ca href=\"http://www.nytimes.com/2013/07/16/us/study-finds-early-signs-of-creativity-in-adults.html?_r=0\">connection between early spatial talent and creativity\u003c/a> in adult life even stronger. The study, based on SMPY data, showed that spatial skill had an increment of prediction over and above math and verbal skills (assessed at age 13) when looking at scholarly publications and patents—even those in STEM.\u003c/p>\n\u003cp>\u003cstrong>Can We Enhance Spatial Skill?\u003c/strong>\u003c/p>\n\u003cp>So, can \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">enhancing spatial thinking\u003c/a> improve outcomes in STEM? A new study by David Uttal, David Miller, and Nora Newcombe \u003ca href=\"http://cdp.sagepub.com/\">published in \u003cem>Current Directions in Psychological Science\u003c/em>\u003c/a> notes that \"a recent quantitative synthesis of 206 spatial training studies found an average training improvement of 0.47 standard deviations.” The authors suggest that including spatial thinking in STEM curricula would “enhance the number of Americans with the requisite cognitive skills to enter STEM careers.\"\u003c/p>\n\u003cp>The research is clear that spatial skill is important for STEM careers, and perhaps we can even enhance spatial skill to help more people join the STEM fields. What we need is research directed at understanding the best ways to develop the talent of students who are high spatial, but relatively lower math/verbal. Perhaps spatial video games and online learning coupled with hands on interventions might help these students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://wp.me/p2io8W-5MJ\">How Thinking in 3D Can Improve Math and Science Skills\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>This is what's so great about the \u003ca href=\"http://www.japantimes.co.jp/life/2013/06/26/lifestyle/hands-on-with-the-maker-movement/#.Ue4hh238aoY\">Maker Movement\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/gary-stager-tinkering-project-based-learning-sylvias-mini-maker-show/\">“Why Kids Need to Tinker to Learn”:\u003c/a> It will help encourage all students to tinker, invent, and to use their hands to make things again. Certainly the skills encouraged by the makers might be helpful to students who go on to pursue STEM careers. But the movement probably will be most effective for spatially talented students who have been neglected in our school systems.\u003c/p>\n\u003cp>One student who felt neglected in the school system was researcher Matthew Peterson. As a child, Peterson felt that he was drowning in words and numbers. And in many ways he was, as he was identified as dyslexic—similar to Einstein and Edison. This bothered him so much that today he has developed a way to \u003ca href=\"http://www.creativitypost.com/education/teaching_without_words\">teach math in an entirely visual manner\u003c/a> called ST Math.\u003c/p>\n\u003cp>Ultimately we need to have the individual skill profile of each student matched to individualized instruction tailored to them. We need to experiment in the laboratory and classroom and conduct rigorous evaluations to find out what actually works.\u003c/p>\n\u003cp>\u003cstrong>Redefining and Valuing a Different Kind of Creativity\u003c/strong>\u003c/p>\n\u003cp>Today we idolize creative actors, dancers, artists, musicians, and writers. But when was the last time someone raved to you about a creative engineer or mathematician? Why isn’t STEM considered creative or cool? Longitudinal research has made a solid link between \u003ca href=\"http://ww2.kqed.org/mindshift/jp/good-read-are-spatial-skills-key-to-creativity/\">early spatial talent and later creativity\u003c/a>. Yet for whatever reason, we don’t appreciate the highly creative nature of science, technology, engineering, and mathematics.\u003c/p>\n\u003cp>It would seem impossible to argue that the theory of relativity, alternating current, or the light bulb were not creative innovations. And yet it is easy to forget that these advances fall squarely in the STEM disciplines. Consider the device you are reading this article from right now. Spatially talented people imagined it in their minds eye and then they built it. Not everyone is going to be an Einstein, Tesla, or Edison, but if we identify the many spatially talented students who have been neglected in our school systems we might discover many brilliant kids who are just waiting to develop their creative potential. We need to help them. After all, we will ultimately depend on their visions to help create our future.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.psychologytoday.com/experts/jonathan-wai-phd\">Jonathan Wai\u003c/a> is a researcher at the Duke University Talent Identification Program and Case Western Reserve University and writes “Finding the Next Einstein: Why Smart is Relative” for Psychology Today.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*An earlier version of this post stated that former President Richard Nixon was identified as part of the Terman talent search. We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Time to Start Making: Free Design Programs for 3D Printers ",
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"content": "\u003cfigure id=\"attachment_30117\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://itunes.apple.com/us/app/123d-design/id566042322?ls=1&mt=12\">\u003cimg class=\"size-full wp-image-30117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/autodesk.jpg\" alt=\"autodesk\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By James Floyd Kelly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the biggest tech trends to follow is the evolution of 3D printing -- not just in the consumer market, but also in education. In fact, last month, the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/six-big-trends-in-education-to-follow/\">NMC Horizon report predicted that 3D printers \u003c/a>will be seen in schools in the next five years, as students and teachers experiment with creating real objects out of plastic and other materials.\u003c/p>\n\u003cp>Just 10 years ago, this technology was priced in the $100,000+ range, completely out of reach of schools or homes. Today, an easy-to-use use (and build) 3D printer kit such as the \u003ca href=\"http://printrbot.com/\">Printrbot Simple \u003c/a>costs a fraction of that -- at $300, on the low-end of the hobbyist 3D printer market. (Most hobbyist-level 3D printers that would be suitable in a school or home run between $300 and $3,000 depending on the bells and whistles.)\u003c/p>\n\u003cp>Why would a teacher or parent be interested in purchasing a 3D printer? To print out a life-sized heart that can be disassembled piece-by-piece and examined closely; to print out one-of-a-kind LEGO pieces that can be used in custom models; to create your own cookie cutter molds. In essence, to leverage the benefits of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">spatial learning\u003c/a>, or thinking in 3D.\u003c/p>\n\u003cp style=\"text-align: left\">Most 3D printers can be purchased pre-assembled (or Out-of-the-Box) – simply unpack it, connect it to a computer, install the software, and it’s ready to go. The other solution is a 3D printer kit that must be assembled by the buyer. Some prefer this solution because it's cheaper (kits are usually $100 or more less than a pre-built unit) but also in order to learn how everything works. There’s often no better way to know how to repair something than by initially putting it together and knowing what goes where and how all the parts work together.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking In 3D Can Help Math and Science Skills]\u003c/a>\u003c/p>\n\u003cp>But once you’ve got a 3D printer built and connected to a computer, the next step is to begin brainstorming and designing an object -- and for that you'll need Computer Aided Design (CAD) software. CAD software has been around for decades. The program displays on your computer’s screen different perspectives of an object so you see it from every angle. CAD allows a skilled creator to “draw” something from scratch on the computer screen, designing any kind of object. Talented CAD designers can create just about anything using this software – a motor for a concept car, a new toy water blaster, and even replacement body parts.\u003c/p>\n\u003cp>Like 3D printers, CAD software used to be prohibitively expensive -- $10,000, $50,000 or even $100,000 for some of the best CAD applications on the market. But as 3D printers have dropped in price and become available to homes and schools, so has CAD software. As a matter of fact, in many instances, the price of CAD software has dropped to free. Even better, some CAD software has been specifically designed for non-technical users -- students, teachers, and parents. Here are a few examples:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://tinkercad.com\">\u003cimg class=\"alignright size-medium wp-image-30116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/tinkercad-300x175.jpg\" alt=\"tinkercad\" width=\"300\" height=\"175\">TinkerCad.com \u003c/a>doesn’t even require a software installation, and runs directly from a web browser like Chrome or Firefox. TinkerCad has built-in tutorials that will help a user gain the basics of dragging shapes, adding letters, resizing objects, and much more. It’s colorful, very friendly to the youngest of students, and completely free to use. Kids can design an object and save it, returning later to fine-tune and tweak it as needed. After designing an object on TinkerCad, connect a 3D printer, and then print that object out.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>With \u003ca href=\"http://www.3DTin.com\">3DTin.com, \u003c/a>not only can students create their own designs, but they can load existing objects (called models) that have been created by other users and then modify them. 3DTin offers tutorials as well, so novices can quickly gain proficiency. As with TinkerCad, most models can easily be printed to a connected 3D printer.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>One of the big names in the CAD application industry is \u003ca href=\"http://www.autodesk.com/\">AutoDesk\u003c/a>. While much of AutoDesk’s professional-level products are only available for purchase, the company has created a number of free CAD applications that can be used with 3D printers. AutoDesk offers \u003ca href=\"http://www.123dapp.com/design\">123D Design\u003c/a> to users as a fast and easy tool for creating 3D objects that can be immediately sent to a connected 3D printer. But don’t ignore the company's other free apps. \u003ca href=\"http://www.123dapp.com/creature\">123D Creature\u003c/a> and \u003ca href=\"http://www.123dapp.com/sculpt\">123D Sculpt\u003c/a> are two iPad apps that let users create custom objects on an iPad that can be saved and printed. 123D Catch lets users take a number of photographs of an object (from various angles) and then converts it to a 3D model that can be tweaked and then printed. Finally, \u003ca href=\"https://itunes.apple.com/us/app/123d-make/id515318186?ls=1&mt=12\">123D Make\u003c/a> can take a model and slice it into layers that can be cut out in wood, plastic, or cardboard and then assembled.\u003c/li>\n\u003c/ul>\n\u003cp>Printing real objects with a 3D printer is fun, but don’t discount the real-world skills that students will acquire and that will benefit them later in school (and in life). Math requirements can run the range from simple multiplication to trigonometry to calculus -- imagine students needing to understand how to calculate area between a curve and a straight surface for printing out an object to hold a liquid, for example.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>3D printers are only going to get cheaper, easier to use, and more precise in what they produce. And whether or not students show an interest in art or engineering or any other discipline, they'll need some kind of understanding of CAD so they can put the technology to use in the careers of the future.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30117\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"https://itunes.apple.com/us/app/123d-design/id566042322?ls=1&mt=12\">\u003cimg class=\"size-full wp-image-30117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/autodesk.jpg\" alt=\"autodesk\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/autodesk-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By James Floyd Kelly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the biggest tech trends to follow is the evolution of 3D printing -- not just in the consumer market, but also in education. In fact, last month, the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/six-big-trends-in-education-to-follow/\">NMC Horizon report predicted that 3D printers \u003c/a>will be seen in schools in the next five years, as students and teachers experiment with creating real objects out of plastic and other materials.\u003c/p>\n\u003cp>Just 10 years ago, this technology was priced in the $100,000+ range, completely out of reach of schools or homes. Today, an easy-to-use use (and build) 3D printer kit such as the \u003ca href=\"http://printrbot.com/\">Printrbot Simple \u003c/a>costs a fraction of that -- at $300, on the low-end of the hobbyist 3D printer market. (Most hobbyist-level 3D printers that would be suitable in a school or home run between $300 and $3,000 depending on the bells and whistles.)\u003c/p>\n\u003cp>Why would a teacher or parent be interested in purchasing a 3D printer? To print out a life-sized heart that can be disassembled piece-by-piece and examined closely; to print out one-of-a-kind LEGO pieces that can be used in custom models; to create your own cookie cutter molds. In essence, to leverage the benefits of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">spatial learning\u003c/a>, or thinking in 3D.\u003c/p>\n\u003cp style=\"text-align: left\">Most 3D printers can be purchased pre-assembled (or Out-of-the-Box) – simply unpack it, connect it to a computer, install the software, and it’s ready to go. The other solution is a 3D printer kit that must be assembled by the buyer. Some prefer this solution because it's cheaper (kits are usually $100 or more less than a pre-built unit) but also in order to learn how everything works. There’s often no better way to know how to repair something than by initially putting it together and knowing what goes where and how all the parts work together.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking In 3D Can Help Math and Science Skills]\u003c/a>\u003c/p>\n\u003cp>But once you’ve got a 3D printer built and connected to a computer, the next step is to begin brainstorming and designing an object -- and for that you'll need Computer Aided Design (CAD) software. CAD software has been around for decades. The program displays on your computer’s screen different perspectives of an object so you see it from every angle. CAD allows a skilled creator to “draw” something from scratch on the computer screen, designing any kind of object. Talented CAD designers can create just about anything using this software – a motor for a concept car, a new toy water blaster, and even replacement body parts.\u003c/p>\n\u003cp>Like 3D printers, CAD software used to be prohibitively expensive -- $10,000, $50,000 or even $100,000 for some of the best CAD applications on the market. But as 3D printers have dropped in price and become available to homes and schools, so has CAD software. As a matter of fact, in many instances, the price of CAD software has dropped to free. Even better, some CAD software has been specifically designed for non-technical users -- students, teachers, and parents. Here are a few examples:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://tinkercad.com\">\u003cimg class=\"alignright size-medium wp-image-30116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/tinkercad-300x175.jpg\" alt=\"tinkercad\" width=\"300\" height=\"175\">TinkerCad.com \u003c/a>doesn’t even require a software installation, and runs directly from a web browser like Chrome or Firefox. TinkerCad has built-in tutorials that will help a user gain the basics of dragging shapes, adding letters, resizing objects, and much more. It’s colorful, very friendly to the youngest of students, and completely free to use. Kids can design an object and save it, returning later to fine-tune and tweak it as needed. After designing an object on TinkerCad, connect a 3D printer, and then print that object out.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>With \u003ca href=\"http://www.3DTin.com\">3DTin.com, \u003c/a>not only can students create their own designs, but they can load existing objects (called models) that have been created by other users and then modify them. 3DTin offers tutorials as well, so novices can quickly gain proficiency. As with TinkerCad, most models can easily be printed to a connected 3D printer.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>One of the big names in the CAD application industry is \u003ca href=\"http://www.autodesk.com/\">AutoDesk\u003c/a>. While much of AutoDesk’s professional-level products are only available for purchase, the company has created a number of free CAD applications that can be used with 3D printers. AutoDesk offers \u003ca href=\"http://www.123dapp.com/design\">123D Design\u003c/a> to users as a fast and easy tool for creating 3D objects that can be immediately sent to a connected 3D printer. But don’t ignore the company's other free apps. \u003ca href=\"http://www.123dapp.com/creature\">123D Creature\u003c/a> and \u003ca href=\"http://www.123dapp.com/sculpt\">123D Sculpt\u003c/a> are two iPad apps that let users create custom objects on an iPad that can be saved and printed. 123D Catch lets users take a number of photographs of an object (from various angles) and then converts it to a 3D model that can be tweaked and then printed. Finally, \u003ca href=\"https://itunes.apple.com/us/app/123d-make/id515318186?ls=1&mt=12\">123D Make\u003c/a> can take a model and slice it into layers that can be cut out in wood, plastic, or cardboard and then assembled.\u003c/li>\n\u003c/ul>\n\u003cp>Printing real objects with a 3D printer is fun, but don’t discount the real-world skills that students will acquire and that will benefit them later in school (and in life). Math requirements can run the range from simple multiplication to trigonometry to calculus -- imagine students needing to understand how to calculate area between a curve and a straight surface for printing out an object to hold a liquid, for example.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>3D printers are only going to get cheaper, easier to use, and more precise in what they produce. And whether or not students show an interest in art or engineering or any other discipline, they'll need some kind of understanding of CAD so they can put the technology to use in the careers of the future.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Before Reading or Watching Videos, Students Should Experiment First",
"title": "Before Reading or Watching Videos, Students Should Experiment First",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_30015\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/12869-flipped_news.jpg\" alt=\"The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html\">\u003cstrong>By David Plotnikoff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://www.computer.org/portal/web/tlt\">study\u003c/a> from the Stanford \u003ca href=\"https://ed.stanford.edu\">Graduate School of Education \u003c/a>flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.\u003c/p>\n\u003cp>While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction.\u003c/p>\n\u003cp>The findings were featured in the April-June issue of \u003cem>IEEE Transactions on Learning Technologies\u003c/em>.\u003c/p>\n\u003cp>\"Our results suggest that students are better prepared to understand a theory after first exploring by themselves, and that tangible user interfaces are particularly well-suited for that purpose,\" said \u003ca href=\"http://blog.bertrandschneider.com/?page_id=13\">Bertrand Schneider\u003c/a>, a GSE graduate student who led the research under the direction of \u003ca href=\"https://ed.stanford.edu/faculty/paulob\">Paulo Blikstein\u003c/a>, an assistant professor of education. The two other co-authors of the research paper are \u003ca href=\"https://ed.stanford.edu/faculty/roypea\">Roy Pea\u003c/a>, a professor of education, and Stanford undergraduate Jenelle Wallace.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms. They are powerful learning mechanisms that increase performance by every measure we have.\" \u003c/strong> \u003c/aside>\n\u003cp>The study draws on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. It features polymer reproductions of different regions of the brain and eyes, as well as cameras and infrared pens.\u003c/p>\n\u003cp>Students use the pen to manipulate and explore the neural network; by severing and reconfiguring the connections, they can see how perceptions of the visual field are transformed. (Schneider developed the device in collaboration with Wallace as a \u003ca href=\"http://beyondbitsandatomsblog.stanford.edu/spring2011/2011/05/28/bba-final-project-brain-explorer/\">final project\u003c/a> for a course, \u003cem>Beyond Bits and Atoms,\u003c/em> taught by Blikstein.)\u003c/p>\n\u003cp>The study involved 28 undergraduate and graduate students as participants, none of whom had studied neuroscience. After being given an initial test, half of the group read about the neuroscience of vision, while the others worked with BrainExplorer. When tested after those respective lessons, the performance of participants who used BrainExplorer increased significantly more – 30 percent – than those who had read the text.\u003c/p>\n\u003cp>Next the researchers had each of the two groups do the other learning activity: Those who had used BrainExplorer read the text, while those who had read the text used BrainExplorer. All the participants then took another test, and the findings revealed a 25-percent increase in performance when open-ended exploration came \u003cem>before\u003c/em> text study rather than after it. (A follow-up study showed identical results for video classes instead of text.)\u003c/p>\n\u003cp>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms,\" said Blikstein. \"They are powerful learning mechanisms that increase performance by every measure we have.\" Pea explained that these results indicate the value for learning of first engaging one's prior knowledge and intuitions in investigating problems in a learning domain – before being presented with abstracted knowledge. Having first explored how one believes a system works creates a knowledge-building relevance to the text or video that is then presented, he said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Part of our goal is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks so that our system can be easily and cheaply deployed in classrooms.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The research comes out as the idea of a \"flipped classroom,\" in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the \"flipped flipped classroom,\" in which videos come after exploration and not before.\u003c/p>\n\u003cp>The authors chose neuroscience as the discipline for the study because it is a rapidly changing field that relies heavily on computers rather than paper texts or lectures. But the results extend beyond neuroscience. Similar technology could be projected onto other emerging data-intensive fields such as genomics and nanotechnology, which are quickly making their way into undergraduate and high school education everywhere.\u003c/p>\n\u003cp>The BrainExplorer system is a proof-of-concept that may have applications in any field where teaching demands visualization and exploration of complex systems. \"Part of our goal,\" the researchers write, \"is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks such as web cameras and infrared pens so that our system can be easily and cheaply deployed in classrooms.\"\u003c/p>\n\u003cp>The study buttresses what many educational researchers and cognitive scientists have been asserting for many years: the \"exploration first\" model is a better way to learn. In addition to these published findings, the researchers spoke at an American Educational Research Association meeting earlier this year about another study that used instructional video instead of text and obtained the same results. The team is now conducting follow-up studies.\u003c/p>\n\u003cp>\"With this study, we are showing that research in education is useful because sometimes our intuitions about 'what works' are simply dead wrong,\" said Blikstein.\u003c/p>\n\u003cp>The study was funded with support from the National Science Foundation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Plotnikoff writes frequently for the Graduate School of Education. \u003c/em>\u003c/p>\n\n",
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"excerpt": "A new Stanford study shows that students learn better when first exploring an unfamiliar idea or concept on their own, rather than reading a text or watching a video first.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30015\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30015\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/12869-flipped_news.jpg\" alt=\"The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/12869-flipped_news-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html\">\u003cstrong>By David Plotnikoff\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://www.computer.org/portal/web/tlt\">study\u003c/a> from the Stanford \u003ca href=\"https://ed.stanford.edu\">Graduate School of Education \u003c/a>flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially.\u003c/p>\n\u003cp>While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction.\u003c/p>\n\u003cp>The findings were featured in the April-June issue of \u003cem>IEEE Transactions on Learning Technologies\u003c/em>.\u003c/p>\n\u003cp>\"Our results suggest that students are better prepared to understand a theory after first exploring by themselves, and that tangible user interfaces are particularly well-suited for that purpose,\" said \u003ca href=\"http://blog.bertrandschneider.com/?page_id=13\">Bertrand Schneider\u003c/a>, a GSE graduate student who led the research under the direction of \u003ca href=\"https://ed.stanford.edu/faculty/paulob\">Paulo Blikstein\u003c/a>, an assistant professor of education. The two other co-authors of the research paper are \u003ca href=\"https://ed.stanford.edu/faculty/roypea\">Roy Pea\u003c/a>, a professor of education, and Stanford undergraduate Jenelle Wallace.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms. They are powerful learning mechanisms that increase performance by every measure we have.\" \u003c/strong> \u003c/aside>\n\u003cp>The study draws on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. It features polymer reproductions of different regions of the brain and eyes, as well as cameras and infrared pens.\u003c/p>\n\u003cp>Students use the pen to manipulate and explore the neural network; by severing and reconfiguring the connections, they can see how perceptions of the visual field are transformed. (Schneider developed the device in collaboration with Wallace as a \u003ca href=\"http://beyondbitsandatomsblog.stanford.edu/spring2011/2011/05/28/bba-final-project-brain-explorer/\">final project\u003c/a> for a course, \u003cem>Beyond Bits and Atoms,\u003c/em> taught by Blikstein.)\u003c/p>\n\u003cp>The study involved 28 undergraduate and graduate students as participants, none of whom had studied neuroscience. After being given an initial test, half of the group read about the neuroscience of vision, while the others worked with BrainExplorer. When tested after those respective lessons, the performance of participants who used BrainExplorer increased significantly more – 30 percent – than those who had read the text.\u003c/p>\n\u003cp>Next the researchers had each of the two groups do the other learning activity: Those who had used BrainExplorer read the text, while those who had read the text used BrainExplorer. All the participants then took another test, and the findings revealed a 25-percent increase in performance when open-ended exploration came \u003cem>before\u003c/em> text study rather than after it. (A follow-up study showed identical results for video classes instead of text.)\u003c/p>\n\u003cp>\"We are showing that exploration, inquiry and problem solving are not just 'nice to have' things in classrooms,\" said Blikstein. \"They are powerful learning mechanisms that increase performance by every measure we have.\" Pea explained that these results indicate the value for learning of first engaging one's prior knowledge and intuitions in investigating problems in a learning domain – before being presented with abstracted knowledge. Having first explored how one believes a system works creates a knowledge-building relevance to the text or video that is then presented, he said.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Part of our goal is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks so that our system can be easily and cheaply deployed in classrooms.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The research comes out as the idea of a \"flipped classroom,\" in which students first watch videos or read texts and then do projects in the classroom, has been growing in popularity at colleges and graduate schools. The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the \"flipped flipped classroom,\" in which videos come after exploration and not before.\u003c/p>\n\u003cp>The authors chose neuroscience as the discipline for the study because it is a rapidly changing field that relies heavily on computers rather than paper texts or lectures. But the results extend beyond neuroscience. Similar technology could be projected onto other emerging data-intensive fields such as genomics and nanotechnology, which are quickly making their way into undergraduate and high school education everywhere.\u003c/p>\n\u003cp>The BrainExplorer system is a proof-of-concept that may have applications in any field where teaching demands visualization and exploration of complex systems. \"Part of our goal,\" the researchers write, \"is to create low-cost, easy-to-scale educational platforms based on open source, free software and off-the-shelf building blocks such as web cameras and infrared pens so that our system can be easily and cheaply deployed in classrooms.\"\u003c/p>\n\u003cp>The study buttresses what many educational researchers and cognitive scientists have been asserting for many years: the \"exploration first\" model is a better way to learn. In addition to these published findings, the researchers spoke at an American Educational Research Association meeting earlier this year about another study that used instructional video instead of text and obtained the same results. The team is now conducting follow-up studies.\u003c/p>\n\u003cp>\"With this study, we are showing that research in education is useful because sometimes our intuitions about 'what works' are simply dead wrong,\" said Blikstein.\u003c/p>\n\u003cp>The study was funded with support from the National Science Foundation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>David Plotnikoff writes frequently for the Graduate School of Education. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Kids Need to Tinker to Learn",
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"content": "\u003cfigure id=\"attachment_29915\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-29915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/superawesomesylvia-640x324.png\" alt=\"superawesomesylvia\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The\u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\"> Maker Movement\u003c/a> has inspired progressive educators to bring more hands-on learning and tinkering into classrooms, and educator \u003ca href=\"http://stager.org/bio.html\">Gary Stager\u003c/a> would like to see formal schooling be influenced by the Maker Movement, which has inspired young learners to tinker, to learn by doing, and take agency for their learning.\u003c/p>\n\u003cp>One way teachers can incorporate the Maker Movement into the classroom is through \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> (PBL), and learning prompts should be “brief, ambiguous and immune to assessment,” Sager said at \u003ca href=\"http://www.iste.org\">ISTE\u003c/a>. “The best projects push up against the resistance of reality. They work or they don’t work.”\u003c/p>\n\u003cp>Kids simply need a supportive environment to tinker with an idea long enough to make it work, Stager said. They don’t need to be burdened by explaining which stage of the inquiry process they’re demonstrating. “We need to ask ourselves is there less we can do and more the kids can do?” Sager said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains\">Harvard Wants to Know: How Does Making Change Kids' Brain?\u003c/a>]\u003c/p>\n\u003cp>Allowing kids to deeply engage with a project they are passionate about also helps produce more positive memories of school, Stager said. “The reason the Maker Movement is so exciting is it can re-energize the classroom and it can make high quality memories of education,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To make his point, Stager gave the example of the wily \u003ca href=\"http://sylviashow.com/\">Super Awesome Sylvia\u003c/a>. Stager said that when adults get out of the way and let kids shine, they produce amazing things, like “\u003ca href=\"http://sylviashow.com/episodes\">Sylvia’s Super Awesome Mini-Maker Show\u003c/a>.” Sylvia’s only 11, but she’s already taken the world by storm by challenging herself with complicated projects in science, technology, engineering and math in her own fun and quirky way. She’s become an Internet phenom, and President Obama even invited her to the \u003ca href=\"http://www.whitehouse.gov/blog/2013/04/20/watch-live-2013-white-house-science-fair\">White House Science Fair\u003c/a>.\u003c/p>\n\u003cp>Check out her video -- one of dozens of entertaining and informative episodes -- on making “squishy circuits.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=UDZo51k2BWQ]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29915\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-29915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/superawesomesylvia-640x324.png\" alt=\"superawesomesylvia\" width=\"640\" height=\"360\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The\u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\"> Maker Movement\u003c/a> has inspired progressive educators to bring more hands-on learning and tinkering into classrooms, and educator \u003ca href=\"http://stager.org/bio.html\">Gary Stager\u003c/a> would like to see formal schooling be influenced by the Maker Movement, which has inspired young learners to tinker, to learn by doing, and take agency for their learning.\u003c/p>\n\u003cp>One way teachers can incorporate the Maker Movement into the classroom is through \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> (PBL), and learning prompts should be “brief, ambiguous and immune to assessment,” Sager said at \u003ca href=\"http://www.iste.org\">ISTE\u003c/a>. “The best projects push up against the resistance of reality. They work or they don’t work.”\u003c/p>\n\u003cp>Kids simply need a supportive environment to tinker with an idea long enough to make it work, Stager said. They don’t need to be burdened by explaining which stage of the inquiry process they’re demonstrating. “We need to ask ourselves is there less we can do and more the kids can do?” Sager said.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"blogs.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains\">Harvard Wants to Know: How Does Making Change Kids' Brain?\u003c/a>]\u003c/p>\n\u003cp>Allowing kids to deeply engage with a project they are passionate about also helps produce more positive memories of school, Stager said. “The reason the Maker Movement is so exciting is it can re-energize the classroom and it can make high quality memories of education,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_29804\" class=\"module image mceTemp\">\n\u003cp>\u003cimg class=\"size-full wp-image-29804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/making.jpg\" alt=\"making\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/making.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Exploratorium\u003c/p>\n\u003cp class=\"dropcap-serif\">What do we do in a world where learning is no longer directly tied to an institution, and is being placed into the hands of the learner?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\">Will Richardson \u003c/a>posed this perennial question to educators recently at the \u003ca href=\"https://www.iste.org/\">ISTE\u003c/a> conference. His question highlights a key tension: those with control over education policy are making decisions on the old model of schooling -- knowledge held by teachers who deliver information to students -- while young learners are clamoring for something different.\u003c/p>\n\u003c/div>\n\u003cp>“There’s not much I need you for when it comes to my child learning something,” Richardson said to teachers. If most test questions could be answered with a quick Google search, are they worth teaching?\u003c/p>\n\u003cp>“Modern learning is more about discovery,” Richardson said. “It’s not so much waiting as doing.” Learners should be empowered to continue learning and to use their interests and passion to fuel projects that they care about. Richardson had some ideas about how teachers can begin to move away from content delivery and towards a model that is supportive of individual learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“We don’t need school to be better, we need schools to be really, really different.”\u003c/strong>\u003c/aside>\n\u003cp>“We don’t need school to be better, we need schools to be really, really different,” he said.\u003c/p>\n\u003cp>Richardson’s three ideas for changing the way society thinks about learning that have nothing to do with student achievement on test scores.\u003c/p>\n\u003cp>\u003cstrong>1. “Knowmadic” schooling:\u003c/strong> Learning should be self-directed and based on the individual’s interests and passions, not curriculum or standards. This way, students will leave school with deep mastery of one subject instead of a little bit of information about a lot of things. Students could work in different contexts, produce new ideas, and transcend geographical limitations. Their interest in the subject would feed their motivation and by working with other students across the world, they'll be able to enhance networking skills. With this conception of “knowmadic” schooling, knowledge would be fluid and continuous, with kids revising initial understandings as they gain more information.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In modern learning it’s all about producing and iterating, figuring out what’s working and not working, revising, trying again,” said Richardson. In a “knowmadic” learning environment kids could constantly relearning and will be less afraid of failure.\u003c/p>\n\u003cp>\u003cstrong>2. Design Thinking:\u003c/strong> This idea isn’t new, but Richardson says it’s one of the most productive ways to think about learning in the future. In design thinking students solve real problems, think for themselves, discover knowledge and continually revise and change their models and prototypes, just like they might if working on a project at work. With design thinking, students can learn how to interpret information they've learned, and continue to iterate and experiment different solutions and ideas. In the process, students gain the confidence that everyone can be part of designing a better future.\u003c/p>\n\u003cp>\u003cstrong>3. The Maker Movement:\u003c/strong> While not confined to school, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\">Maker Movement\u003c/a> offers a fun avenue for kids to make real products. “It’s easier now to have an idea and make it come to fruition,” Richardson said. New technology like 3D printers and laser cutters are more available and enable students to produce what they’ve imagined. “How cool is it that a kid can make stuff, solve problems and gain a reputation as an innovator as an eight, nine or ten-year-old solving real problems,” Richardson said.\u003c/p>\n\u003cp>These ideas all put students in the driver seat, allowing them to learn the self-confidence, research skills, inter-personal facility and hands-on aptitude that will serve them beyond school walls. The individual bits of knowledge that they’ll need to complete these projects and to gain perspective on how an idea fits in with others already designed can be acquired when the time is right. And teachers are key role players throughout the process, as guides that point out holes in the thinking and prod continued innovation.\u003c/p>\n\u003cp>If many of Richardson's ideas don’t look like they’d be possible in today’s classrooms, that’s the point. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_29804\" class=\"module image mceTemp\">\n\u003cp>\u003cimg class=\"size-full wp-image-29804\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/making.jpg\" alt=\"making\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/making.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/making-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Exploratorium\u003c/p>\n\u003cp class=\"dropcap-serif\">What do we do in a world where learning is no longer directly tied to an institution, and is being placed into the hands of the learner?\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/will-richardson/\">Will Richardson \u003c/a>posed this perennial question to educators recently at the \u003ca href=\"https://www.iste.org/\">ISTE\u003c/a> conference. His question highlights a key tension: those with control over education policy are making decisions on the old model of schooling -- knowledge held by teachers who deliver information to students -- while young learners are clamoring for something different.\u003c/p>\n\u003c/div>\n\u003cp>“There’s not much I need you for when it comes to my child learning something,” Richardson said to teachers. If most test questions could be answered with a quick Google search, are they worth teaching?\u003c/p>\n\u003cp>“Modern learning is more about discovery,” Richardson said. “It’s not so much waiting as doing.” Learners should be empowered to continue learning and to use their interests and passion to fuel projects that they care about. Richardson had some ideas about how teachers can begin to move away from content delivery and towards a model that is supportive of individual learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“We don’t need school to be better, we need schools to be really, really different.”\u003c/strong>\u003c/aside>\n\u003cp>“We don’t need school to be better, we need schools to be really, really different,” he said.\u003c/p>\n\u003cp>Richardson’s three ideas for changing the way society thinks about learning that have nothing to do with student achievement on test scores.\u003c/p>\n\u003cp>\u003cstrong>1. “Knowmadic” schooling:\u003c/strong> Learning should be self-directed and based on the individual’s interests and passions, not curriculum or standards. This way, students will leave school with deep mastery of one subject instead of a little bit of information about a lot of things. Students could work in different contexts, produce new ideas, and transcend geographical limitations. Their interest in the subject would feed their motivation and by working with other students across the world, they'll be able to enhance networking skills. With this conception of “knowmadic” schooling, knowledge would be fluid and continuous, with kids revising initial understandings as they gain more information.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"dropcap-serif\">Some of the most important subject areas and activities we want students to learn are the very ones that are left out of many schools: the arts, computer programming, and learning to making things by hand.\u003c/p>\n\u003cp>We know that arts integration can \u003ca href=\"http://www.edutopia.org/stw-arts-integration-reform-overview\">open all kinds of opportunities\u003c/a> for learning and fostering creativity. We're learning why computer science is \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/should-kids-learn-to-code-in-grade-school/\">an essential skill \u003c/a>for every student to thrive in the digital world. And we're understanding \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/boy-scouts-make-way-kids-explore-by-creating/\">how allowing kids to get their hands on do-it-yourself projects\u003c/a> shows them the value of designing, creating, and the process of making.\u003c/p>\n\u003cp>Until such time that schools provide these essential skills to all students, certain individuals and organizations are stepping in to fill the void. We met a few of these changemakers who are bringing these essential tools to students recently at the \u003ca href=\"http://www.bigideasfest.org/\">Big Ideas Fest \u003c/a>in Half Moon Bay. Here are their stories. Perhaps their work and influence will make progress towards bringing these skills from outside the school system to where it belongs.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>SMARTHISTORY: Making High Art Accessible\u003c/h4>\n\u003cp>Steven Zucker and Beth Harris, the creators of \u003ca href=\"http://smarthistory.khanacademy.org/\">Smarthistory\u003c/a>, a huge collection of videos that take you inside the most important museums in the world, talk about how their explanations of significant art work make otherwise abstract or hard-to-understand concepts more accessible to students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/kTzRJ69TJMk\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch4>BLACK GIRLS CODE: Teaching a New Generation of Innovators\u003c/h4>\n\u003cp>Moving from being consumers of media to creators is the goal of \u003ca href=\"http://www.blackgirlscode.com/\">Black Girls Code\u003c/a>, an organization devoted to teaching girls of color in-demand skills when they're thinking about what they want to be when they grow up, says Kimberly Bryant\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/g6WcVv1alEo\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>CAINE'S ARCADE: Showing the Value of Making By Hand\u003c/strong>\u003c/h4>\n\u003cp>Nirvan Mullik, the creator of the wildly popular video \u003ca href=\"http://www.cainesarcade.com/\">Caine's Arcade\u003c/a>, about a young boy who built an arcade out of recycled cardboard boxes, talks about the importance of knowing how to make things by hand, and how the video has helped propel the Maker Movement in schools.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/fdrQPFvYR7g\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>STARTUP WEEKEND EDU: Entrepreneurs Helping Educators\u003c/strong>\u003c/h4>\n\u003cp>While these organizations provide tools and opportunities for students, another group is attempting to bring innovation from the fringes directly to teachers. Introducing educators to the world of technology and innovation is the goal of the grassroots movement called \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, and the organizer, Khalid Smith, talks about what teachers can learn from tech entrepreneurs, and what educators want from entrepreneurs that can help them be better teachers.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/R95aOS4CLoI\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Videos co-produced with Matthew Williams]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/kTzRJ69TJMk\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch4>BLACK GIRLS CODE: Teaching a New Generation of Innovators\u003c/h4>\n\u003cp>Moving from being consumers of media to creators is the goal of \u003ca href=\"http://www.blackgirlscode.com/\">Black Girls Code\u003c/a>, an organization devoted to teaching girls of color in-demand skills when they're thinking about what they want to be when they grow up, says Kimberly Bryant\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/g6WcVv1alEo\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>CAINE'S ARCADE: Showing the Value of Making By Hand\u003c/strong>\u003c/h4>\n\u003cp>Nirvan Mullik, the creator of the wildly popular video \u003ca href=\"http://www.cainesarcade.com/\">Caine's Arcade\u003c/a>, about a young boy who built an arcade out of recycled cardboard boxes, talks about the importance of knowing how to make things by hand, and how the video has helped propel the Maker Movement in schools.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/fdrQPFvYR7g\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>STARTUP WEEKEND EDU: Entrepreneurs Helping Educators\u003c/strong>\u003c/h4>\n\u003cp>While these organizations provide tools and opportunities for students, another group is attempting to bring innovation from the fringes directly to teachers. Introducing educators to the world of technology and innovation is the goal of the grassroots movement called \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, and the organizer, Khalid Smith, talks about what teachers can learn from tech entrepreneurs, and what educators want from entrepreneurs that can help them be better teachers.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/R95aOS4CLoI\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Videos co-produced with Matthew Williams]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Want to Start a Makerspace at School? Tips to Get Started ",
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"content": "\u003cfigure id=\"attachment_27091\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27091\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg\" alt=\"7566329228_4d5377458b_z-620x410\" width=\"620\" height=\"410\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-320x212.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://en.wikipedia.org/wiki/Maker_subculture\">Maker Movement\u003c/a> starts to gain momentum, schools that are trying to find ways to foster the do-it-yourself environment can learn a few lessons from another nexus in the universe: public libraries.\u003c/p>\n\u003cp>\u003ca href=\"http://en.wikipedia.org/wiki/Dale_Dougherty\">Dale Dougherty\u003c/a>, founding editor and publisher of \u003ca href=\"http://makezine.com/\">Make Magazine\u003c/a> -- and the de facto leader of the Maker Movement -- has a vision to create a network of libraries, museums, and schools with what he calls \"makerspaces\" that draw on common resources and experts in each community. Libraries and museums, he said, are easier places to incorporate makerspaces than schools, because they have more space flexibility and they’re trying to attract teens with their programs.\u003c/p>\n\u003cp>“Schools have already got the kids,\" Dougherty noted wryly, at the recent American Library Association Midwinter Meeting in Seattle. One day during the conference, dubbed \u003ca href=\"http://alamw13.ala.org/highlights#maker-monday\">Maker Monday,\u003c/a> focused on the Maker Movement, which emphasizes learning by engaging in tech-related projects. Two packed sessions, one standing room only, were filled with librarians clearly fascinated by the potential of attracting teens (and even parents) to Maker activities in libraries.\u003c/p>\n\u003cp>Schools can learn from libraries that participated in the inaugural \u003ca href=\"http://makezine.com/maker-camp/\">Maker Camps\u003c/a> last summer. The librarians speaking at ALA proffered seven lessons that apply beyond libraries to schools and other potential makerspaces.\u003c/p>\n\u003cp>\u003cstrong>1) KNOW YOUR SPACE. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Why are you here?” That was one of the most common questions asked of the staff at the Make Magazine booth at the ALA. The answer: one of the hardest things for people interested in making is finding an appropriate physical space, and libraries actually have that space.\u003c/p>\n\u003cp>But not every space is alike, or even appropriate. Carla Avitabile of the Novato branch of the \u003ca href=\"http://www.marinlibrary.org/teens\">Marin County Free Library\u003c/a> in California found some projects just aren’t suitable in certain activity rooms. For example, she said, they couldn’t do a glow-in-the-dark candy project because of the potential mess caused by boiling sugar directly above carpet.\u003c/p>\n\u003cp>Travis Good, the co-founder of the Maker City Census, said he visited 68 makerspaces to develop his criteria for readiness. At the top of list for libraries? “Tolerance for noise,” along with the \u003c!--more-->willingness to establish ongoing programs, have available Making tools (even items as simple as scissors), provide dedicated-use space, and availability of “dirty” space for woodworking or other messy projects. All are considerations for schools as well.\u003c/p>\n\u003cp>\u003cstrong>2) DO A PREVIEW RUN. \u003c/strong>\u003c/p>\n\u003cp>Amber Creger with \u003ca href=\"http://ahml.info/teens/diy\">Arlington Heights Memorial Library\u003c/a> in Illinois discovered it was really important to try projects ahead of time, prior to diving in as a group. In one case, they were making a do-it-yourself cardboard pinball machine.\u003c/p>\n\u003cp>“Who knew the glue could burn,” she said. A trial run lets you work out the bugs before involving kids.\u003c/p>\n\u003cp>And that helps to ensure safety remains at the forefront, which Erin Downey Howerton, Children’s Manager at \u003ca href=\"http://www.wichita.lib.ks.us/\">Wichita Public Library\u003c/a>, said is a focus of their Maker activity: “I don’t think we actually set fire to anything.”\u003c/p>\n\u003cp>\u003cstrong>3) VERIFY SKILL LEVELS. \u003c/strong>\u003c/p>\n\u003cp>Marin County’s Avitabile had one surprise as her young makers dove into a project. “Only one in four in our team of kids knew how to use a screwdriver,” she said. Don’t assume students have even the necessary knowledge of basic skills. Plan for some instruction.\u003c/p>\n\u003cp>\u003cstrong>4) BE FLEXIBLE\u003c/strong>\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>While Maker Camp provided descriptions for \u003ca href=\"http://makezine.com/maker-camp/schedule/index.html\">30 projects\u003c/a> in 30 days, libraries typically did one or two programs a week for a couple of hours each. And not every idea for a Maker project came from staff.\u003c/p>\n\u003cp>“I ask the teens what they want to do,” rather than dictating all projects, Avitabile said. That approach is very much in the spirit of making. And with teens who come to her with new ideas, she tells them, “You have to help me do it.” Creger added that her teens decide their monthly programs.\u003c/p>\n\u003cp>\u003cstrong>5) REACH OUT FOR HELP. \u003c/strong>\u003c/p>\n\u003cp>Not all the knowledge required for a successful making program comes in a kit or from staff. “Don’t be afraid to make friends” with those who are experts in areas in which you’re not, Creger advised. For one electricity project, she found an expert in Wichita who was willing to help.\u003c/p>\n\u003cp>In the case of libraries, that expertise can also come from educators. “We’re working on developing a better relationship with our schools,” Creger said, noting that her library wants to work with the schools that have robotics clubs to do joint maker activities.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>]\u003c/p>\n\u003cp>Steve Teeri with \u003ca href=\"http://detroitpubliclibrary.org/hype-makerspace\">Detroit Public Library\u003c/a> partners with a local makerspace for a variety of different after-school projects, from bike repair to higher tech. “We learn from their mistakes,” he said. And kids learn because they have to go online to do research and figure out \u003cem>how\u003c/em> to make what they want to make.\u003c/p>\n\u003cp>“It’s not a difficult thing to find volunteers who know stuff,” Avitabile said. “It’s surprising how many people want to share stuff for free.”\u003c/p>\n\u003cp>\u003cstrong>6. DOING BRINGS DOUBTERS ON BOARD. \u003c/strong>\u003c/p>\n\u003cp>While not all involved may appreciate -- or even understand -- the maker approach at the start, “I was surprised at how quickly the staff bought into it,” said Creger. Those who were unsure learned with the others as they took part in creating the projects.\u003c/p>\n\u003cp>Though the reaction from others can sometimes be skeptical or hesitant, try different approaches. “Making? We don’t know what to do. We make crafts,” Howerton said she was told at first. So she thought of crafts as a “gateway drug” for making, such as moving to a fabric project with embedded LED lights. Ultimately, Howerton said, “We have actually built our staff capacity on Maker Camp and what Make has done for us.”\u003c/p>\n\u003cp>\u003cstrong>7. IT'S THE EXPERIENCE, NOT THE OBJECT. \u003c/strong>\u003c/p>\n\u003cp>Avitabile allowed that it’s hard to share or take home some maker projects (such as large collaborative efforts), so Novato Library focuses more on the process than the product. “Kids just like to make stuff,” she said. “And they don’t have to leave with the stuff they make.”\u003c/p>\n\u003cp>“You’re opening doors and windows” through the process, said Creger. And the positive aspects of the program have, in part, spurred Arlington Heights to plan a DIY corner where kids can check out maker kits, in addition to using a 1,700 square foot space in the center of the library for maker activities. Similarly, Wichita Public Library is in the design phase for a makerspace that Howerton hopes is built. Detroit Public Library’s HYPE makerspace is nine months old.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/\">Lessons Learned: How a Progressive School Adapts to Reality\u003c/a>]\u003c/p>\n\u003cp>Make’s Dougherty reminded the librarian audience that the Maker Movement, while also tied to schools because of its connection with STEM initiatives, is naturally aligned with them. “Like libraries, we’re at the intersection of information and experience.” And ultimately, he said, making is about learning -- and creating evidence of that learning.\u003c/p>\n\u003cp>“It’s not just about getting 3D printers into libraries. It’s about getting the process of making into libraries,” Dougherty said. “Though the 3D printers are pretty cool.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a> for which he also sought out the\u003c/em>\u003cem> \u003ca href=\"http://www.geekwire.com/2013/papering-over-library-tech/\">\u003cem>tech at ALA\u003c/em>\u003c/a>. \u003c/em>\u003cem>As a child, he used to frequent Radio Shack to find cool things to build that weren’t likely to accidentally catch on fire.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27091\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sfbrightworks/7566329228/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-27091\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg\" alt=\"7566329228_4d5377458b_z-620x410\" width=\"620\" height=\"410\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-400x265.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/7566329228_4d5377458b_z-620x410-320x212.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://en.wikipedia.org/wiki/Maker_subculture\">Maker Movement\u003c/a> starts to gain momentum, schools that are trying to find ways to foster the do-it-yourself environment can learn a few lessons from another nexus in the universe: public libraries.\u003c/p>\n\u003cp>\u003ca href=\"http://en.wikipedia.org/wiki/Dale_Dougherty\">Dale Dougherty\u003c/a>, founding editor and publisher of \u003ca href=\"http://makezine.com/\">Make Magazine\u003c/a> -- and the de facto leader of the Maker Movement -- has a vision to create a network of libraries, museums, and schools with what he calls \"makerspaces\" that draw on common resources and experts in each community. Libraries and museums, he said, are easier places to incorporate makerspaces than schools, because they have more space flexibility and they’re trying to attract teens with their programs.\u003c/p>\n\u003cp>“Schools have already got the kids,\" Dougherty noted wryly, at the recent American Library Association Midwinter Meeting in Seattle. One day during the conference, dubbed \u003ca href=\"http://alamw13.ala.org/highlights#maker-monday\">Maker Monday,\u003c/a> focused on the Maker Movement, which emphasizes learning by engaging in tech-related projects. Two packed sessions, one standing room only, were filled with librarians clearly fascinated by the potential of attracting teens (and even parents) to Maker activities in libraries.\u003c/p>\n\u003cp>Schools can learn from libraries that participated in the inaugural \u003ca href=\"http://makezine.com/maker-camp/\">Maker Camps\u003c/a> last summer. The librarians speaking at ALA proffered seven lessons that apply beyond libraries to schools and other potential makerspaces.\u003c/p>\n\u003cp>\u003cstrong>1) KNOW YOUR SPACE. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Why are you here?” That was one of the most common questions asked of the staff at the Make Magazine booth at the ALA. The answer: one of the hardest things for people interested in making is finding an appropriate physical space, and libraries actually have that space.\u003c/p>\n\u003cp>But not every space is alike, or even appropriate. Carla Avitabile of the Novato branch of the \u003ca href=\"http://www.marinlibrary.org/teens\">Marin County Free Library\u003c/a> in California found some projects just aren’t suitable in certain activity rooms. For example, she said, they couldn’t do a glow-in-the-dark candy project because of the potential mess caused by boiling sugar directly above carpet.\u003c/p>\n\u003cp>Travis Good, the co-founder of the Maker City Census, said he visited 68 makerspaces to develop his criteria for readiness. At the top of list for libraries? “Tolerance for noise,” along with the \u003c!--more-->willingness to establish ongoing programs, have available Making tools (even items as simple as scissors), provide dedicated-use space, and availability of “dirty” space for woodworking or other messy projects. All are considerations for schools as well.\u003c/p>\n\u003cp>\u003cstrong>2) DO A PREVIEW RUN. \u003c/strong>\u003c/p>\n\u003cp>Amber Creger with \u003ca href=\"http://ahml.info/teens/diy\">Arlington Heights Memorial Library\u003c/a> in Illinois discovered it was really important to try projects ahead of time, prior to diving in as a group. In one case, they were making a do-it-yourself cardboard pinball machine.\u003c/p>\n\u003cp>“Who knew the glue could burn,” she said. A trial run lets you work out the bugs before involving kids.\u003c/p>\n\u003cp>And that helps to ensure safety remains at the forefront, which Erin Downey Howerton, Children’s Manager at \u003ca href=\"http://www.wichita.lib.ks.us/\">Wichita Public Library\u003c/a>, said is a focus of their Maker activity: “I don’t think we actually set fire to anything.”\u003c/p>\n\u003cp>\u003cstrong>3) VERIFY SKILL LEVELS. \u003c/strong>\u003c/p>\n\u003cp>Marin County’s Avitabile had one surprise as her young makers dove into a project. “Only one in four in our team of kids knew how to use a screwdriver,” she said. Don’t assume students have even the necessary knowledge of basic skills. Plan for some instruction.\u003c/p>\n\u003cp>\u003cstrong>4) BE FLEXIBLE\u003c/strong>\u003cstrong>. \u003c/strong>\u003c/p>\n\u003cp>While Maker Camp provided descriptions for \u003ca href=\"http://makezine.com/maker-camp/schedule/index.html\">30 projects\u003c/a> in 30 days, libraries typically did one or two programs a week for a couple of hours each. And not every idea for a Maker project came from staff.\u003c/p>\n\u003cp>“I ask the teens what they want to do,” rather than dictating all projects, Avitabile said. That approach is very much in the spirit of making. And with teens who come to her with new ideas, she tells them, “You have to help me do it.” Creger added that her teens decide their monthly programs.\u003c/p>\n\u003cp>\u003cstrong>5) REACH OUT FOR HELP. \u003c/strong>\u003c/p>\n\u003cp>Not all the knowledge required for a successful making program comes in a kit or from staff. “Don’t be afraid to make friends” with those who are experts in areas in which you’re not, Creger advised. For one electricity project, she found an expert in Wichita who was willing to help.\u003c/p>\n\u003cp>In the case of libraries, that expertise can also come from educators. “We’re working on developing a better relationship with our schools,” Creger said, noting that her library wants to work with the schools that have robotics clubs to do joint maker activities.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Reimagined\u003c/a>]\u003c/p>\n\u003cp>Steve Teeri with \u003ca href=\"http://detroitpubliclibrary.org/hype-makerspace\">Detroit Public Library\u003c/a> partners with a local makerspace for a variety of different after-school projects, from bike repair to higher tech. “We learn from their mistakes,” he said. And kids learn because they have to go online to do research and figure out \u003cem>how\u003c/em> to make what they want to make.\u003c/p>\n\u003cp>“It’s not a difficult thing to find volunteers who know stuff,” Avitabile said. “It’s surprising how many people want to share stuff for free.”\u003c/p>\n\u003cp>\u003cstrong>6. DOING BRINGS DOUBTERS ON BOARD. \u003c/strong>\u003c/p>\n\u003cp>While not all involved may appreciate -- or even understand -- the maker approach at the start, “I was surprised at how quickly the staff bought into it,” said Creger. Those who were unsure learned with the others as they took part in creating the projects.\u003c/p>\n\u003cp>Though the reaction from others can sometimes be skeptical or hesitant, try different approaches. “Making? We don’t know what to do. We make crafts,” Howerton said she was told at first. So she thought of crafts as a “gateway drug” for making, such as moving to a fabric project with embedded LED lights. Ultimately, Howerton said, “We have actually built our staff capacity on Maker Camp and what Make has done for us.”\u003c/p>\n\u003cp>\u003cstrong>7. IT'S THE EXPERIENCE, NOT THE OBJECT. \u003c/strong>\u003c/p>\n\u003cp>Avitabile allowed that it’s hard to share or take home some maker projects (such as large collaborative efforts), so Novato Library focuses more on the process than the product. “Kids just like to make stuff,” she said. “And they don’t have to leave with the stuff they make.”\u003c/p>\n\u003cp>“You’re opening doors and windows” through the process, said Creger. And the positive aspects of the program have, in part, spurred Arlington Heights to plan a DIY corner where kids can check out maker kits, in addition to using a 1,700 square foot space in the center of the library for maker activities. Similarly, Wichita Public Library is in the design phase for a makerspace that Howerton hopes is built. Detroit Public Library’s HYPE makerspace is nine months old.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/lessons-learned-how-a-progressive-new-school-evolves/\">Lessons Learned: How a Progressive School Adapts to Reality\u003c/a>]\u003c/p>\n\u003cp>Make’s Dougherty reminded the librarian audience that the Maker Movement, while also tied to schools because of its connection with STEM initiatives, is naturally aligned with them. “Like libraries, we’re at the intersection of information and experience.” And ultimately, he said, making is about learning -- and creating evidence of that learning.\u003c/p>\n\u003cp>“It’s not just about getting 3D printers into libraries. It’s about getting the process of making into libraries,” Dougherty said. “Though the 3D printers are pretty cool.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators from around the world have asked Anizvino and his staff to facilitate similar learning experiences and to set up parallel tinkering studios. Anzivino has noticed an interesting phenomenon: it's challenging to get even the most ardent \"tinkering\" enthusiasts to stop “teaching” and let a student explore. And a whole other challenge to see the value in “content” disconnected from a specific academic goal.\u003c/p>\n\u003cp>Sparking an interest in science, engineering and design is increasingly a priority for educators, museums and even governments around the world. “We think it really unlocks potential in individuals, potential in society, potential in terms of advancing science, technology, art, all of those things,” said Silva Raker, director of Global Studios. For her, the project is finding pockets of interest in this work anywhere it exists and helping to nurture people who want to see it grow.\u003c/p>\n\u003cp>The Exploratorium has a long track record of cultivating a national network of inquiry-based educators through the \u003ca href=\"http://www.exploratorium.edu/about/professional_development/institute_for_inquiry/\">Institute for Inquiry\u003c/a> which trains teachers in the learning techniques used to make science fun at the museum. “Frank Oppenheimer [the museum’s founder] believed that one of the great ways to scale the impact of the Exploratorium was to work with teachers because over the course of their careers they’ll interact with many thousands of kids,” Raker said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/harvard-wants-to-know-how-does-making-shape-kids-brains/\">Harvard Wants to Know: How Does the Act of Making Shape Kids' Brains\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/recasting-teachers-and-students-as-designers/\">Recasting Teachers and Students as Designers\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>They're also cultivating networks of educators around the nation interested in this work and supporting them to become facilitators of inquiry-based learning. This work mirrors what will come out of Global Studios – where educators approach the Exploratorium for help designing, setting up and putting into practice Tinkering Studios or other exhibits.\u003c/p>\n\u003cp>Anzivino went through years of training to become a neuroscientist before he found the Exploratorium. He says his traditional schooling helped him to fully appreciate what inquiry-based learning and tinkering can mean to kids. “It offers an opportunity to decide for yourself what it is you are interested in learning,” he said. “And to be validated in your own path toward finding the answer, even if it goes nowhere, even if it’s full of false starts and avenues that go nowhere.” And that, in and of itself, is a little radical.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Courtesy: Exploratorium In step with the popularity and growing momentum of Maker Faire, the "maker movement" is going global with the help of the Exploratorium museum's Global Studios. After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 446px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/the-maker-movement-goes-global/two-boys/\" rel=\"attachment wp-att-25326\">\u003cimg class=\"size-full wp-image-25326\" title=\"Two Boys\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Two-Boys.jpeg\" alt=\"\" width=\"446\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys.jpeg 446w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-400x277.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Two-Boys-320x222.jpeg 320w\" sizes=\"(max-width: 446px) 100vw, 446px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Courtesy: Exploratorium\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">In step with the popularity and growing momentum of \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>, the \"maker movement\" is going global with the help of the \u003ca class=\"dropcap-serif\">Exploratorium\u003c/a> museum's \u003ca href=\"http://www.exploratorium.edu/globalstudios/\">Global Studios\u003c/a>.\u003c/p>\n\u003cp>After 40 plus years of work in this field, the Exploratorium, which is based in San Francisco, is stepping up its involvement in hands-on, informal science and technology education by working with groups across the world to spread and grow the movement. In addition to participating in all the Maker Faire events, bringing mini Tinkering Studios™ where visitors can \u003ca href=\"http://blogs.exploratorium.edu/tinkering/2012/05/25/tinkering-at-bay-area-maker-faire-2012/\">experiment with the activities freely\u003c/a>, the museum has also been called on to teach these ideas in far-reaching spots like Saudi Arabia and Italy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Tinkering offers an opportunity to decide for yourself what it is you are interested in learning”\u003c/p>\n\u003c/aside>\n\u003cp>“Tinkering is not something we invented or anyone invented,” said Luigi Anzivino, scientific content developer for the Tinkering Studio in the museum. “I think it’s a fundamental way that human beings have of being in the world. There’s nothing that we’ve discovered about this. So, it belongs to everyone. All we are trying to do is reveal that and allow people to let that come to the surface.\"\u003c/p>\n\u003cp>The group's goal is to leave a lasting impression on the sites they visit -- what they call a tinkering disposition. “A tinkering disposition is something that tells you that the world is knowable; you can find out something about the world by yourself and you don’t have to be an expert in any one \u003c!--more-->discipline to start,\" Anzivino said. \"You can just begin by doing something and then it’s a practice.”\u003c/p>\n\u003cp>Giving a child the chance to illustrate what she knows in three dimensions connects the abstract concept to its real-life application. But, in the Tinkering Studio, Luigi and his staff don’t have to connect what a child makes to formal school learning. “The content is the thing that the kids are making, there’s no separation,” Anzivino said. “We know that they are becoming more sophisticated in their thinking because the things that they're making become more sophisticated and complex.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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"link": "/radio/program/code-switch-life-kit",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"meta": {
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
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