robertogreco + divergentthinking   9

Self-Directed Learning: Lessons from the Maker Movement in Education
"Learning through the making of things is a concept as old as education. As psychologist Jean Piaget argued, knowledge is a consequence of experience. But somehow, with the exception of a small number of schools and vocational education programs dedicated to experiential inquiry-based learning, our nation’s schools strayed from this hands-on approach to education, spending much of the past 50 years focusing intensely on the memorization of information. Information matters, of course, but a growing number of schools and educators are reclaiming our educational roots, aiming to help kids learn by making stuff — but this time with a technological twist.

This new “maker movement” in education is an offspring of a broad cultural maker movement, spurred over the past decade in large part by Internet connectivity and affordable computer software and hardware. Guided by the shared philosophy that, if it can be imagined, it can be made, makers are popping up everywhere. They are do-it-yourself global entrepreneurs, scientists, artists, craftspeople, and inventors. In 2006, the first Maker Faires (yes, they use the Middle English “e” to give it that geeky panache; it’s also the French word for “to do” or “to make”) were organized so people could demonstrate their inventions, prototypes, and other creations, whimsical or practical, and otherwise learn from each other and delight in human inventiveness. The faires have been described as “the world’s greatest show (and tell)” — attracting hundreds of thousands of people annually. In 2013, there were 60 Maker Faires worldwide. Meanwhile, an increasing number of successful websites are dedicated to the movement. Etsy (www.etsy.com), for instance, has more than a million artisans selling their wares to the world. Crowdfunding websites like Kickstarter also make it possible to get funding for larger self-starter projects. A recent article in The Economist described the movement as the “third industrial revolution,” focusing particularly on the rise of customized, small-batch manufacturing.

In education, the maker movement owes much of its impetus to the professionals at MIT’s Fab Lab, Stanford’s FabLab@School program, Make Media, The Maker Education Initiative, and other educational institutions with fabrication labs on their campuses. A fab lab is a low-cost digital workshop equipped with 3D scanners, computer controlled laser cutters, milling machines, and other equipment that allow users to build most anything. These labs, previously only found at elite engineering schools, are now popping up in urban settings as membership-supported maker spaces, as well as in innovative public libraries and a fast growing number of public and private schools — including Marymount School (New York), Castilleja School (California), and Hillbrook School (California) where I work.

Other schools are undertaking similar efforts, focusing on the infusion of design thinking and, more generally, problem solving and experiential learning into the curriculum.

“Making,” in education, refers to any form of construction that allows students to exercise their creative license to invent things. The making can involve analog and/or digital tools. It can be done in art, science, humanities, math, or any other subject, given the correct supplies. By its very nature, it employs the constructionist approach to learning, allowing each child the opportunity to construct new knowledge and skills while literally designing and building a physical object or digital entity.

The movement is predicated on the belief that students learn best when the learning is self-directed, when it arises from genuine interests, concerns, and questions. Educator Gary Stager sums up the maker philosophy succinctly: “Less us, more them.”

For students who learn through the making of things, the reward shifts from the successful demonstration of learned facts (i.e., tests, essays, lab reports) to the joy and earned wisdom experienced through exploration and discovery. Growing evidence indicates that this process provides students with a deeper understanding of the way things work, as well as a stronger sense of purpose and autonomy. It builds confidence, fosters creativity, and sparks a deep interest in learning."
christaflores  2014  making  education  democracy  learning  howwelearn  divergentthinking  convergentthinking  passfail  self-assessment  assessment  self-directed  self-directedlearning  empowerment  optimism  garystager  sylviamartinez 
november 2014 by robertogreco
Blue Man Group @ CNN's The Next List - YouTube
"Matt Goldman, Chris Wink, and Phil Stanton are best known for originating the international entertainment phenomenon, Blue Man Group. They founded Blue School with their wives as a parent-run playgroup in 2006 in answer to their struggles of finding an institution that celebrated curiosity, creativity, and a sense of adventure for their own children.

Since then, the founders have grown the concept exponentially, engaging a number of respected professionals on their advisory board including Sir Ken Robinson, an educational reform advocate, David Rockwell, a renowned architect who built the Imagination Playground, and Dan Siegel, a neuroscientist, among others.

Blue School's foundation is based in part on utilizing a "co-constructive approach" to learning in which the students have a hand in directing and developing their own curriculum through inquiry and exploration.

As a lab school, Blue School is blazing a trail in education and plans to encourage further innovation through…"
experimentation  divergentthinking  children  constructivism  co-construction  play  dansiegal  interdisciplinary  student-centered  emergentcurriculum  curriculum  teaching  philstanton  chriswink  mattgoldman  curiosity  learning  inquiry  2012  creativity  innovation  kenrobinson  progressive  nyc  blueschool  education  schools  failure  risk  from delicious
april 2012 by robertogreco
danah boyd | apophenia » The Unintended Consequences of Obsessing Over Consequences (or why to support youth risk-taking) ["As I get older, I’m painfully aware of my brain getting more ‘conservative’ (not in a political sense)."]
"I’m worried about our societal assumption that risk-taking without thinking of the consequences is an inherently bad thing. We need some radical thinking to solve many of the world’s biggest problems. And I don’t believe that it’s so easy to separate out what adults perceive as ‘good’ risk-taking from what they think is ‘bad’ risk-taking. But how many brilliant minds will we destroy by punishing their radical acts of defying authority? How many brilliant minds will we destroy by punishing them for ‘being stupid’? It’s easy to get caught up in a binary of ‘right’ and ‘wrong’ when all that you can think about is the consequences. But change has never happened when people simply play by the rules. You have to break the rules to create a better society. And I don’t think that it’s easy to do this when you’re always thinking about the consequences of your actions."
teens  creativity  youth  danahboyd  unintendedconsequences  risktaking  risk  learning  innovation  rulebreaking  rules  rulefollowing  adolescence  brain  conservatism  radicalism  anarchism  2011  lcproject  unschooling  deschooling  divergentthinking  criticalthinking  problemsolving  tcsnmy  parenting  schools  education  consequences  mindset  age  aging  from delicious
july 2011 by robertogreco
In Praise Of Vagueness | Wired Science | Wired.com
"Vagueness is hard to defend. To be vague is to be imprecise, unclear, ambiguous. In an age that worships precise information, vagueness feels like willfull laziness.

And yet, as William James pointed out, vagueness is not without virtues. Sometimes, precision is dangerous, a closed door keeping us from imagining new possibilities. Vagueness is that door flung wide open, a reminder that we don’t yet know the answer, that we might still get better, that we have yet to fail."
jonahlehrer  2011  uncertainty  vagueness  problemsolving  precision  goals  goal-setting  performance  motivation  divergentthinking  from delicious
july 2011 by robertogreco
Bassett Blog 2011/07: Board Composition, Part One: Diversity and Boards
"Page, in his writings and on the lecture circuit, notes that Nobel prizes are typically now won by teams, not individuals, because we can now have a collective brain. And winning combinations occur with a mixture of talent and reference frames. This is why diversity brings better performance. In fact, diversity trumps ability in groups: That is to say, a diverse group with a cross section of IQs as it is traditionally measured will outperform a homogeneous group of high IQs, because innovation and divergent thinking emerge in recombination. One caveat: The value of diversity to problem-solving is dependent upon the extent of collaboration and teaming. Sharing ideas, not conforming to consensus, is what brings value. Ideally, it’s the combination of talent and difference that produces results. In human ecosystems, that combination turns out often to be harder but better."
scottpage  patbassett  diversity  tcsnmy  boardmembers  complexity  systems  collaboration  teams  2011  humanecosystems  innovation  divergentthinking  problemsolving  sharing  from delicious
july 2011 by robertogreco
Noreena Hertz: How to use experts -- and when not to | Video on TED.com
"We make important decisions every day -- and we often rely on experts to help us decide. But, says economist Noreena Hertz, relying too much on experts can be limiting and even dangerous. She calls for us to start democratizing expertise -- to listen not only to "surgeons and CEOs, but also to shop staff.""
experts  specialization  specialists  tunnelvision  generalists  listening  patternrecognition  decisionmaking  ted  noreenahertz  economics  infooverload  confusion  certainty  uncertainty  democratization  blackswans  influence  blindlyfollowing  confidence  unschooling  deschooling  trust  openminded  echochambers  complexity  nuance  truth  persuasion  carelessness  paradigmshifts  change  gamechanging  criticalthinking  learning  problemsolving  independence  risktaking  persistence  self-advocacy  education  progress  manageddissent  divergentthinking  dissent  democracy  disagreement  discord  difference  espertise  from delicious
february 2011 by robertogreco
YouTube - RSA Animate - Changing Education Paradigms
"This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award."
education  kenrobinson  learning  videos  rsaanimate  rsa  unschooling  deschooling  reform  schools  schooling  schooliness  standardizedtesting  standards  standardization  divergentthinking  creativity  arts  gamechanging  innovation  economics  drugs  add  adhd  ritalin  children  parenting  from delicious
october 2010 by robertogreco

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