Over the last several weeks, our digital leaders and I have been working together to plan for and create a makerspace in school.  We have already selected a room that will be the makerspace – the current Reading Room.

We just need to move the books out of this room and into our Staff Development Office, then finally, move the necessary materials and resources in!  Before getting started with this endeavour, I’m sharing my notes here about what a makerspace is, why they exist and how to create them:

What is a Makerspace?

A makerspace is a unique, multipurpose learning environment that encourages tinkering, play and open-ended exploration.  Such activities demand an enquiry-based approach, and they epitomise what progressive education is all about.  The central idea to a makerspace is that children learn by doing.

The only thing that is required of a makerspace is a room with appropriate materials and resources, to encourage learners to make.  From the outset, it is important not to limit students to STEAM (Science, Technology, Engineering, Art, Maths) projects alone.  The idea that a Makerspace is just for STEAM classes is a common misconception.  Making can be anything to anyone.  I particularly like, for example, the slogan from littleBits: “Make something that does something.”

Why use a Makerspace?

Pedagogically speaking, the whole maker movement is underpinned by the idea of “constructionism”, which has been coined by Seymour Papert, and it’s a similar-sounding term to constructivism.  Where constructivism is a well-established theory of learning indicating that people actively construct new knowledge by combining their experiences with what they already know, constructionism takes things a step further.  Although the learning happens inside the learner’s head, Papert’s constructionism states that this happens most reliably when the learner is engaged in a personally meaningful activity outside of their head that makes the learning real and shareable.

According to Sylvia Martinez and Gary Stager (2013), authors of Invent to Learn:

‘This shareable activity may take the form of a robot, musical composition, poem, conversation, or new hypothesis… This is much more than “hands-on” learning.  The meaningful part of constructionism is not just touchy-feely new age language.  It acknowledges that the power of making something comes from a question or an impulse that the learner has, and is not imposed from the outside… We seek to liberate learners from their dependency on being taught.’    

By creating a makerspace, students are given the opportunity to take ownership of their own learning as they explore their own passions.  Nevertheless, it is still possible to teach basic skills, then flip your makerspace, so that students can innovate and build on what they have learnt.  In this way, makerspaces are a fantastic way to bring creativity into learning and support deeper learning.  Makerspaces are also the perfect environments in which to challenge students, to try to solve problems in new ways.  These challenges can be created by either teachers or students.  What is particularly exciting about makerspaces, is how they can impact lessons, as teachers can become more innovative owing to the new tools available.

How do we Plan for a Makerspace?

Simon Sinek’s book, Start With Why, talks about the importance of knowing your why: the purpose, cause or belief that inspires you to do what you do.  This is as important to keep in mind when designing a makerspace as just about any other venture.  According to Laura Fleming, author of The Kickstart Guide to Making Great Makerspaces, great makerspaces begin with a vision for driving their space.  Providing our digital leaders with post-its, I asked them to first begin writing down what core values our makerspace should have:

After much discussion, we settled on:

– Learning, Resilience & Teamwork

To keep things simple and child-friendly, these makerspace core values also form our overarching vision statement.  Watch this space – more to come in Part 2!

In the meantime, Laura Fleming notes the following free apps, which are great to use for BYOD as a portable digital toolbox for students:

– iHandy Level

– Ruler App + Photo Ruler

– Protractor

– PadCAD Lite

Web 2.0 technology just refers to online tools that enable students and teachers to share and collaborate user-generated content with others. Using Web 2.0 technologies effectively in the classroom promotes learning through a social constructivist model.

I provide here a list of my top 10 Web 2.0 applications, which can facilitate teaching and learning across the curriculum:

Add Subtitles – Ssemble is an easy-to-use online video editor. And it has a AI-powered Subtitle Generating feature, giving users the advantage of auto-generating subtitles and customizing their style to best fit their content.

Animoto – this tool helps you to create professional looking slide shows.  All you need to do is attach some photos and add background music.

Bubbl.us – enables the user to create mind-maps that can then be embedded online.

Classtools – specifically one for teachers, this website provides you with templates, countdown timers and other tools that can be used in class.  The random name generator enables you to enter the names of your class, click the fruit machine and it will randomly scroll through and select a name from the list.

FlexClip – a simple but powerful web-based video maker that helps you create videos for any purpose.  There is no download, or registration required.  You can choose from a wide range of pre-made video templates, photos, and music.  I especially appreciate the clean storyboard that allows you to easily trim video, insert text  add music and record the screen with just a few clicks.

Motionbox – this is a free online video creation tool that allows people to easily create beautiful videos with a single click, Add Subtitles, Trim Audio, Crop Video, YouTube to MP3 and Resize Gifs.

News on Atlas – this has been one of my ongoing projects.  By providing multiple news feeds, which are embedded into an atlas template, the purpose of News on Atlas is to help build students’ news literacy skills and international awareness.

Padlet – this is like a giant noticeboard and allows learners to write a short message on the ‘wall’ for others to see.  These messages can then be moved around just like Post-it notes, and just like Google Docs, learners can collaborate on the same project together.

Prezi – this tool creates animated presentations and can help both the teacher and learner to focus on the key points.

Screencast-o-matic – I use this regularly to create online tutorials.  This tool lets you record anything on your screen.  It also lets you upload PowerPoints, so that you can provide audio narration.

TedEd – there are thousands of lessons that you can customise with your own questions and resources on TedEd.  You can use videos from YouTube and then use TedEd to add your own written material.  This is one way of doing a flipped classroom.

Wordle – allows users to enter huge chunks of text, which is then summarised by the most popular word.

Voki – this tool enables you to create talking avatars (characters).  Everything about the avatar that you create can then be edited.  You can attach spoken text for your avatar or record your own voice.  Either way, this is a great tool for helping with language development.

The list here is not exhaustive, as there are literally hundreds of fantastic Web 2.0 apps out there.  In order to meet statutory requirements though, and to allow students to develop their ICT skills more extensively, the Computing curriculum should be integrated throughout the school, not just discretely (in the ICT lab).  Making use of Web 2.0 apps can be an effective way of doing this because it means that we are teaching children more aspects of ICT, and this puts them in good stead to function well in our increasingly connected and digitalised world.

Google Docs is an online word processor and one of Google’s free suite of tools, which many students and teachers all over the world now use.  My experience with Google Docs is that it makes a very significant contribution to social constructivist learning.  Social constructivism is the idea that learners construct their own mental models, and these models develop through collaboration with others.

The concept of social constructivism began from the work of psychologists, namely Lev Vygotsky and Jerome Bruner.  Vygotsky came up with the idea he referred to as the ‘zone of proximal development’ – the notion that there is an area of activity just a little bit beyond what a child can already do – it is what they can do with help.  Bruner gave educators the analogy of ‘scaffolding’ the new skills that the child was learning, by providing support and guidance to get to the next point.

Google Docs not only makes these elements of social constructivism possible, but it actively promotes this type of pedagogy.  One of the most important benefits of Google Docs is that documents can be shared, which means several users can work on the same document from different computers – synchronously or asynchronously.  In my experience, this gives a feeling of shared ownership and collaborative effort, helping to increase student motivation.  The document below is an example of a 4th grade group project in which groups of three students work as a team to research and answer the following questions about oil.

It’s easy to see what each individual student contributes to a document like this because Google Docs assigns every contributor a unique colour. My advice though, would be to keep the groups working on the same document small.  You don’t really want too many students working on the same document because it does become difficult to disentangle who has made which changes, and as with any online collaborative tool, it simply becomes more of a challenge to coordinate who should be doing what.

In small online working groups, it’s also easier to keep track of different comments made on the work by others.  This brings another benefit of Google docs documents, which is the ability to add comments on the side of the work.  To insert a comment, highlight the text, then choose Insert a Comment under the Insert Menu.  You just highlight some text in the body of the document and the comment will appear on the right side of the page. It’s basically a digital post-it note on the side of your document.  Click on any comment and watch the highlighted text in the document change colour to quickly pinpoint the suggested revision. Comments are clever and they disappear after the issue has been addressed by the author so students feel a sense of accomplishment as they work their way through the suggestions of their peers.  I would also say that students are more likely to revisit their work if they know someone else will be commenting on it.

This feature of comments can be particularly good for documents shared just between a teacher and student – the teacher can use the comments to bring the student’s attention to mistakes, and to facilitate a form of scaffold questions to improve the student’s writing.

The comments also remove barriers between writers and further creates a sense of class community.  In addition, Docs provide support for collaboration in real time so students and teachers can have a virtual mini-conference about the work in front of them from any location if the timing is right.  This can be done by instant messaging chat, in which users shared into the document can chat synchronously about their project.  By adding this synchronous communication medium into the tool, it also gives a feeling of social presence, which adds to student engagement.

These features of Google Docs gives rise to what I consider to be the most valuable of all pedagogical benefits – small group work.  By producing the conditions of small group work, concepts, skills and attitudes such as cooperation, collaboration and rational argument can be developed. Exploring and valuing the contributions of others is excellent preparation for life in a culturually diverse society.  According to the ideas of Brown, Barnfield & Stone (1990), small group work can lead to:

– a secure environment that some less confident students need in order to express their ideas;

– some children accepting responsibility to help others;

– full involvement of all the children in the task;

– children recognising the contributions of others as important as their own; and,

– children being able to recognise the individuality of others.

Small group work that is faciliated through the use of Google Docs naturally leads students to pool their ideas, listen to each other and to have respect for each person’s contributions to the work of the group.

When students are at the planning stage of an assignment, they can use the Word Art feature (as shown below) to make mind maps and do collaborative brainstorming.  The asynchronous nature of digital brainstorming sessions provides all students with an opportunity to contribute, unlike traditional brainstorming sessions which encourage contributions from the “quick thinkers” in the room. Students can use shapes, arrows, text, and imported images to build a visual map for any task. Again, the revision history uses colours to highlight and track changes to the Google Doc, making it easy to see what each student has contributed to the big picture.

Another big advantage for students and teachers is the use of templates.  You can provide students with a starting point for digital writing by creating templates. This saves time and guides the learning by giving students a consistent page format which can include links, images and directions, all helping to jump start the learning. All you have to do is just create a Google Doc and then save it as a template. Students can pick up a copy of a template and instantly store it in their own list of Google Docs.  The Google Sheet below is a brilliant example of a template for a maths project in which students need to complete the information about regular polygons.

As you would expect for a word processing tool, there is a built in smart spell-checking system that identifies spelling errors as you type. There is also a context-sensitive grammar checker, which can make appropriate suggestions for corrections. While Word uses color coding to make distinctions between spelling and grammar errors, Google sticks with one colour (a red wiggly line), but the suggestion box offers smart and appropriate suggestions.  There is also a built-in dictionary and thesaurus, allowing learners to look up words without leaving the document.

This is a video I made to summarise some of the benefits of Google Docs:

Google Docs at a Glance:

• Google Docs enables the creating, uploading and storing of documents
• It facilitates collaboration with others in real-time or asynchronously
• It is a free tool available anytime anywhere
• There is no worry of losing your work because it is continually and automatically saved
• There are many useful features for teachers and students, for example:
• Word Art facilitates collaborative brainstorming
• Templates save teachers time and help guide students’ learning
• There is a Smart Spell Checker with Grammar Support
• And, there are Integrated Reference Tools, which are ideal for research

Remember though, to get the best out of Google docs, you and your students need to:

• Have a google account and reliable high speed Internet access
• Use folders to keep documents organised and easily accessible
• Keep student online working groups small – especially important for the editing of documents and discussions
• Finally, think carefully through the levels of sharing – what roles do you want your students to have for specific documents and folders? When should your students be editors, viewers, or commenters?

References:

Brown, Barnfield & Stone, 1990, ‘Working toward social justice’ in A Spanner in the Works

Last year I completed my MA in Digital Technologies, Communication & Education with the University of Manchester.  Living in El Salvador had made it necessary to study this course by distance, and I was very satisfied with the guidance, course materials and teaching that I received online.  As a result, I enjoyed the whole course from start to finish, as it was challenging and kept me engaged all the way through.  I credit much of the success of this course to be down to the right combination of asynchronous communication, in which students are separated by time and space, and also synchronous communication, in which students can participate simultaneously.

Using Google Docs and Google Hangout, I discussed with two of my fellow students, Susan Johnson and Nick Kiley, who were based in Ireland and Latvia respectively, what is the best approach to delivering a distance learning course.  Together we wrote a Paper titled, The Best Combination of Asynchronous & Synchronous Communication.  I include an abridged version of our Paper below:   

The primary purpose of any online communication tool for education is to provide a means of discussion and collaboration between participants, thereby enabling the sharing of knowledge. For Vygotsky (1962), discussion and collaboration are fundamental to learning because the act of articulating an idea is itself a contribution to what it means to know that idea – this has formed the basis of an approach that is now referred to as “social constructivism” (Laurillard, 2012, p. 49). Swan (2005) summarises the importance of social constructivism for online practices by making the suggestion that “learning is essentially a social activity, [and] that meaning is constructed through communication, collaborative activity, and interactions with others” (p. 5).

Both synchronous and asynchronous tools can serve to promote an exchange of ideas between participants.  However, the nature of the ideas exchanged varies according to the communication tool used.  Synchronous communication brings a much greater level of social presence onto an online course, which helps to maintain student motivation and engagement.  Asynchronous communication on the other hand, by having a time lag between responses and thus allowing thinking time, can facilitate deeper understanding of the subject matter.  By combining the two modes of communication in the right way therefore the benefits of both modes can be maximised, and the potential pitfalls minimised.

In order to strike the best balance in the complementation of these two distinct modes of communication, my peers and I came up with a sequence to follow for when to use the different modes of communication.  This is because we believe that the best way to combine synchronous and asynchronous communication tools to maximise student learning should be determined according to the stage in which learners find themselves on an online programme.

[embeddoc url=”https://technologyforlearners.com/wp-content/uploads/2015/05/The-Best-Way-to-Combine-Asynchronous-Synchronous-Communication.docx”]

Without conducting research to test our hypothesis, it can be argued that, although rooted in a review of relevant literature, the effectiveness of the above outline is based on conjecture. However, the outline attempts to establish a sequence that most effectively balances the positive and negative features of synchronous and asynchronous communication, to determine the best way to combine these modes.

At the beginning of an online learning programme, the first type of interaction between participants should be synchronous in the form of a video chat in order that faces can be put to names and to enable a learning community to be created.  After this stage, we suggest that the subsequent progressive stages should alternate from asynchronous to synchronous communication and then back again.  The asynchronous communication, be it in the form of discussion boards, emails, or wikis all serve to afford the learner time to process information in which to plan, coordinate and share ideas with others.  Intermittently, synchronous communication should be used, which by this stage can be video chat again or an instant messaging tool.  This type of communication then offers the benefits of immediacy for the learner, enabling the learner to collaborate in real-time and therefore receive instant feedback from the instructor and peers.  When used in this way, synchronous communication also helps to maintain learner engagement and motivation by maintaining a sense of social presence, which can be particularly important for many learners.

We acknowledge that flexibility needs to be afforded to online learners, due to the diverse range of personality types that come onto a course, ranging on a spectrum of extroverts to introverts. Given the myriad of different factors then that can affect a learner’s preference for either synchronous or asynchronous communication, as well as the apparent benefits of combining both, it is our conclusion that following the sequencing pattern presented in this paper is the best way to combine asynchronous and synchronous tools, in order to encourage collaboration, cognitive processing, and engagement – and therefore maximise student learning.