• Making in the Classroom

    Learning through Making is not new. It is deeply rooted in and driven by social constructivist learning pedagogies and practices going back to Dewey, Montessori, Vygotsky, Piaget, Freire, Papert, and others. On the other hand, emerging global trends such as a quest for authenticity, ubiquitous access to tools, and social networking platforms are driving the Maker Movement around the world. This strand is for educators who want to develop understanding and practices for learning through Making in their classrooms.


    In this strand, participants will:

    • Develop an understanding of pedagogies and global trends driving Making

    • Learn to foster Maker mindsets and grow a Maker Culture at their school

    • Experience learning through Making & Prototyping

    • Assess and reflect on their own learning through Making

    • Create a prototyping lesson for their classroom
  • Programming

    In the mid-1960s, Seymour Papert asked, “Does the computer program the child or does the child program the computer.” Programming is a way of thinking, Making and experiencing the world. Beyond vocational benefits, computer programming gives young people agency and power in an increasingly complex technologically sophisticated world. Programming is also fundamental to engineering, science, and making sense of data. It also mirrors the writing process.


    In this strand, participants will:

    • Develop an understanding of the core concepts of programming and their applications

    • Learn how programming can be used to increase students’ engagement

    • Explore how programming affects real-world machines and automates tasks

    • Create a lesson to use in their classrooms
  • Image Credit: http://www.hfli.org/home/programs/design-thinking

    Design Thinking

    Design Thinking is a process used in a variety of fields to address and solve problems through Making new communications, new interactions, new artifacts, and new environments. At a deeper level, Design thinking triggers learners to think about others and learn through problem finding and solving. Through Design Thinking students develop:

    • The ability to see whole situations

    • The passion to make their ideas come alive

    • A willingness to take risks when the outcomes are unknown

    • The capacity to explore all of the senses for possible solutions

    • Empathy for others (Michlewski, 2015)


    In this strand, participants will:

    • Learn about Design Thinking through Making

    • See how students are learning to change the world using design thinking

    • Learn about the value of failure for learning through Making

    • Experience how design thinking can drive inquiry and interdisciplinary learning
    (Image Credit: http://www.hfli.org/home/programs/design-thinking)
  • Wearable Technology

    Moore’s Law observes that the number of transistors in an integrated circuit doubles approximately every two years. We’re now at the point where these tiny circuits can fit into our clothes and other wearable objects. This is transforming the way we use technology and experience everyday life. This course will take participants on a journey through a design process to create wearable interactive devices.


    In this strand, participants will:

    • Design and make wearable prototypes that use circuits to solve problems

    • Learn about e-textiles and smart materials that transform fabrics and thread into sensors, buttons, and electronic components

    • Design, stitch, and maybe even code a piece of wearable circuitry

    • Create a lesson that can be immediately used in the classroom