Image: http://wedgedetroit.com/project/mt-elliott-makerspace/

Instructions:

1. Click on the picture in the grid and press delete.

2. Now click Insert | Picture | Insert from File to insert your own picture.

3. Set the picture wrap to In Line With Text.

3. Crop the picture as necessary using Word’s Picture Tools. Ensure the picture fills the grid. Any part of the picture extending beyond the grid will not be displayed in your document. Resize the picture using the corner handle to ensure your picture stays in proportion.

4. Press Close Picture or click the X at the top right of your Word screen to update and return to your document

4 June, 2014

Andrew HiskensManager, Learning Services

The space to make: setting a context

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Road map or treasure map?

Image: http://en.wikipedia.org/wiki/File:Measuring_azimuth_with_a_compass.png

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Making…

Image: Kevin McDonnell CC BY-NC-ND 2.0 https://flic.kr/p/y9d8z

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…and identity

Image: Kevin McDonnell CC BY-NC-ND 2.0 https://flic.kr/p/y9ewL

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Circles

Image: @BenjaminHamley at the 2014 Museums Australia Conference pic.twitter.com/aKgI606UMM

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Circles (part 2)

creativity

technology

culture

learning

makerspaces

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Creativity…

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Martin Westwell on creativity (in the workplace)

• clearly articulate the task• exemplify• motivate• maintain focus• reduce interruptions• give feedback• encourage self-evaluation

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Martin Westwell on creativity (in the workplace)

• Don’t clearly articulate the task• exemplify• motivate• maintain focus• reduce interruptions• give feedback• encourage self-evaluation

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Martin Westwell on creativity (in the workplace)

• Don’t clearly articulate the task• Don’t exemplify• motivate• maintain focus• reduce interruptions• give feedback• encourage self-evaluation

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Martin Westwell on creativity (in the workplace)

• Don’t clearly articulate the task• Don’t exemplify• Don’t motivate• maintain focus• reduce interruptions• give feedback• encourage self-evaluation

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Martin Westwell on creativity (in the workplace)

• Don’t clearly articulate the task• Don’t exemplify• Don’t motivate• Don’t maintain focus• reduce interruptions• give feedback• encourage self-evaluation

P–13

Martin Westwell on creativity (in the workplace)

• Don’t clearly articulate the task• Don’t exemplify• Don’t motivate• Don’t maintain focus• Don’t reduce interruptions• give feedback• encourage self-evaluation

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Martin Westwell on creativity (in the workplace)

• Don’t clearly articulate the task• Don’t exemplify• Don’t motivate• Don’t maintain focus• Don’t reduce interruptions• Don’t give feedback• encourage self-evaluation

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Martin Westwell on creativity (in the workplace)

• Don’t clearly articulate the task• Don’t exemplify• Don’t motivate• Don’t maintain focus• Don’t reduce interruptions• Don’t give feedback• Don’t encourage self-evaluation

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Learning…

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OECD

Formal learning is “always organised and structured, and has learning objectives. From the learner’s standpoint, it is always intentional...”

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OECD

Informal learning is “never organised, [it] has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint…”

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OECD

Non-formal learning is “organised and can have learning objectives…”

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Stephen Heppell - best learning experiences

• active - doing something• doing it with others• a sense of personal progress• a guide / coach / teacher• a difficult task achieved• there was an audience• a sense of "got there early"• a feel for others' progress• some passion• a little eccentricity

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Jean Lave and Etienne Wenger - Situated Learning

“communities of interest…”

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Technology…

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Gartner Hype Cycle

Image: http://en.wikipedia.org/wiki/File:Gartner_Hype_Cycle.svg

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Disruptive Innovation - Clayton Christensen

Image: http://en.wikipedia.org/wiki/File:Disruptivetechnology.gif

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Mark Prensky

“Verbs are the skills that students need to learn, practice, and master.”

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Mark Prensky

“Nouns, on the other hand, are the tools students use to learn to do, or practice, the verbs.”

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Culture…

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Clay Shirky

Image: http://images.barnesandnoble.com/pImages/bn-review/2010/0531/CognitiveSurplus_AF.jpg

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Mimi Ito - three-year ethnographic investigation

Image: http://mitpress.mit.edu/sites/default/files/imagecache/booklist_node/9780262518543.jpg

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Value proposition/s…

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Value proposition/s – public

• access to technology you can't (yet) afford to buy... managing/redressing resource scarcity is a traditional library role

• learning/growing not formal

ie informal and non-formal cf OECD definitions

the experience of learning metacognition

• individual/social experience community/ies of interest

• 3 step process hanging out, messing around, geeking out…

• what it says about me...• what it says about us...

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Value proposition/s – the library itself

• learning/growing with its community• playing/experimenting with the role of the library• embracing change

...and seen to be doing so

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Value proposition/s – funder/s and stakeholders

• future focussed• future skills for the community• cool - and that rubs off...• embracing change

...and seen to be doing so

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John Seely Brown on making

“something you begin to feel in your hands as much as your mind”

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Bibliography

• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge Univ. Pr.

• Christensen, C. M. (1997). The innovator's dilemma: When new technologies cause great firms to fail. Boston, MA: Harvard Business School Press.

• Eaton, S. (2010). Formal, non-formal and informal learning: What are the differences? Literacy, languages and leadership, viewed 30 May 2014, <http://drsaraheaton.wordpress.com/2010/12/31/formal-non-formal-and-informal-learning-what-are-the-differences/>

• Edutopia, John Seely Brown on Motivating Learners (Big Thinkers Series), viewed 27 May 2014, <http://www.edutopia.org/john-seely-brown-motivating-learners-video>

• Hepple Net, Best Learning Experiences, viewed 30 May 2014, <http://rubble.heppell.net/archive/best_learning/>

• Ito , M. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT Press

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Bibliography

• OECD. (n.d.), Recognition of non-formal and informal learning, OECD, viewed 30 May 2014, <http://www.oecd.org/edu/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm>

• Mark Prensky, Verbs and Nouns, viewed 27 May 2014, <http://marcprensky.com/verbs-and-nouns/>

• Shirky, C. (2010). Cognitive surplus: Creativity and generosity in a connected age. New York: Penguin Press.

• Westwell, M, Creativity - presentation given at education.au conference, no longer published online, but a copy is available at <https://www.evernote.com/shard/s4/sh/814fd8d0-5273-4ec2-bb41-bf7f922ca8cf/8051f39414930562b2e05a50dc9b5b70>

• Wikipedia, Hype Cycle, viewed 30 May 2014, <http://en.wikipedia.org/wiki/Hype_cycle>