Build, Create & Innovate: Expanding Access to Maker Programs Access to Maker Programs_… ·...

Build, Create & Innovate:

Expanding Access to Maker Programs

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Part 1: Intro to Maker Culture

Part 2: Engaging Youth Through

Making

Part 3: Expanding Access to Maker

Programs

Architecture Web Coding Mechanics Fashion Design Physics

Music Arts & Crafts Engineering Photography Botany

Journalism Gardening Drawing Mathematics Sculpture

Problem-Solving

Creativity

Collaboration

Innovation

Critical Thinking

Expanding Access in

Rural Areas

The Role of State

Government

Where do we go from here?

Museums & Science Centers as Community

Connectors

David Wells Manager of Creative Making & Learning New York Hall of Science

Erica Compton Project Coordinator

Idaho Commission for Libraries

Johannes Troost Education Programs Consultant California Department of Education

David Wells

Manager of C

reative Making &

Learning

Maker Space

[email protected]

Informal Learning Spaces (Museums, Science Centers etc)

+

Community

=

AWESOMENESS!

Micro

Community

Macro Community

Sharing Organizational Resources

The Benefits of…

World Maker Faire

Science Fair

County Fair

Tech Enthusiasts

Crafters

Educators

Engineers

makerspace.nysci.org

Erica Compton, Idaho Commission for Libraries

Expanding Access in Rural Areas

The Library’s Role

Building Interest

Provide opportunities to immerse in a hands-on, inquiry-based environment.

Early Engagement + Sustained Opportunities = Success in STEAM fields

Make It at the Library

The Basics

Training Collaboration

On-Going Support

Kits & Materials Evaluation Tools Social Media Outlets

Our Building Blocks – Cool Tools

FISCHERTECHNI

K®

PCS EDVENTURES

ROBOTICS

RECYCLED

OBJECTS

ELECTRONICS KITS

Soldering basics

3D Printing and Design

November 2013 3D Design 3D Printer Setup and Care

Training is KEY!

• Foundational work • Phased-in slowly • Responsive to needs

• Hands-on with real tools • Relevant to outcomes • Exploration time

And Builds Support

Bridge Challenge Taught Structural Engineering & Critical Thinking

Fischertechnik ® Carnival Ride Explores Force & Gravity

Formal Programs

LEGO® Pinball Machines Use Levers

Zhu-Zhu Pet Battles Involved Problem Solving

Life-Size Angry Birds Fosters Creativity!

Stealth Programs

Write your name in Braille using bricks…

Build a hedgehog!

Challenge: Build model, snap a picture, post information, enter to win!

Evaluation

• Pre & post survey for participants – Skill acquisition, attitudinal and

behavioral changes • Reports from libraries

– Program details, attendance, partnerships, marketing, attitudinal changes, space planning, next steps

Challenges

• Staff gained confidence • Encouraged new thinking about:

– Space – Collections – Programming

High Points

• Branch libraries on board • National attention • Positive feedback

Lessons Learned

• Relevant training is key • Ongoing communication facilitates growth • Flexibility is essential • Unconventional ideas welcomed…and needed • Prepare to adapt!

• Facebook: www.facebook.com/MakeItIdaho • Website: libraries.idaho.gov/make-it-idaho • Presentations:

– American Library Association annual conference – Pacific Northwest Library Association conference – Idaho Library Association conference – Association for Small & Rural Libraries conference – Afterschool Alliance webinar – Innovation in U.S. Libraries video conference – Paris, France

Spreading the Word

• Open opportunity to new libraries • Continue evaluation process

What’s Next

YEAR TWO • Dedicated spaces • Expand to branch libraries

CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction

Tom Torlakson State Superintendent of Public Instruction

The Role of State Government

California’s Expanded Learning

Program Demographics


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California’s Demographics

• 6,200,000 students

• 9,997 schools

• 6,801 schools with 40% or

more students Free or

Reduced Price Meal Eligible


Student Enrollment by Ethnicity

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Ethnicity Number of Students Percent of Total EnrollmentHispanic or Latino of Any Race 3,282,105 52.71%American Indian or Alaska Native, Not Hispanic 40,414 0.65%Asian, Not Hispanic 536,970 8.62%Pacific Islander, Not Hispanic 33,958 0.55%Filipino, Not Hispanic 154,891 2.49%African American, Not Hispanic 394,695 6.34%White, Not Hispanic 1,589,393 25.52%Two or More Races 149,806 2.41%None Reported 44,757 0.72%Total 6,226,989 100.00%


California’s Afterschool Programs

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Students Schools State ASES Federal 21st CCLC Total FundsElementary 362,544 3,160 400,080,296$ 38,326,933$ 438,407,230$ Middle 45,817 1,066 141,471,703$ 16,494,254$ 157,965,956$ High School 30,517 249 150,000$ 64,586,037$ 64,736,037$ Total: 438,878 4,475 541,701,999$ 119,407,224$ 661,109,223$


After School Division Vision Statement

“California’s Expanded Learning programs are an integral part of

young people’s education, engaging them in year-round learning

opportunities that prepare them for college, career, and life.”

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Importance of integrating making

into both formal and informal education


• High quality making activities exemplify all the LIAS learning principles

• They engage youth • They are by nature project based

learning • They integrate with and develop

the “habits of the mind” of the Common Core State Standards

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Tom Torlakson State Superintendent of Public Instruction • They are by nature STEM related

• They can be aligned with the Next Generation of Science Standards

• They appeal to a broad array of stakeholders

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What is the CDE currently doing to help support the maker movement?


CDE and Making

• History • Project goal • Partners • Current Status

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California Maker Expanded Learning

Partnership • CDE After School Programs

Division • MakerEd • Exploratorium of San Francisco • California Science Workshop • California Afterschool Network • CSLNet

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Tom Torlakson State Superintendent of Public Instruction What types of strategies are still

needed to expand access to quality maker educational opportunities

(both in and out of school)?

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Opportunities • STEM related teachers and their

associations • Career Technical Education and

Partnership Academies • Common Core training • California’s Local Control Funding

Formula

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• Continue to crosswalk maker/tinker activities

• Align maker/tinker activities to support school day subject matter and concepts; engage regular day teachers in the alignment process

• Promote LIAS learning principles;

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Focus on Implementation

• Deeper understanding of implementing making in expanded learning and the regular school day

• What approaches work most effectively?

• What cost models are sustainable?

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