Day Four
Designing for Learning KSABs
Designing for Learning KSABs
Today, we're going to begin to focus on designing for learning. Sparking creativity and imagination helps drive free-form making and innovative solutions to design challenges. Making can also encourage deep learning if thoughtfully planned and designed.
FOR CLASS FOUR READ:
Riley's Making Art with Digital Technology in Meaningful Making 2
Fernandez's Strategies to Foster Creativity in Classrooms in Meaningful Making 2
How do we design creativity activities with learning in mind?
How does agency come into play with education?
Where do standards and objectives come into play?
How much should standards and objectives come into play?
If students/participants are having fun, do we really know if they're learning?
Consider goals/purpose - learning/tinkering/demonstrating/playing
Identify relevant and essential standards/KSABs/models/competencies
Create activities aligned to goals/purpose AND relevant and essential standards/KSABs/models/competencies
Identify HOW students will demonstrate and represent what they've done in the space based on goals/purpose
Initiative
Creativity
Flexibility
Leadership
Productivity
Collaboration
Communication
Critical Thinking
Appropriation - remixing
Distributed cognition- using tools
Collective intelligence - use others
Transmedia navigation - across mediums
Networking & negotiation - collaboration
Perhaps you'll use this time to begin your "Makerspace Design Challenge" activity!
Design challenges allow students to solve authentic challenges with real solutions. They plan, prototype, test, and iterate as they would in "the real world!"
Consider some of the familiar ones...spaghetti and marshmallow tower, build a marble run, build a bridge that can hold something....Now do a better job!! Consider these questions to get you started:
What don't they know about?
Determine the topic area for learning
Know (knowledge - cognitive domain)
Be able to do (skills/behaviors - psychomotor domain)
Think and/or feel (attitudes/beliefs - affective domain)
by the end or your activity?
What instrument, tasks, activities, and/or assessments will they do or will you use?
What resources (time, money, tools, help) will you need to make this activity happen?
Sometimes less is more. Fewer resources = more creativity