As a middle-school teacher, I often want to integrate more "maker projects" (where students use materials to make something tangible) but the time and resources for finding projects are limited. In order to explore how to make Maker Projects more accessible, I began my PCE project by translating an  STEM project on magnetic LED tiles (offered through MIT's Edgerton Center) into videos that are easy to watch with updated guides and materials lists. I integrated themes not just from science, but also from the humanities, to widen the possibilities of projects. I also provided novel ways of connecting the electronics on the circuit to make the project more financially accessible to teachers who may lack sufficient resources.

As I worked and read more about the principles of learning design, I was enthralled by the idea of "tinkering" (creative problem-solving through a "conversation with the material") as a skill vital for students to develop to foster creativity and resilience (Resnick and Rosenbaum, 2003). STEM projects can sometimes focus primarily on the actual product formed, but particularly at the middle-school level, cultivating creativity, troubleshooting, and resilience are key. To that end, I created student and teacher slides that include of a "sort of!" folio, or a documentation and reflection journey that students iterate on while they tinker. Inspired by the Beyond Rubrics! Tool by MakerEd, I created process-focused rubrics and sparkle sleuth! templates for teachers to give immediate, positive feedback to students to encourage them to keep tinkering, even when frustration might set in.