Category: Maker Movement (page 1 of 2)

3D Printing on a Budget–RXS 3D Pen Review

Ever since I first saw the 3Doodler show up on Kickstarter, I have been fascinated with 3D pens. These devices promised to open up a new world of creative possibilities to our students. Demo pictures and videos showed 3D bicycles, Eiffel Towers, unicorns, and more, all created with ease by simply drawing…up.  Well, fast-forward a few years and I will testify that either professional artists were at work making everything look so magically simple, or else I am just very inept. Even so, they continue to amaze and inspire my curiosity and creativity, and I am placing them in all of our elementary campuses,

Today, you can find literally hundreds of different sizes and shapes of 3D pens. While the earliest models ran well over $100, the newest are as inexpensive as $8.  After looking at several review sites and customer reviews, I decided upon the RXS 3D Pen for our elementary maker spaces. The RXS runs around $30, and is one of a big family of clone devices, as one manufacturer apparently supplies a few dozen companies. The large number of reviews and low price would seem to indicate that this is a popular model for the casual hobbyist.

The RXS has some nice features worth noting:

  • Because it can run at multiple temperatures, it supports either PLA or ABS filament. PLA is a low-temp filament made from organicmaterials. It prints shinier and with generally fewer flaws, but it is not as strong as ABS. ABS is oil-based and stronger, but prone to warping and gives off significant odor when melted.
  • Filament speed is easily controlled with a sliding bar on the side of the pen. Slower speeds allow greater control and precision. I think students will be more successful with the pen set to the slower speeds, particularly as they get used to the techniques involved in its use. Higher speeds, at least for me, tend to result in sculptures of spaghetti.
  • Loading and unloading are easily accomplished with buttons on the side of the pen, with the loading button also being the control to dispense the melted filament. It feels very natural and comfortable.

I have honestly not encountered any major issues with the pen, which is a very pleasant surprise given the low price point. The only cautions are the strong fumes given off by the included ABS filaments do require ventilation or an outside workspace, and the tip does get very, very hot, meaning students might be wise to wear gloves.

Overall, while my skills are still questionable (as evidenced to the right), I really like this pen. It is a bargain investment that promises to inspire some very exciting creations!

New Podcast: #30: What’s On the Horizon?

This (long-delayed) episode of the Moss Free Show discusses the six educational technology tools identified by the authors of the 2017 Horizon Report K12 edition as having immediate or imminent 2-5 years) impact on teaching and learning. What are your thoughts? Do you agree with the identified technologies, or did they miss something more significant?

Listen to “#30: What’s On the Horizon?” on Spreaker.

Matador Makerspaces Supplies

I wanted to share the shopping list for the new elementary makerspace carts, going into all of our elementary campuses in the next few weeks. After soliciting feedback from campus librarians (who will manage the carts as a part of the library inventory) and campus technology teachers, the list evolved from its original form to include more low- or no-tech tools, such as pipe cleaners and craft sticks, and less of the techie stuff I admittedly favor. I did manage to include a few, like MakeyMakeys, 3D pens, etc. You can view the entire list here.

10 Easy Steps to a Maker’s Mentality Classroom

Here are 10 things the innovators of tomorrow should have opportunities to do every single day:

1. Think critically about a real problem

2. Ask questions. Deep, probing, open-ended questions.

3. Communicate/debate the problem.

4. Envision solutions to the problem.

5. Test/prototype the solutions.

6. Solve problems arising from the solutions.

7. Persevere in the face of frequent failure.

8. Regroup and revise solutions.

9. Share what they’ve accomplished and learned.

10. Reflect on the bigger implications of what they did/learned.

Rapid Reaction: Most Likely to Succeed

The latest education-themed book I have finished is Most Likely to Succeed, by Tony Wagner and Ted Dintersmith. It is a compelling, challenging book that questions a vast list of things that we take for granted as being fundamental in education: subject areas, daily schedules, grades, traditional assessment, standardized assessment, college entrance exams, college in general, and much more. It should generate powerful, change-inducing discussions if selected for a school or organizational book study. It is a fascinating and entertaining read, as well, and I wholeheartedly recommend it.

I had the opportunity last night to view the related documentary, Most Likely to Succeed, at a screening in Austin. The film is much narrower in scope than the book, as is almost always the case. Rather than visiting a wide range of schools and taking on all of the issues of the book, the film focuses on 2 classes and, primarily, 2 students in the very non-traditional setting of San Diego’s High Tech High School. There is just enough historical background and future predicting to give context and purpose to the narrative of the students, then we are presented with a brief view into the day-to-day lives of the principle subjects. It is an entertaining documentary and has you rooting for the students to succeed. As a father and educator, it struck several chords with me and, honestly, made me a bit emotional at times. The following are a few takeaways from the film for me.

  • Traditional school curriculum is soul-crushing. We rely on perky or entertaining teachers to make our students’ days bearable and, occasionally, enjoyable. Make no mistake, though, most kids are riding it out, disinterestedly waiting for the bell day after pointless day.
  • The entire purpose of school as we have created it is to pass tests. Unit tests, benchmark tests, practice tests, state tests, college entrance tests, on and on. We don’t admit it, but that is our purpose as educators–not to help them succeed in life, but to help the kids pass tests.
  • committeeof10We are at the mercy of a bunch of rich, powerful men who died a century ago. The power and sway that a group of elite, white academics and industrialists still holds over education in the United States is baffling. Not that their intentions were bad–their world was simply an entirely alien place that bears no resemblance to ours, yet we still run our schools as if we arrived at work in our Model T’s.
  • Parents have a really hard time letting go of the past, Strangely, most adults do not recall how boring and meaningless much of our educational experience was growing up. Our lack of accurate reflection makes it extremely hard to imagine our kids surviving and thriving in a world without bells, subjects, and textbooks.
  • Students, especially high achieving ones, have the same hard time as parents. Top ranked kids know the routine, know what’s expected of them, and often don’t want their attention to be diverted to anything but gaming the system, getting a high SAT score, and getting into the Ivy League. New paradigms and routines can be very hard for these kids.
  • Is “college for all” really in kids’ best interest? This is especially thorny when kids experience a school like High Tech High or other bastions of creativity and imagination, then get to head off to the land of talking heads and academic loftiness (where they get to drop a couple hundred grand for the privilege).
  • Students engaged in meaningful, challenging work will exceed our expectations. It truly was staggering to see the quality of work of everyday, ordinary kids in the film. Likewise, the grit, leadership, and self-motivation they displayed was a beautiful thing to imagine.
  • hopeThere is hope! I see more evidence all the time of a trickle of  radical, powerful, completely new models emerging. They are models that put kids first, not tests, not rankings, not college acceptance. Strangely, their kids seem to do quite well on “the tests” and at the next level, probably because the challenges they have undertaken already are of greater complexity, difficulty, and meaningfulness than what they face in the established system. It is not an easy thing to achieve. It involves critical self-examination, humiity, open-mindedness, creativity, extreme working hours, new goals, communities with vision, and more. But it is occurring, and that gives me hope and faith in the profession I’m called to.

Image source, Committee of Ten

Image source: Hope

Grade Your Makers, Kill Your Makerspace

I read an article this  morning in Edutopia titled Creating an Authentic Maker Education Rubric by Lisa Yokana. The article has some very good suggestions for the types of things we might look for in students’ makerspace projects, specifically three very sound categories: process; understanding; and product. It is worth a read and has given me some useful ideas about posters or rubrics or group discussion guides I might want to include in the makerspaces I am planning for my own schools.

parkerOne sentence right up front in the article made me cringe, however. Ms. Yokana asks “How will we justify a grade to students and parents alike, especially to the student who ‘just isn’t good at art’?” This sentence really sidetracked me, and I almost stopped reading the rest of the piece, which does have some good, useful stuff. Ms. Yokana, in her Edutopia bio, mentions the need for a “change of paradigm” and states that the “present model is no longer valid.” Yet, bam! Right from the start, we are talking about…grades. Grades in a makerspace. Grades in a place that is about innovation, creativity, and imagination. Grades where kids engage in playful, curious experimentation and (if I can use the phrase without risking our district’s state rating) the joy of learning.

It probably should not surprise me, given the fact that I have seen teachers assign grades to anything and everything a kid does in the school. I have seen a kid’s average go up because she brought the box of tissues on the school supply list. Permission slip returned? A+!  Walking in a straight line? Extra credit!

I hate grades–okay, I’ve said it. Grades are mostly for the kids who have hacked the system, who know how to play the game. Grades are overblown, overused, and usually give very little or no insight into learning. Grades do not engage or motivate most students. A favorite quote, which I keep pinned to the top of my Twitter page, is from Alfie Kohn:

“Helping students forget about grades is the single best piece of advice for creating a learning-oriented classroom.”

Taken even further, getting rid of grades entirely would be an even better step. There are alternatives. My kids’ kindergarten and first grade teachers sent home detailed, qualitative reports that listed the performance standards my kids were meeting, on their way to meeting, or needing to learn. There was no number, no arbitrary and meaningless percentage. It was informative and helpful, and I doubt it caused an ounce of stress or apprehension for my kids, their classmates, or any parents. Kohn (1999) cites a series of studies by Bulter that demonstrated that the mere presence of number grades reduced students’ creative problem-solving, even if qualitative feedback was included.  Put simply, grades kill creativity and motivation.

Our illustrious 17th VP.

Our illustrious 17th VP.

I think assessment of student maker projects is a great idea that should be implemented. However, assessment should be for growth and generating new, better ideas, not for grades. It should be self- and peer-driven, to promote reflection and critical analysis. Makerspaces are intended to promote creativity, innovation, critical thinking, problem solving, collaboration, and a host of almost impossible to quantify character traits and skills. I can quickly tell if a kid knows the 17th vice president of the United States (Shuyler Colfax, of course). I find it a lot harder to assign a number to the ideas of a child or the worth of his/her creations.

I don’t want to sound like I am picking on Ms. Yokana. She shares some great ideas. Rubrics would be great tools for project assessment, certainly. Her 3 categories of assessment would be great areas to focus class discussions. How about using her basic ideas to create posters for the school makerspace something like these?

-POP

Is my product well-contructed-What design elements need improvement-Does it work as intended-Is my design easy to use-My point is that assessment is great and appropriate, but grades do more harm than good. Keep the grades out of your makerspaces, your genius hours, your coding clubs, etc. Let’s give the kids these precious few times to think and invent and tinker without fear or consequence.

 

47 (and Counting) School Maker Prompts

towerbuildingThe following are a few ideas to get kids’ (and your) wheels turning and creative juices flowing in a school makerspace. They are from my own mind or have been adapted from a wide range of sources, including websites, blogs, conference sessions, and personal conversations, too many to recall. The vast majority of the ideas require little in the way of expensive technology tools, instead using paper, tape, glue, cardboard, etc. A few utilize tools such as MakeyMakey, Arduino, etc. Materials can be kept in a specific room, if you are so fortunate, or can travel in storage tubs. The prompts can be written on challenge cards in the spaces/tubs.

  1. Create a paper chain that can support as much weight as possible when suspended between two chairs.
  2. Make a book light that automatically turns on when you open a book.
  3. Write and construct a popup book.
  4. Using 20 sheets of paper and masking tape, construct the tallest tower you can build.
  5. Use Circuit Stickers to make an electronic “choose your own adventure” book.
  6. Make an “Operation” game using MakeyMakey.
  7. Construct a class doorbell.
  8. Build a model vehicle that can move across a flat surface without being pushed or pulled by you.
  9. Design and build a usable and attractive piece of furniture from cardboard.
  10. Build a carnival game (a la Caine’s Arcade).
  11. Use typical household objects as brushes to paint a work of art.
  12. Make a keepsake box that lights up when opened.
  13. Use fabric scraps to design a piece of jewelry or accessory.
  14. Re-purpose “failed” 3D printed objects.
  15. Make a flipbook animation.
  16. Make an everyday object better.electronic book
  17. Complete the Mystery Bag challenge.
  18. Draw a picture or write a message using “invisible ink” (lemon juice).
  19. Create an original design for a paper airplane.
  20. Sew a pillow.
  21. Make a musical instrument and compose an original song.
  22. Design your dream house, then use paper or cardboard to construct a scale model.
  23. Make a toothbrush robot (“bristlebot”) that can actually move in a specific path.
  24. Make a paracord bracelet.
  25. Build a sound cannon.
  26. Make a balloon and sand “stress ball”.
  27. Create an origami menagerie.
  28. Make an avatar mask.
  29. Construct a catapult that can launch a ping pong ball into a specific target (bucket, can, etc.).
  30. Modify/customize a toy.
  31. Construct a newspaper geodesic dome.
  32. Make an automatic plant waterer.
  33. Learn to knit.
  34. Make your own hard-bound book.
  35. Customize a piece of clothing.
  36. Using a Lilipad, create an article of clothing to make people safer at night.
  37. Use Scratch to make a racing game.
  38. Make a stop-motion movie.stopmotion
  39. Create an electronic sculpture from aluminum foil and basic electronic components.
  40. Make an article of clothing or accessory from duct tape.
  41. Make a piece of recycled art.
  42. Create a sound amplifier.
  43. Construct a homemade flashlight.
  44. Solder a circuit.
  45. Create a flashing sign.
  46. Make art from an old book.
  47. Build a Lego marble maze.

Don’t forget, of course, that students will have their own, amazing ideas for projects if we equip them with the time and materials. I would love to hear your ideas! What other prompts could you share?

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