Danish University Colleges
Technology Comprehension and Makerspaces in the Danish School curriculum
Lembcke, Steen
Publication date:
2020
Link to publication
Citation for pulished version (APA):
Lembcke, S. (2020). Technology Comprehension and Makerspaces in the Danish School curriculum. Paper presented at Danmarks Læringsfestival 2020, København, Denmark.
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Download date: 17. Jul. 2022
Technology Comprehension
and Makerspaces in the Danish School curriculum
Steen Lembcke, VIA Learning and IT, VIA University College
Danish Learning Festival, Bella Center, 4th of March 2020
FabLab@SCHOOLdk project 2014-2018 FabLabs in Schools
4 communities and Aarhus university
Deployment in VIA Teacher Education of:
Makerspaces
10 campusses
FabLab@SCHOOLdk communities
Silkeborg municipality Vejle municipality
Middelfart municipality Kolding municipality
VIA Makerspaces
1 Holstebro Campus 2 Silkeborg Campus 3 Horsens Campus 4 Viborg Campus 5 Aarhus Nord 6 Herning Campus 7 Randers Campus 8 Aarhus C Campus 9 Nørre Nissum 10 Skive
1
2 3
4 5
6
7
8
Teacher training af VIA Educators in Silkeborg FabLab
VIA Educators on study tours with FabLab@SCHOOLdk in Europe USA VIA Researchers on Fablearn Denmark and Fablearn EUROPE
9
10
Middelfart
FabLab systematic organization
from start
Central municipal FabLab Campus Bindslevs Plads Ans Skole
Trekløverskolen
Sejs Skole
Vestre Skole Virklund Skole Ungdomsskolen Buskelundskolen Langsøskolen
Hvinningdalskolen Sølystskolen
Højmarksskolen Fårvang School VIA Teacher
Education
VIA UC
FABLAB
@SCHOOLdk
LAB equipment 3D-printers Vinyl Cutters
Arduino controllers Microbit/Ultra:bit Lasercutter
VR-equipment Robots
CNC
FABLAB
@SCHOOLdk
Research and documentation: Hjorth, M., Iversen, O. S., Smith, R. C., Christensen, K. S., & Blikstein, P. (2015). Digital Technology and Design Processes: Report on a FabLab@School survey among Danish youth. Aarhus: Aarhus Universitet
Hjorth, M., Christensen, K. S., Iversen, O. S., Smith, R. C. (2017).
Designprocess
Teachers scaffolding
Subject goals
Digital goals
Social goals
Planning for a design
process
Design Brief: Design a School garden
Subject goals
Subjects
Biology – Nature/Technology – Danish - Maths
Mesuring, design of the area – earth quality – watering – bees – flora – outdoor classroom – aires for the small children –
greenhouse – cultivating – economy, budget, recycled material etc.
AU
Aarhus universitet
Student-centered learning
• Laws and policy documents about primary and lower secondary school
• Teacher Education Centers
• Institutions and structures
• Design for schools
Design for Education
• Teacher’s planning and selection
• Teacher’s facilitation and scaffolding
• Teacher’s choice of learning ressources
Teacher’s
design • Student learner activity
• Student planning and selection
• Student reflection
• Student building competencies
Learner’s design
J. Fibiger after inspiration from Salander og Kress: Læringsdesign (2012)
Designprocess: Lockers with Touch
Knowledge
remember, describe understand
Competencies
use, chose
analyze, compare
Creation
evaluate, criticize, argue
Programming Arduino
Question 1: i’ve achieved knowledge about the Arduino and modules/sensors and programming syntax.
Question 2: I know where i can find help about programming.
Question 3: I’m able to recall multiple phases within the design process.
Question 4: I’m able to form an issue from specific goals.
Question 5: I’m able to describe the phases of the design process.
Question 6: I’m able to describe my surroundings from a specific goal.
Question 7: I’m able to use an IDE (Integrated development environment), when programming an Arduino
Question 8: I’m able to use the design process for product development.
Question 9: I’m able to illustrate my ideas with models and sketches.
Question 10: I’m able to comprehend my surroundings and use it to develop products.
Question 11: I’m able to lead and launch activities with specific goals.
Question 1: i’ve achieved knowledge about the Arduino and modules/sensors and programming syntax.
Question 2: I know where i can find help about programming.
Question 3: I’m able to recall multiple phases within the design process.
Question 4: I’m able to form an issue from specific goals.
Question 5: I’m able to describe the phases of the design process.
Question 6: I’m able to describe my surroundings from a specific goal.
Question 7: I’m able to use an IDE (Integrated development environment), when programming an Arduino
Question 8: I’m able to use the design process for product development.
Question 9: I’m able to illustrate my ideas with models and sketches.
Question 10: I’m able to comprehend my surroundings and use it to develop products.
Question 11: I’m able to lead and launch activities with specific goals.
Question 12: I’m able to observe my fellow students and support them.
Question 13: I’m able to receive constructive criticism regarding my work.
Question 14: I’m able to find different solutions on a specific issue.
Question 15: I’m able to take my ideas from theory to create physical product.
Question 16: I’m able to listen and understand criticism, regarding my work, and use it in a positive way.
Question 17: I’m able to develop a product which can resolve a specific issue.
NEXT STEP
Experiment period 2019 – 2021
Technology Comprehension in Danish schools on an national scale
Danish Ministry of Children and Education
Technology Comprehension in Danish schools
Experiment period 2019-2021
23 Schools
Technology as subject matter
23 Schools
Technology integrated in the subject
In service teacher training
TECH – modules Makerspace
in Teacher Education
(Danish, Maths, Arts, Nature/Technology,
Social Science, Science, Fysics)
Technology Comprehension competencies
Computational Empowerment
Technological Ability to act Digtal Skills
Computational Thinking Designprocesses and
Digital Design Literacy
Computational empowerment
”Computational Empowerment is the process in which children as
individuals and groups develop the skills, insights an flexivity needed to understand digital technology and its effect on their lives and society at large, and their capacity to engage critically, curiously and
constructively with the construction and deconstruction of technology.”
(Iversen, Smith and Dindler 2018)
Technology Comprehension in Makerspaces Teacher Education:
2. oktober 2020 19
National module 10 ECTS
Digital fabrication and designprocesses
Digital design for learning
TECH-module 10 ECTS
Three specialisations optional
mandatory
Increasing water problems
– complexity, wickedness
02/10/2020 21
DR projekt Ultra:bit in higher Education
VIA software-engineer-students og teacher students collaborating about the construction of a programming module using micro:bit
Technology Comprehension
DR projekt Ultra:bit in higher Education
Module destinated for Teacher students focusing on Computational Thinking
Digital design literacy (designprocesses) Technological ability to act
Technology Comprehension
linje(r)/ord i overskriften ved at markere teksten fonten
for at hoppe mellem niveauer
2. oktober 2020 24
Technology Comprehension in VIA Makerspaces
Teacher students collaboration with in-service teachers
Teacher students planning TOOLCAMP with local companies Teacher students taking part in research interventions
Planning for schoolclass-workshops
02/10/2020 25
School classes work with challenges from local business
companies
Teacher students collaborate with the companies in framing the challenges.
Teacher students take part in the
evauation/judging of
the products
02/10/2020 26
LIST OF
SCHOOLS
Programming Robots
Ozobot
Bebots
Probots
Dash and Dot
Scenario-based education
Scenario-based education is entering a narrative where the students
together simulate a meaningful
practice towards a production goal
• History subject goals
• Robot programming goals
• Production goal. Learning is action based om knowledge
• Working with the world outside school
(Bundsgaard, Misfeldt &
Hetmar, 2012)
Mines under the sand
De-mining operation
Program your robot to:
Find the mine using a sensor
Examin and prepare for safe exploding
Make the robot give a clear and loud warning The robot withdraws from the mine
BLAST
Signal: Mission completed
Go on searching for other mines…
Experiment with light colours, sensors, sound enregistered, moves and voice impulses!
Technology
Comprehension at VIA
• Makerspaces on all campusses
INFRASTRUCTURE
• We have a strong collaboration with practitioners in FabLab@SCHOOLdk, Danish municipalities and
international contacts
THE VALUE CHAIN
• Technology Comprehension has grown out of the research collaboration with AU AU (CCTD/DPU) + international universities (Columbia-, Stanford-, Bremen universities)
Research and
development
02/10/2020 32
VIA Learning and IT – research in the School practice
VIA Project: ”Language Teaching and Digital Technology ” 2020 - 2022
e.g. eTwinning and other
The Danish National Centre for Foreign Languages (NCFF)
02/10/2020 33
Scaffolding of learning in Library Makerspaces. (2019)
Einarsson, A.M. & Herzum, M. Proceedings of the FabLearn Europe 2019 Conference.
A REFLECTION ON CATEGORIES
Formal activities
Non-formal activities Informal activities
in Makerspaces
Technology Comprehension
Perspectives for widening the scale
Educational training:
Teachers Educators
Student teachers
Building communites of practice (on a national and international scale) Municipalities and government participation and support
Further research
For example in the field of transfer from education in Technology Comprehension
A bit more about ”Computational Thinking”
A LG O R I T M
A receipt
understandable for a computer
Route diagram flowchart
An example from Music
Britta Kornholt & Jesper Juellund Jensen 2019
Computational Thinking Jeannette M. Wing 2006
• Conceptualizing, not programming
• A way that humans, not computers, think
• Ideas, not artifacts
Jeannette Wing,
corporate vice president, Microsoft Research Britta Kornholt & Jesper Juellund Jensen 2019
Computational thinking
Computational thinking involves taking that complex problem and breaking it down into a
series of small, more manageable problems (decomposition). Each of these smaller problems can then be looked at individually, considering how similar problems have been
solved previously (pattern recognition) and focusing only on the important details, while ignoring irrelevant information (abstraction).
Next, simple steps or rules to solve each of the smaller problems can be designed
(algorithms).
Finally, these simple steps or rules are used to program a computer to help solve the
complex problem in the best way.
https://www.bbc.com/bitesize/guides/zp92mp3/revision/1
Britta Kornholt & Jesper Juellund Jensen 2019
