April 2014 – edcrunch

(Re)Making Learning: Creating a Space for Young Makers

Many educators are looking for tactical ways to bring the buzz of the maker movement to their schools and classrooms. In an effort to support educators and open-source the implementation process, here is a glimpse inside how one community in the Bay Area is redesigning their learning spaces.

Robert Pronovost, STEM Coordinator for Ravenswood City School District in EPA is bringing the maker movement to life through the Ravenswood Makerspace Collaborative. In partnership with Mario Cuellar, After School STEM Coordinator, and with support from his district, Pronovost transformed a portable at the back of a school into a vibrant and engaging space for students to tinker and explore hands-on learning opportunities.

Prototyping a Pilot

This video depicts early user testing Pronovost conducted to get a sense of what the students were most interested in and how best to design the space and curriculum around those interests. In keeping with the open-source ethos, Pronovost shares much of the reading and research he conducted to fuel his efforts and adds that “‘Invent To Learn‘ by Sylvia Martinez & Gary Stager, Ph.D. is a must read.” The curriculum which serves TK-8th graders currently focuses on three main areas; coding, making and robotics, which clearly have overlapping activities and learning goals. Pronovost then adds a layer of design thinking concepts across these three content areas, introducing kids to empathy building, rapid prototyping and user-centered design. For a deeper look into this process he has documented details of designing the space and curriculum on his own blog, ElementaryEdtech.

The space is equipped with a couple 3D printers, a laser cutter, several chromebooks and a set of BeeBots. Add in carts with the standard prototyping materials (post-its, pipe cleaners, etc) and you’re ready to go. Maintaining materials is a work-in-progress and he shares a list of other tools/materials they would love to get donated.

During this pilot period students are free to tinker in the space during recess and after-school time, however, as this initiative secures more funding the plan is to hire a full-time instructor and expand the content offering.

Next Up

What began as a pilot at Los Robles Magnet Academy this past January will scale to the 7 other schools in the district this fall. In addition to expanding the sites, the goal is to broaden the content offering to include all students and not just those that currently choose to attend. In exploring models from other schools, Pronovost is considering a 4-6 week ‘Intro to STEM’ course that all 4th and 5th graders would rotate through.

Beyond serving EPA, the Ravenswood Makerspace Collaborative was recently selected to join the small and prestigious group of makerspaces in Stanfords’s FabLab@School network. In participating in this program they will likely collaborate with students at another makerspace in Russia or Thailand.

To further engage the local community and share learnings from this early pilot, Pronovost will be hosting an Open Make Day in May. (Details are still TBD.) If you’re interested in learning more about building a makerspace in your community, a good place to start is requesting a free copy (downloadable pdf) of the Makerspace Playbook.

Creating Learning Innovation Hubs

Building Bridges Between Educators and Edtech

The Silicon Valley Education Foundation (SVEF) and New Schools Venture Fund (NSVF) Seed Fund have constantly been exploring ways to deepen relationships and meaningful exchanges between educators and the edtech community. With support from the Bill & Melinda Gates Foundation, they teamed up to launch the iHub program earlier this year. (Many regions are testing different approaches with similar programs being piloted in NYC and San Mateo County.) Curious to hear how these efforts were progressing and provide insights for others trying to connect these communities, I recently caught up with Ritu Tandon and Jennifer Li who are leading the efforts for the SVEF team.

While the broader goal is bridging the gap between educators and edtech, the more specific mission of this pilot is to “facilitate collaboration and product feedback for more effective and impactful edtech tools,” according to SVEF.

Pilot Group

The four teams and eight fellows, all with a focus on middle-school math, are approximately half-way through the pilot now, capturing results through case studies, video reflections and measuring student engagement. The iHub team was very thoughtful in their approach to identify and pair up the educators and entrepreneurs. Once the eight fellows were identified, their school and classroom details were shared with the NSVF team who looked to their portfolio and beyond to identify the startups. “In selecting the startups it was important to look at the stage of development of their tool, would their product work on the platform/devices for the schools they had chosen, as well as if they had rich content for teachers to delve in to,” Tandon explains. She goes on to share, “one of the main selection criteria was the ability of the entrepreneurs to work with teachers.” The group of semi-finalists went through a ‘shark-tank’ style competition where the winners were chosen by a panel of school administrators, educators and business leaders.

With the selection process complete the match-making began, pairing teachers with the startups in regionalized groups to meet regularly, mentor each other and talk about product implementation feedback and strategies. The pilot culminates in May with a collaborative session to reflect back on the experience and redesign certain aspects of the program to be implemented for the fall cohort. Tandon shares they have been “extremely cautious about jumping to any assumptions about impact on student achievement because the pilot is only three months long and classrooms differ on pacing and structure.”

In designing the program, there were a few key factors that have led to the positive results so far, including compensating the educators (each receive a $1750 stipend), incorporating their feedback in iterating on the pilot and the timing of the selection process. “We were looking for educators that had more experience teaching, previously worked with tech and excited to try new things,” shares Tandon. She adds, “it was also essential that the schools we chose have capacity to support this type of work and have a philosophy for embracing tech in their classroom.”

One of the fellows, Gabriela Rios, clearly embodied this philosophy, as she was already open to experimenting with new tools. (One of her students learned about Knowre, an adaptive math platform, while attending a MouseSquad conference and spoke so passionately about this product that they decided to pilot it in their classroom.) That culture set the perfect stage for a successful iHub experience implementing Blendspace to organize content and create personalized lesson plans for students. Rios shares that using this tool has improved her ability to flip her classroom more effectively, which “allowed me to have more conversations with my students, more often. This experience has made my students more comfortable with math and has taught them to be more independent and proactive around their learning.”

In reflecting back on the experience so far, the main critique Rios shares is how she wished fellows were more involved in the first round of the selection process. She explains that, “the (judging) panel was impressive but many of them are not in the classroom and it would have been useful to have someone who is in the classroom give their input.”

Beyond Silicon Valley

When efforts like this see pockets of positive results we often think about how that can scale to other communities. Many startups (BetaMatch and TinkerEd are the two most recent that come to mind) have explored how software can possibly support this type of match making to bridge the educator and edtech divide, however no one has been successful, yet. SVEF and NSVF clearly see value in the early results and are looking for ways to scale this type of program by emphasizing the local and centralized approach. According to Li, “rather than run the program ourselves in other locales, our thought is to engage others and provide support for them to execute this model. This is similar to our approach in scaling our Elevate [Math] program to Alameda, Contra Costa and San Mateo counties over the past two years.”

The team has been very happy with the progress so far. “For me it has been really exciting to see the community reaction to this project as it is something we’ve been trying to launch and facilitate for a while,” says Li. “One area we are looking to improve the next time around is to draw from a more diverse pool of teachers.”

Hear that, Bay Area educators? If you’re a local educator or edtech entrepreneur and want to get involved you can apply for the next round of the fellowship (applications open later in April) and attend the next pitch event slated for this summer.