Project-Based Learning
Introduction to Project-Based Learning (Wikipedia)
Teacher's Guide to Project-Based Learning( High Tech High)
Resources:
Creative problem-solving can only be taught by the apprenticeship model, in which one engages in a series of design challenges. You cannot learn it just by reading about it.
Normally, students learn skills and knowledge K-16( BS degree) and do not do creative problem-solving until graduate school or when ‘real life’ begins. This is not very effective if our goal is to produce creative problem-solvers.
An instructor has a critical role of providing feedback on each iteration of design. Feedback cannot be just technical—‘how do I do this?’- but should engage with the student’s ideas and thought-process in making design decisions. Kids are not used to actual discussion of their ideas versus technical feedback alone.
Providing different ways of seeing is key, and developing the ability to synthesize feedback to making design decisions.
The onus is on the student to present their way of seeing the world.
A key part of NuVu’s methodology is that students daily document and reflect upon ( with words, photos, and video) their design decisions during the day. These are posted daily to the shared website, for others to view and give feedback.
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First design Challenge: Disability/Ability
What is a disability?
Precedents:
https://cambridge.nuvustudio.com/studios/innovation-camp-for-educators-2016-session-1/assignment#tab-update-url
Disability/Ability Introductory Exercise:
Students pair up. Each team creates a disability/handicapping device, which they inflict/bless another team with.
This team then needs to come up with a solution to living with the disability.
See: https://cambridge.nuvustudio.com/studios/innovation-camp-for-educators-2016-session-2/#tab-disable-enable
Open-ended Design Prompt:
Design a solution for a disability for someone in your life
Project Work
Teacher's Guide to Project-Based Learning( High Tech High)
Resources:
- MakerEd Resource Guide
- Build-In-Progress Project Documentation System
- Entrepreneurship Worksheets( MIT Launch)
- Renovated Learning.com
Creative problem-solving can only be taught by the apprenticeship model, in which one engages in a series of design challenges. You cannot learn it just by reading about it.
Normally, students learn skills and knowledge K-16( BS degree) and do not do creative problem-solving until graduate school or when ‘real life’ begins. This is not very effective if our goal is to produce creative problem-solvers.
An instructor has a critical role of providing feedback on each iteration of design. Feedback cannot be just technical—‘how do I do this?’- but should engage with the student’s ideas and thought-process in making design decisions. Kids are not used to actual discussion of their ideas versus technical feedback alone.
Providing different ways of seeing is key, and developing the ability to synthesize feedback to making design decisions.
The onus is on the student to present their way of seeing the world.
A key part of NuVu’s methodology is that students daily document and reflect upon ( with words, photos, and video) their design decisions during the day. These are posted daily to the shared website, for others to view and give feedback.
------------------------
First design Challenge: Disability/Ability
What is a disability?
Precedents:
https://cambridge.nuvustudio.com/studios/innovation-camp-for-educators-2016-session-1/assignment#tab-update-url
Disability/Ability Introductory Exercise:
Students pair up. Each team creates a disability/handicapping device, which they inflict/bless another team with.
This team then needs to come up with a solution to living with the disability.
See: https://cambridge.nuvustudio.com/studios/innovation-camp-for-educators-2016-session-2/#tab-disable-enable
- Video: This Bike has MS https://youtu.be/yYYrJyGItvU
- https://www.newscientist.com/article/dn26589-what-its-like-to-have-parkinsons-for-15-minutes/
- Form pairs of groups. Each group will create a 'disability' for the other group to come up with a solution for
- Using 'low-res' materials( Cardboard and tape, etc) each group will create a solution to the disability they have been given
- Each group presents their solution to the larger group, including photo/video documentation
Open-ended Design Prompt:
Design a solution for a disability for someone in your life
- With a partner, each pitch 3 possible projects or ideas
- What are your precedents?
- Present ideas to the larger group for comment and discussion
- Choose one project to work on
- Consolidate teams with similar projects
Project Work
- Teams work on projects
- Instructional presentations/exercises on digital tools, such as:
- Rhino software for 2D design
- Fusion 360 for 3D printing
- Using the lasercutter
- 3D Printing
- Arduino electronics
- Using the photobooth
- Using the sewing machine
- Note: presentations are not intended as being exhaustive, but enough to guide follow-up learning with coaches on an as-needed basis.
- More project work, with assistance from coaches- multiple iterations
- Keep Engineering Design Notebook( paper and online journal)
- Once a day, each group presents 1 minute check-in to larger group for comment/critique- Students need to get used to reflecting and modifying their design decisions— ‘Nu Vu is the place where ideas get crushed’—i.e., you need to be willing to change your ideas.
- Documenting projects: Nu-Vu Presentation format:
- Final presentation( live and online)
- https://cambridge.nuvustudio.com/studios/innovation-camp-for-educators-2016-session-2#tab-feed-url
