01/2015 Nicaragua – Created with Haiku Deck, presentation software that inspires
As of December 9, 2014: Journal articles I’ve gathered around the topic of makers and making. Many read, a handful left to work through, and more to discover. Does not include books – update on those coming soon.
Bevan, B., Gutwill, J. P., Petrich, M., & Wilkinson, K. (2014). Learning Through STEM-Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice. Science Education, n/a–n/a. doi:10.1002/sce.21151
Blikstein, P. (2013). Gears of our childhood: constructionist toolkits, robotics, and physical computing, past and future. Proceedings of the 12th International Conference on …, 173–182. Retrieved from http://dl.acm.org/citation.cfm?id=2485786
Blikstein, P., & Krannich, D. (2013). The Makers ’ Movement and FabLabs in Education : Experiences , Technologies , and Research, 613–616.
Buchholz, B., Shively, K., Peppler, K., & Wohlwend, K. (2014). Hands On, Hands Off: Gendered Access in Crafting and Electronics Practices. Mind, Culture, and Activity, 21(4), 278–297. doi:10.1080/10749039.2014.939762
Dawkins, N. (2014). Do-It-Yourself : The Precarious Work and Postfeminist Politics of Handmaking ( in ) Detroit. Utopian Studies, 22(2), 261–284. doi:10.1353/utp.2011.0037
Fox, S. (2014a). Third Wave Do-It-Yourself (DIY): Potential for prosumption, innovation, and entrepreneurship by local populations in regions without industrial manufacturing infrastructure. Technology in Society, 39, 18–30. doi:10.1016/j.techsoc.2014.07.001
Golsteijn, C., Hoven, E., Frohlich, D., & Sellen, A. (2013a). Hybrid crafting: towards an integrated practice of crafting with physical and digital components. Personal and Ubiquitous Computing, 18(3), 593–611. doi:10.1007/s00779-013-0684-9
Goodman, E., & Rosner, D. K. (2011). From Garments to Gardens : Negotiating Material Relationships Online and “ By Hand ,” 2257–2266.
Hemmi, A., & Graham, I. (2013). Hacker science versus closed science: building environmental monitoring infrastructure. Information, Communication & Society, 17(7), 830–842. doi:10.1080/1369118X.2013.848918
Hemphill, D., & Leskowitz, S. (2012). DIY Activists: Communities of Practice, Cultural Dialogism, and Radical Knowledge Sharing. Adult Education Quarterly, 63(1), 57–77. doi:10.1177/0741713612442803
Kafai, Y. B., & Peppler, K. a. (2011). Youth, Technology, and DIY: Developing Participatory Competencies in Creative Media Production. Review of Research in Education, 35(1), 89–119. doi:10.3102/0091732X10383211
Kuznetsov, S., & Paulos, E. (2010). Rise of the Expert Amateur : DIY Projects , Communities , and Cultures, (Figure 1), 295–304.
Lindtner, S., Hertz, G., & Dourish, P. (2014a). Emerging Sites of HCI Innovation : Hackerspaces , Hardware Startups & Incubators, 1–10.
Minsky, M., Akshay, N., Amritha, N., Anila, S., Nair, A. C., Gopalan, A., & Bhavani, R. R. (2013). Soft Circuits for Livelihood and Education in India, 2–5.
Moilanen, J. (2012a). Emerging Hackerspaces – Peer-production, 94–111.
Roeck, D. De, Slegers, K., Criel, J., Godon, M., & Claeys, L. (2012). I would DiYSE for it ! A manifesto for do-it-yourself internet-of-things creation, 170–179.
Rosner, D. K. (2013). Making Citizens, Reassembling Devices: On Gender and the Development of Contemporary Public Sites of Repair in Northern California. Public Culture, 26(1 72), 51–77. doi:10.1215/08992363-2346250
Smith, C. D. (2014). Handymen , Hippies and Healing : Social Transformation through the DIY Movement ( 1940s to 1970s ) in North America, 2(1), 1–10.
Tanenbaum, J., & Williams, A. (2013). Democratizing technology: pleasure, utility and expressiveness in DIY and maker practice. Proceedings of the …, 2603–2612. Retrieved from http://dl.acm.org/citation.cfm?id=2481360
Thomson, C. C., & Jakubowski, M. (2014). Toward an Open Source Civilization. Innovations, 7(3), 53–70.
Toombs, A., Bardzell, S., & Bardzell, J. (2012). Becoming Makers : Hackerspace Member Habits , Values , and Identities. Journal of Peer Production, (5), 1–8.
Vossoughi, S., & Bevan, B. (n.d.). Making and Tinkering.
Weinberg, T. (2012). Making ( in ) Brooklyn : The Production of Textiles , Meaning , and Social Change.
Wylie, S. A., Jalbert, K., Dosemagen, S., & Ratto, M. (2014). Institutions for Civic Technoscience: How Critical Making is Transforming Environmental Research. The Information Society, 30(2), 116–126. doi:10.1080/01972243.2014.875783
Zapico, J. L., Pargman, D., Ebner, H., & Eriksson, E. (n.d.). Hacking sustainability : Broadening participation through Green Hackathons.
Zelenika, I., & Pearce, J. M. (2012). The Internet and other ICTs as tools and catalysts for sustainable development: innovation for 21st century. Information Development, 29(3), 217–232. doi:10.1177/0266666912465742
Also available over at Mendeley: http://www.mendeley.com/groups/4975081/makers-and-making-diy-hacking/
This past July we did some work with littleBits and Minecraft (video below) which has lead to some further thoughts and development. Once you start taking these two tools seriously there is a tremendous amount of potential in their educational use. One of the most important aspects for me is the connection of the virtual and the physical. Being able to use Minecraft as one piece of an ecosystem that connects virtual and real provides an easy entry into the module development of a range of activities. littleBits provide a toolkit that we initially used to mirror creation in Minecraft. The expanding range of littleBits modules is continually opening new connectors that allow for an even greater range of activities.
As I was thinking about this I felt a need to map what I view as the current ecosystem for this virtual physical project space. While this is not definitive or static, it captures what I currently see as the key elements – the flora and fauna – of this space. The Minecraft/littleBits symbiosis moves beyond a mirroring of what is created in one is replicated in the other into a robust and modular system that can include programming, micro-controllers and sensors. Mapping physical world interaction into the virtual or having virtual interactions move out into the physical – sensing changes, reacting – all within the creative grasp of kids and curious adults is powerful and facilitates multilayered learning processes.
So what I’m poking at now or in the near future: redstone, sensors, arduino, logic gates, computercraft – still the Minecraft/littleBits combo but expanding a bit to strengthen the virtual physical interactions elements. Look for more specific details, recipes and learnings over the next few months as I (with the help of engaged colleagues and new collaborators) tinker and test.
This January (2015) I’ll be heading off to Nicaragua for two weeks. During my time there I will be conducting several technology workshops with youth. While I am still in the planning process I do know that I will be using littleBits as the core tool set for these workshops. Right now I am hoping to run 4 workshops – 2 on the Atlantic Coast (Puerto Cabezas) and two inland in Matagalpa. While littleBits is donating some modules I am hoping to raise funds to purchase additional modules and possible a few other components. I am not used to asking folks for money like this but as I am self-funding I find that it is necessary if I hope to have a full range of flexibility in the workshop activities and outcomes.
This past summer I used littleBits in a workshop for 4-H here on campus and had very good results. You can learn more about that work here: http://littlebits.cc/educator-spotlight-paul-treadwell
As always I am more than happy to talk about this work and answer questions, so please feel free to drop a comment here and I’ll respond.
Over the past few years I have done a number of oral history interviews with folks who work for Cornell Cooperative Extension. At the same time I’ve also been involved in work around digital storytelling and social media. Within the past year I’ve been using the public narrative framework as a tool to frame these efforts and create something cohesive out of these work. And during the past few months I was involved with the production of a play that made use of some of the oral histories I have gathered.
I mention all of this in order to give a bit of context to what follows. Some topics I am reasonably acquainted with, some I am relatively new to and am working to understand more deeply. So, anything I happen to say that is not new, novel or unique likely rises from my current status as active learner among these topic.
Performing Public Narrative: Oral history, play-making and dialog
As part of a larger project I recently worked with some theater folk (Civic Ensemble) in the creation and performance of a new play about the work of extension called Circle Forward. Circle Forward was written by Godfrey Simmons, artistic director of Civic Ensemble, and made use of dialog extracted from a number of oral history interviews I have conducted,. The play also integrated pieces of dialog from some deliberative forums we had conducted as part of the Extension Reconsidered project here, as well as text taken from historical documents.
As this process of creation and performance unfolded I began to think of it as a public narrative – weaving together different components representing stories of self, us and now and staging them in a very deliberate and structured way in order to point towards a future (or futures) for our work.
Given that there was only one performance of Circle Forward, I feel as though this is a fairly apt encapsulation of the process. Given time and funding, however, it is easy to imagine this process being fleshed out more deeply (as I am sure it has been in other contexts and topics – just not sure if it has been viewed/understood as public narrative?). With multiple performances that integrated dialog or deliberation after the performance you can develop a spiral, an evolution of the stories of us and now that begins to clearly articulate the critically hopeful story of the future.
Circle Forward – the performance
Some of the stories included in Circle Forward can be found in interviews on our Extension Reconsidered blog .
I am hoping that we can continue to pursue this process and path. There is tremendous potential here to create public narratives that bridge difference, and seek common pathways forward. We need to learn to talk to each other again and there is something deeply magical about theater, performance.
And as a small side note- though I haven’t yet talked to them some of the interviewees were in attendance at the performance and I wonder how it felt to see and here their words re-staged and performed. I know personally, looking out and seeing them in the audience, knowing that I had sat with them in the interview, had helped facilitate the words to a degree, the experience was …interesting and powerful.
What I’m reading now related to the above:
Like any powerful system, Moodle offers a daunting array of possibilities to a new course designer and knowing where and how to begin can be a challenging – if not paralyzing – proposition. Moodle Course Design Best Practices offers a cure for that paralysis, providing clear pathways through activities and resources that will enable you to reach your educational goals. It is a book that I wish I had years ago, and one I will recommend to colleagues who are developing new courses.
I mentioned new course designers, but this book has just as much utility to a seasoned veteran of Moodle course development. We all develop habits and shortcuts that get the job done. But in the rush to get things done our habits and shortcuts can do a disservice to our primary educational goals. Moodle Course Design Best Practices can serve as a touchstone for those of us who work with Moodle on a daily basis, helping insure that our learners are navigating through clearly designed and thought out courses in order to reach clearly established goals.
Ideally, I would introduce this book to new course developers along with a volume that digs deeper into the how-to of using Moodle activities and resources. Moodle Course Design Best Practices provides a higher level view of Moodle while supporting a structured and pedagogically sound guide to developing a course. But to be employed effectively these course design strategies have to be matched by an understanding of the technical “how-to” of creating quizzes, workshops and so on. (Packt Publishing offers a companion volume in Moodle 2.0 E-Learning Course Development)
It all begins tomorrow. This year we’ll be (hopefully) making and hacking a bit, which is a deviation from my past few yearly sessions and a bit of a challenge. Lately I’ve strayed away from, the hardware and technical aspects of things – focusing more on the social (storytelling) potential of digital media – but this session will return me to my roots in some ways. In prepping for the session I’ve re-visited my early days a bit, recollecting experiences with Hollis Frampton and learning assembly language programming for the 8088. But enough with the nostalgia.
Tomorrow afternoon we’ll introduce the gear we have to work with and form project groups. As always there are varying technical capabilities within the group of 20 kids.I think we’ve provided for that range of capabilities by including a fairly broad spectrum of tech to work with from littleBits to Raspberry Pi, we should be able to find a fit for everyone.
We’ll be updating as we go along over at http://blogs.cornell.edu/careerex2014hackjam/.
My motivations for shifting focus for this session comes from several directions, but the initial genesis can be found in the two paragraphs below (with (some) citations- maybe someday the two paragraphs will grow into a paper):
Working from a Freirean pedagogical foundation I propose enlarging the concept of literacy to include the literacy of hacking. The increasing ubiquity of technology, the pervasiveness of connectedness mediated by technology and the intentionally ‘black box’ quality of so much tech it is now imperative that youth can ‘read’ these technologies. The promise of technology as a method of empowerment necessitates a serious consideration of the ability of users to work with, as opposed to working on, new hardware and software. The literacies of hacking and making are fundamental to the development of technologies that increase freedom.
This process of reading and the development of these new literacies, should lead to a liberatory faculty – being able to re-mix, hack or make, new technology to allow for the emergence or creation of new worlds. These worlds are not predetermined by a corporation, but arise from the combination of imagination, technology and agency. The literacies of hacking moves users from passive and consumptive objects to active subjects (makers).
Blikstein, P., & Krannich, D. (2013, June). The makers’ movement and FabLabs in education: experiences, technologies, and research. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 613-616). ACM.
Blikstein, P. (2013). Digital Fabrication and “Making”in Education: The Democratization of Invention. FabLabs: Of Machines, Makers and Inventors. Retrieved from http://www.academia.edu/download/30555959/Blikstein-2013-Making_The_Democratization_of_Invention.pdf
Copeland, S. (2009). Digital Storytelling : A cross-boundary method for intergenerational groups in rural communities A study in rural England, 1–7.
Freire, P., & Macedo, D. P. (1987). Literacy: Reading the word & the world. South Hadley, Mass: Bergin & Garvey Publishers.
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Mayson, S. (2013). People-Centred Desktop Design and Manufacture: a review of web enabled open source tools for localised community focused inclusive design. In Include Asia 2013: Global Challenges and Local Solutions in Inclusive Design (pp. 1-10). Royal College of Art.
Söderberg, J. (2008). Hacking capitalism: The free and open source software movement. New York: Routledge.
Lately I have been kicking off workshops and some meetings with a poem. This is not a startling new innovation – folks have been doing it for quite some time now – but I’ve begun compiling a collection of what I am calling ‘working poems’. They are linguistic wrenches in my toolbox of conversational (or dialogic, if you want to be fancy) engagement. And,as one workshop attendee replied to me recently “Can’t beat a session that starts with poetry…”. These are my current working poems:
- Axe Handles (Gary Snyder)
- Freedom’s Plow (Langston Hughes)
- To Be Of Use (Marge Piercy)
- The Pitchfork (Seamus Heaney)
- Sunflower (Rolf Jacobsen)
- What We Need Is Here (Wendell Berry)
- Ode To Broken Things (Pablo Neruda)
- The Journey (Mary Oliver)
- Has My Heart Gone To Sleep (Antonio Machado)
- Moving Forward (Rainer Maria Rilke)
- The Broken Ground (Wendell Berry)
- The Summer Day (Mary Oliver)
This is an abbreviated list, poems I’m currently employing. I’d be interested in knowing if you have ‘working poems’. Leave a comment and share a favorite or two and help this list grow.
— CornellCoopExtension (@ccecornell) May 6, 2014
Agenda/timeline for the upcoming Short stories: Building narratives with social media workshop series. The first session is front loaded with a lot of content and less ‘creation’ in order to (hopefully) establish a common baseline to work from. Participants are bringing a varied, though generally not high, level of familiarity with Twitter and Instagram. It is a challenge to teach the tool and technique in such a compressed amount of time, so I suppose I should find or develop a few quick start guides for the tools for folks to walk away with as an ongoing support mechanism.