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Creating an environment where it's OK to laugh at mistakes and take a breath. People feel comfortable joking and being vulnerable.

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A student who has no motivation to study can also get excited to make their own object or toy. To do this, they need technology and skills to do it.

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Keep the balance of fun and challenge

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A space where challenges are a part of the process to be embraced. There would be no stigma around difficulty being a negative aspect.

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We need to learn how to simplify the technology by introducing it in a way that invites problem solving and making mistakes.

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Learning can be fun and challenging when students feel safe exploring. When students are not punished when they fail or make mistakes, they can immerse in the fun of learning and learn from their mistakes.

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Yeah!

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From a teacher´s perspective I need to make sure to know my learners. I need to know what motivates them to learn, what are their strenghts and areas of worth, what things or situations distract them etc. Using this data I will be able to design a lesson that targets my students needs and is centered in them. The key is the how to create the lesson, and mainly is knowing the goal and combining different hands on activities that will allow students to thrive. The lesson needs to have different levels so that scaffolding could be a part of the process. Get input from the students and allow them to plan the lesson with me.

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I love to incorporate music and movement to my lessons.

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Keeping at a level of desirable difficulty by letting the student set periodic goals to challenge themselves in the aspects they find the most intriguing

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Keeping at a level of desirable difficulty by letting the student set periodic goals to challenge themselves in the aspects they find the most intriguing

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The 519 lab gave me the inspiration. For the Omni-creation project, we started with a theme. Then, we learnt some techniques but not all of them. Lastly, we learn more through making. The first step can generate students’ interest = pleasure to begin with. The teaching provides some support to get the project started. However, the project becomes challenging and demanding when our knowledge cannot match imaginations, so we have to acquire more knowledge.

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Connecting back to students’s background and make the learning experience relatable and relevant to personal experiences—> this helps with student engagement

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Immediate and constructive feedback can be very helpful, especially for people who just start thinking about technology. For example, I don't want my students to work on their project for 4 hours and then understand that they are not on the right track!

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I'd be curious to see the survey results on the maker space blog, but this class feels like a good example of learning being both fun and challenging at the same time. The projects get increasingly difficult, yet allow us the freedom to be creative and incorporate our personal interests.

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I find that getting people into a snowballing effect, whether it's in communal help or excitement, always creates opportunities to make challenging learning experiences fun. A hard project suddenly seems doable with peers and collaborators to build off of.

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Blikstein's answer: “unearthing the meaning learners attribute”

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Blikstein's answer: “unearthing the meaning learners attribute”

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"Learners build objects of their own interest: the more freedom of expression students experience, the more faithful to their own constitution will the expression be, thus enabling a better design and implement of the learning environments (Cavallo, 2000a)."

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