Learning is an engagement of the mind that changes the mind.
One of the biggest issues I have with many descriptions of “making” in education is that it’s about students just being creative with tools or materials. I strongly disagree. Making is not just the simple act of you being the difference between raw materials and finished product, as in “I made dinner” or even “I made a robot.” I don’t think we always need to ascribe learning to the act of making — but the act of making allows the maker, and maybe an outsider (a teacher, perhaps) to have a window into the thinking of the maker.
So, do you always need a teacher for learning to happen? No. Some people are good at thinking about their own process and learning from that (“Wow, that butter made the sauce so much better.” “Next time, I’ll test the circuit before I solder.”) and some people are less likely to do that. But if I watch you cook, I will see certain things – how you organize your ingredients, how you react when you make a mistake, how you deal with uncertainty — and that is what teaching is about. A teacher who is a careful observer can see these kinds of signs, and then challenge the learner with harder recipes, a question to make them think, more interesting ingredients, or a few tips — all with an eye towards helping the other person learn and grow.
Technology like Arduinos and 3D printers have not become intertwined with the maker movement in education simply because they are new, but because they are some of the most interesting ingredients out there. Many of these “maker materials” rely on computational technology, which supports design in ways not possible otherwise. The command “Save As..” is possibly the most important design tool ever invented. Saving your design file or code means you can “do again” without “doing over,” supporting the iterative process and encouraging increasingly complex designs.
Complex technology, especially computational technology also allows educators to answer the question, “Isn’t this just arts and crafts?” And of course after defending arts and crafts – we can say that computational technology allows these same mindful habits to connect with the powerful ideas of the modern world that we hope children learn. Design and making are not just important for the A in STEAM, they are essential, but here’s a bigger idea, they are also essential for the T & E — and for them all to come together.
There is simply no technology without design; the definition of the word is literally “things in the designed world.” Making is a way to realize the “logo” part of the word – from the Greek word (logos) that means “word” but specifically words that express the order and reason of the universe. To Greek philosophers, a word was more than a sound or a mark, it was the embodiment of an idea — an idea made real. And yes, the Logo programming language owns this derivation as well.
The power of using computational technology in education is that the versatility and transparent complexity allows learners to make their ideas real, to make sense of the world, and to see their own capacity grow. This visible process also allows teachers to support and scaffold learners on their journey.
Learning by making happens only when the making changes the maker.
2 Replies to “What does “making” have to do with learning?”
So on point … as always. Thanks for being such a great leader in this space. Every time I have a hard time describing this movement to others, you are always prescient have a great post like this one to reframe my thoughts.
Mike – Thanks!