J'aime is a discussion on appropriate and interdiscplinary maker eduction. we are aiming at critically reflect on our methods and improve through interdisciplinary collaborations.
Reflections on the "Lemonster" workshop
Mentor: Tuomo Tammenpää (website/contact?)
Facilitator Team: whole dimension+ team
Documentation: Many people take photos with smartphones, Yinnu has big camera
Website: https://github.com/kimitobo/lemonster Was that shared to the participants? More info on workshop material?
Timeframe: 3 h, from 9:00 - 12:00, Saturday morning
Cultural Background: Tuomo is Finnish, speaks very fluent english, constant translation into chinese by I-Chern and all other facilitators
Lemonster is an educational DIY kit packaged as monster toy instrument. Lemonster teaches very basics of two phenomena 1) electrolysis in generating small electric voltage and 2) synthesizing sound with the electricity using simple analogue electronic components. Metal electrodes in fruit or vegetable like lemon or potato power the sound circuit on breadboard. Lemonster is open design and all parts apart from the electronic components and metals can be made with 3D printer. Lemonster was developed for Prototyping Factory workshops in Taiwan National Science Education Center, hosted by Dimension+in Taipei, Taiwan October 2015.
Approx 15 kids & 10 adults (age around 8-12? some even younger?) with their parent, some other people form the science museum...
Space & Materials
Info-Material and Hand-outs
Projection from Laptop, nicely design minimal slides, almost no text.
Inspiring text on Tinkering with Tinkerability
From the last section of Chapter 10 "Design for Tinkerability" by Mitchel Resnick and Eric Rosenbaum (MIT Lifelong Kindergarten), Design, Make, Play: Growing the Next Generation of STEM Innovators, 1st edition, 2013, more on the book by New York Hall of Science.
In this chapter, we have outlined some of our current thinking on how to design construction kits for tinkerability. But designing construction kits is only part of what’s needed. Even the most tinkerable construction kit will not be successful unless it is accompanied by the right types of activities, support materials, facilitation, space, and community. In short, designing contexts for tinkerability is as important as designing kits for tinkerability. It is beyond the scope of this paper to examine these issues in depth. But, in closing, we share a short summary of some key lessons we have learned in designing contexts for tinkerability. These ideas can be useful for educators who want to support young people in the process of designing and tinkering.
Emphasize process over product. While making something is an important part of the tinkering process, too much emphasis on the final product can undermine the experimentation that is at the heart of tinkering. To engage people in thinking about the tinkering process, encourage them to document and discuss intermediate stages, failed experiments, and sources of inspiration.
Set themes, not challenges. Rather than posing challenges to solve (as is typical in many design workshops), propose themes to explore. Select workshop themes that are broad enough to give everyone freedom to work on projects that they care about, but specific enough to foster a sense of shared experience among participants. For example, we might ask workshop participants to design an interactive card for a holiday celebration.
Highlight diverse examples. Show sample projects that illustrate the wide diversity of what is possible, provoking people to think divergently. Keep examples and documentation on display for continuing inspiration.
Tinker with space. Consider how you might rearrange or relocate, to open new possibilities for exploration and collaboration. For example, how can the arrangement of tables and screens help people see each other’s work? How can the arrangement of materials encourage clever and unexpected combinations?
Encourage engagement with people, not just materials. In addition to having a “conversation with the material,” tinkerers also benefit from having conversations (and collaborations) with other people.
Pose questions instead of giving answers. Resist the urge to explain too much or fix problems. Instead, support tinkerers in their explorations by asking questions, pointing out interesting phenomena, and wondering aloud about alternative possibilities.
Combine diving in with stepping back. While it is valuable for tinkerers to immerse themselves in the process of making, it is also important for them to step back and reflect upon the process.
Our goal is to provide everyone—of all ages, backgrounds, and interests—with new opportunities to learn through tinkering. To do this well, we ourselves need to remain engaged as tinkerers (and meta-tinkerers), playfully experimenting with new ways to design for tinkerability. We see this chapter as just a start. We plan to continue to tinker with and iterate ideas and technologies, continuing to refine our thinking about the nature of tinkering and strategies for enhancing it.
See more on J'aime 4093 Nandsynth
Nandsynth is an educational DIY kit for solar-powered electronic sound experiments. The participants learn the basics of electronic sound synthesis and using solar energy instead of batteries. The participants are also introduced to electronic prototyping with a breadboard and components to the level of continuing the experiments after the workshop.