There is a major trend with an ageing workforce population. (National Intelligence Council (U.S.), issuing body, 2017, p. 08) With a younger population, There has been a trend in increased violence and instability. Workforce trends also a foresee a lack of opportunities for women (South Asia, Africa) and a disproportionate increase in the male population (Middle East, East & South Asia) due to sex-selective family planning, creating a lack of diversity. It has been recommended that the focus be on education and employment.(National Intelligence Council (U.S.), issuing body, 2017, p. 10) . There needs to be a focus on 21st Century skills to succeed in the workforce, which also includes emotional intelligence. (Organisation for Economic Co-operation and Development. issuing body. Centre for Educational Research and Innovation. OECD iLibrary, 2016, p. 17)
In a study comparing the older workforce with their young compatriots, JPL noted that the difference in the quality of the skills being brought to the workplace appear to be due to the difference in their childhood experiences. Previous generations were tinkerers and makers, pulling things apart and reassembling or repurposing materials. (Hlubinka et al., 2013, p. 03)
These trends are both interconnected and important because as educators, we are wanting our students to be successful in the workplace and as the ageing workforce moves on, we are needing to see that young adults are equiped to take on the challenges and be adaptable in our fast changing world.
So What?
In a research report from NMC and COSN, they found these key trends in accelerating technology adoption:
▪ Over the next one to two years, STEM is becoming a higher priority and is already being morphed into STEAM to include the arts. Coding is being encouraged to be treated as a literacy, a part of the curriculum.
▪ In the next three to five years, it is forecast that there needs to be a redesign in the learning spaces to accomodate the move to a more student focused pedagogy.
▪ In the next five or more years there is a focus on cultures of innovation and deeper learning approaches. (New Media Consortium & Consortium for School Networking, 2017)
This means schools and teachers are moving to change their pedagogical practise to be more student focused. Spaces are more flexible to support the change in curriculum delivery. The student’s graduate profile will include 21st Century skills to equip them in an unknown working environment to be entrepreneurial, with the ability to be self taught and to work in teams.
Enter the Makerspace movement. This is constructionist or constructionism which is the philosophy of hands-on learning. (Kurti, Kurti, & Fleming, 2014, p.08) Here the students learn to fail, iterate, collaborate, problem solve andinnovate, based on curiosity and play. (Kurti, Kurti, & Fleming, 2014) (Hlubinka et al., 2013) This has been evolving amongst New Zealand schools and the movement appears to have gained traction.
This is bringing us back to more play based learning and giving our students the opportunity to develop those skills evident in the older workforce in the JPL research. The collaborative and social emotional skills learned through working in teams, sharing their learning, failures and successes, will hopefully address the trends involving violence and instability by educating young people in emotional intelligence. With the opportunity for all students to be involved in making and tinkering, it is hoped that girls will develop the “I can do anything” mindset which is synonymous with the Maker Movement, addressing the lack of diversity in the STEM workforce.
Importantly, to create a successful Makerspace, it is more about the mindset. Having a growth mindset, be willing to be self-taught, be collaborative, celebrate failure and expect breakages. Share the student’s learning and solutions. Don’t be the expert, ask more questions than answers given and encourage other students to take on mentor roles. (Kurti, Kurti, & Fleming, 2014, pg 11) Give the students the opportunity to exercise perseverance, personal excellence, integrity, responsibility and respect, within an engaging and fulfilling educational environment.
References
Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., … McGuire, D. (2013). Makerspace playbook. Retrieved from http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf
Kurti, R. S., Kurti, D. L., & Fleming, L. (2014). The Philosophy of Educational Makerspaces. Teacher Librarian, 41(5), 8-11. Retrieved from http://web.a.ebscohost.com.libproxy.unitec.ac.nz/ehost/detail/detail?vid=0&sid=6a8d93c2-3c33-439f-9c97-ef0fd5de0cc7%40sessionmgr4006&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=96678445
National Intelligence Council (U.S.), issuing body. (2017). Global trends: Paradox of progress. Retrieved from www.dni.gov/nic/globaltrends
New Media Consortium, & Consortium for School Networking. (2017). Horizon Report: 2017 K–12 Edition. Retrieved from https://www.nmc.org/nmc-horizon-news/nmc-and-cosn-release-the-horizon-report-2017-k-12-edition/
Organisation for Economic Co-operation and Development. issuing body. Centre for Educational Research and Innovation. OECD iLibrary. (2016). Trends shaping education 2016.
Shona, I have really enjoyed reading and learning from your reflection. I first came across the maker space movement in a Mindlab session. I am intrigued and inspired. This way of learning will require a pedagogical shift for many teachers. As we are see play-based learning is growing in junior learning spaces around New Zealand and the maker space movement makes for a suitable progression. I can see it’s immense value for the future generation in the workplace. It’s amazing what we can still learn from previous generations! You also mention the benefits of the maker space movement in developing emotional intelligence and a growth mindset, a key to problem solving in particular. This has made me focus asking more questions of my students than give answers in all aspects of learning. Thanks!
ReplyDeleteHi Shona. Thanks for posting about makerspaces and their importance. As you say, it is a change of thinking from teachers to be able to hold back from using their knowledge and skills and show or tell the students how to do things. I have a makerspace set up in the school library for any of the students to come to at lunchtimes. Mostly it is just resources that they can help themselves to and make what they want. Some of the area is set out as a 'breakerspace' where they take old things to bits - then we store the bits for later use in makerspace. Lots of amazing talking and learning here - teachers and students.
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