Blog

A Brief Introduction to Debugging

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by Jaymes Dec -

I did not have anything to do with this video series. It was produced by professors and students at ITP-NYU.  But I think it's great and relevant to our community, so I am sharing it here. Enjoy and Happy New Year!

"A Brief Introduction to Debugging"
Written & narrated by Clay Shirky
Illustration & animation by Roopa Vasudevan
Photography by Tom Igoe and rik-shaw (via Flickr)
Music by Podington Bear

 

Three lessons learned about making in classroom

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by Susanna Tesconi -

I spent the last 3 years, among other things, working as learning environment designer at Laboral Art Center Gijón, Spain. The art center has a fabLAB that is used for artistic production as well as education and research LAB by several public schools in the region.

What I do exactly is to help teachers from primary and high school to integrate digital fabrication, rapid prototyping, physical/creative computing, design, making etc. in the classroom.

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FabLearn Not Quite End of Year Posts

Institution

by Sylvia Martinez -

 

The past few weeks on the FabLearn blog have been really spectacular - interesting, informative, and inspiring!

I was going to do a roundup of posts -- but there are just too many, so let's get some action going on commenting and sharing out. This is a week many educators are off of work, sometimes that means they drop all social media, but for others, it's a chance to catch up!

Here's a list of social media:

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The Role and Rigor of Self-Assessment in MakerEd

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by Christa Flores -

The purpose of teacher driven assessment is to measure whether a student is ready to move on to the next topic in a given curriculum. Often this translates to the next chapter of a text book. If the student passes the teacher’s assessment, the next step in her education is given to her in lockstep manner. This approach to learning and assessment, while comfortably quantifiable, unfortunately fails to approach the full spectrum of learning that modern day education has to offer children and adults. Throw MakerEd spaces into the mix, and you have a recipe for a revolution in assessment, beginning with handing the right and responsibility of assessment, over to our students.

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Making for Change

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by Roy Ombatti -

In the Nairobi Fablab, I have personally seen that hands-on making is life-changing. However it can be difficult to measure impact and as such it is difficult to quantify the successes of the process. But I am particularly curious about the making in the context of the developing world. I feel the impact of the change effected by making is most significantly felt, and needed here. But then how do we ensure that making is exploited to its full potential?

Of Feet, Fleas and 3D Printing

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by Roy Ombatti -

I have been involved in many projects during my time at the Fablab in Nairobi and I personally enjoy those that leverage technology for change and development. I am most interested about the space for technology in development because I feel it is in this space that making is most needed. I believe very much in empowering people, primarily the poor, with the necessary knowledge and skills to make them problem solvers. Hailing from a developing country, this has never made more sense to me than it does now.

Drawing: a visual language for Makers

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by Erin Riley -

Drawing is like writing, using pictures instead of words.  It is a form of communication that can be useful, expressive, descriptive and observational.  It provides form to visual ideas.  Including drawing as part of the process of making things is fun and provides a good framework for understanding 2D and 3D design.  

Enclosed is a list of drawing approaches that are used most in the Engineering and Design lab.

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The power of Making what you can Imagine

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by Erin Riley -

Several years ago while while teaching an upper level drawing class I noticed that some of my students were struggling to understand 3D space on the 2D drawing plane.  In an effort to help these and future students, I reimagined a way of keeping track of studio projects based on where they might be organized by their 2D-3D “ness” on a spectrum, and identifying the sorts of visualization that would be involved as they cross into other spatial forms.

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