Dossier

STEM engagement for students in a Makerspace | Phil Carew & Liana Gooch | TEDxRosalindParkED

Technology is fundamentally reshaping education over the last nine years, necessitating the infusion of STEM concepts across all subjects. The presenter advocates for a "D.I.Z.Z.Y." makerspace model that integrates design, innovation, gamification, and inspiration, exemplified by students using tools from basic robotics to advanced CAD in a cyclical, iterative process. This comprehensive approach aims to build resilient, entrepreneurial skills that prepare students for inevitable future challenges.

## Speakers & Context
- Presenter at a session, discussing the integration of technology into education.
- Audience: Educators and educational stakeholders.
- Framing the need for change: The education landscape has changed dramatically, and technology has been a key driver in this transformation over the last nine years.

## Theses & Positions
- Technology is a real key way in what has changed education in the last nine years.
- Students are actively driving learning in the digital realm, not waiting for teachers to deliver the curriculum.
- STEM concepts must be infused across all subjects, rather than remaining in separate silos.
- The goal of education is to build creative problem-solvers who are resilient enough to "redesign, rebuild and rethink" after failure.
- Students must develop skills in collaboration, problem-finding, and design, regardless of their eventual career path.

## Concepts & Definitions
- **Digital makerspace (D.I.Z.Z.Y.)**: The physical and programmatic space at Turret College where students learn, defined by the acronym:
    - D: Design
    - I: Innovate
    - Z: Gamify
    - Z: Inspire
    - Y: Implied/Associated.
- **STEM**: Fields encompassing Science, Technology, Engineering, and Math, which the presenter aims to infuse across all academic subjects.
- **Iterative design process**: The central methodology in the makerspace, involving stages from initial sketch $\rightarrow$ physical prototype $\rightarrow$ CAD design $\rightarrow$ 3D printing.
- **Digi Identities**: A structured curriculum framework mapped from the Australian Curriculum for digital technology to anchor developing skills:
    - **DIGIBOTS:** Initial stage focused on developing the engineering, building, and designing mindset using basic devices.
    - **Digi Explorers:** Year three to four stage, introducing basic problem-solving and design principles.
    - **Digitas:** Year five stage, focusing on advanced construction, collaborative group work, and online CAD design, often involving robotics and 3D printing.
    - **Year 9 and 10:** Stage where entrepreneurship becomes critical, focusing on promoting goods and creating jobs.
    - **VCE level years (11-12):** Stage of specialization within a particular STEM vein.

## Mechanisms & Processes
- **Opening Imagination Exercise**: Using a small drone to send images from the *skull* location to year two students studying location, while prep students learn basic coding with simple robotic devices, and year-seven students innovate using 3D printers.
- **Prototyping Cycle**: The physical process moving from initial *sketching an idea* $\rightarrow$ building a prototype (using *Lego or plasticine*) $\rightarrow$ designing on *CAD software* (*Mac or PC lab*) $\rightarrow$ completing the cycle on *3D printers*.
- **Skill Development Integration**: The integration of concepts, such as teaching linear equations using robotics or teaching measurement using *Minecraft*, across different grade levels by trained staff.
- **Curriculum Anchoring**: The systematic process of developing the *Digi Identities* to map and structure the acquisition of digital technology skills across mandatory school years.

## Timeline & Sequence
- **1980s**: Decade when Liana, the speaker’s comparison figure, grew up in *New Zealand*.
- **1990s**: Decade when the speaker grew up.
- **2014**: Year the journey began, prompted by reading a report from *Professor Ian Chubb*.
- **July last year**: Launch month of the *Digi Zone*.
- **Last eight months**: Time elapsed since the launch of the *Digi Zone* leading up to the presentation.
- **Next term**: When a group of engineers is scheduled to provide authentic problems for students to solve.

## Named Entities
- **Turret College**: The school where the presenter's students are located.
- **Liana**: Comparison figure, a young girl growing up in the *1980s in New Zealand*.
- **Professor Ian Chubb**: Author of the report that initiated the presenter's research journey.
- **David Price**: Individual involved in conducting work with the *UK innovation unit*.
- **Skull**: A specific location used in the opening imagination exercise.
- **Bee BOTS**: Basic devices used in the initial stage of coding development.

## Tools, Tech & Products
- **Drone**: Small device used in the opening scenario to transmit images.
- **3D printers**: Devices used to churn out physical innovations from year-seven students.
- **Spiro ball**: A robotic ball used in a physics challenge by students.
- **Tablets or devices**: General technology used by nieces and students for play, movie making, or coding.
- **Minecraft**: Game used by students for coding, collaboration, and learning.
- **Laptops or computers**: General technology used in classrooms for coding and design.
- **CAD design**: Software/process used by students in classrooms alongside coding.
- **Robots**: Technologies envisioned for the future and used in the makerspace.
- **Flying cars**: Technology imagined for the future.
- **Digital tools and technologies**: General category of technology underpinning student engagement.
- **Bee BOTS**: Basic devices for early coding stages.
- **Digital devices**: General reference to student technology use.
- **Mac or PC lab**: Location where students conduct CAD design work.
- **Sketchup**: Specific CAD software used in the makerspace.
- **Plasticine and cardboard and scissors and glue**: Traditional, low-tech elements available for prototyping in the makerspace.
- **Google Doc**: Tool used as a central, collaborative repository for discovered educational resources.

## Concepts & Definitions
- **Digital makerspace (D.I.Z.Z.Y.)**: The designated educational hub at Turret College, built around the principles of Design, Innovate, Gamify, and Inspire.
- **STEM**: Scientific, Technological, Engineering, and Mathematical disciplines, which the presenter advocates for cross-curricular infusion.
- **Digi Identities**: A progressive scaffolding system derived from the *Australian Curriculum for digital technology* designed to guide students from initial mindset development (*DIGIBOTS*) through to specialization (*VCE level years*).
- **STEAM**: The implied extension of STEM to include Art, emphasized by the need for creative problem-solving.

## Numbers & Data
- **1980s**: Decade associated with Liana’s life in *New Zealand*.
- **90s**: Decade associated with the speaker’s life.
- **Nine years**: Time elapsed since the speaker completed secondary school, marking the timeframe of educational change.
- **75%**: Percentage of future jobs requiring STEAM thinking and skills, according to a report.
- **2014**: Year the research journey started after reading the *Professor Ian Chubb* report.
- **Four**: Number of key elements underpinning the *D.I.Z.Z.Y.* acronym.
- **15 minutes**: Time allotted in the *CAD design challenge* for parents and students.

## Examples & Cases
- Student cohort working with a renowned architect to build structures destined for industrial *3D printers*.
- Year eight students observed on the floor conducting a *physics challenge* using the *Spiro ball*.
- Year eight teachers collaborating with a technician to teach linear equations using *robotics*.
- Year eight teachers working with a technician to teach measurement using *Minecraft*.
- Parent and child engagement workshop where parents designed a product using *Sketchup* during a *15-minute* challenge.

## Trade-offs & Alternatives
- **Learning Focus**: The choice between confining STEM to silos versus infusing it across all subjects.
- **School Structure**: The choice between maintaining a separate, isolated "Innovation Zone" versus integrating the process through signage ("a bit of a sign") throughout the learning environment.
- **Parent Involvement**: The alternative between formal presentations and highly hands-on, competitive workshops.

## Counterarguments & Caveats
- The speaker admits that the buzzing enthusiasm experienced in the classroom setting "never really happens" when they attempt to replicate it outside of that context.
- The ability to predict future technology (e.g., *flying cars* or *roaming robots*) remains uncertain even for the presenter.
- The process cannot happen instantly; the speaker stresses the need for foundational *extensive research* and planning.

## Methodology
- **Research Phase**: Conducting extensive research starting in 2014, including attending school visits to other institutions and reading reports.
- **Curriculum Mapping**: Developing the *Digi Identities* by mapping the *Australian Curriculum for digital technology* to structure skill acquisition.
- **Support Structure Creation**: Establishing the role of the *Digital Integration and ICT Support Officer* to provide specialized, hands-on technical guidance to staff.
- **Community Engagement Methods**: Implementing *voluntary nights* (*wine and cheese*) to connect with early adopters, followed by structured *teach meets* to disseminate knowledge.

## References Cited
- **Professor Ian Chubb**: Author whose report prompted the initial investigation into national competitiveness via STEM.
- **UK innovation unit**: Partner organization involved with *David Price* in researching modern learner engagement.
- **Australian Curriculum for digital technology**: The official educational framework used to develop the *Digi Identities*.

## Conclusions & Recommendations
- New schools must first conduct extensive research and determine the precise expertise gaps that need to be filled.
- Creating a dedicated support role, like the *Digital Integration and ICT Support Officer*, is vital for bridging the expertise gap between industry and the classroom.
- Building community momentum requires tapping into early adopters through hands-on, low-stakes workshops and regular teacher professional development meetings.
- The *Digi Zone* serves to "future proofing our students for whatever challenges that they may face."

## Implications & Consequences
- Failure to collaborate and integrate expertise will result in the school becoming an isolated silo disconnected from industry advancements.
- If students are not taught to embrace failure, they will lack the resilience necessary to iteratively improve their work and redefine practices.

## Verbatim Moments
- "I love an acronym as most of us do."
- *"We really celebrate the failure as well and we think our students need to know about failure and they need to become resilient."*
- *"It's it it's critical that we interface because we don't always have the expertise out there."*
- *"We want our students to have fun and we want them to be engaged so we want to continue researching innovative technology but then we really just want this technology to further support the teaching and learning at our school."*
- *"Don't think you can just walk into a digit space and it's going to happen overnight."*
- *"What it doesn't matter what field our students are going into because ultimately they're going to apply those valuable Digi skills that they've acquired at school."*