1. Image: http://wedgedetroit.com/project/mt-elliott-makerspace/
4 June, 2014
Andrew Hiskens
Manager, Learning Services
The space to make:
setting a context

2. P–2
Road map or treasure map?
Image: http://en.wikipedia.org/wiki/File:Measuring_azimuth_with_a_compass.png

3. P–3
Making…
Image: Kevin McDonnell CC BY-NC-ND 2.0 https://flic.kr/p/y9d8z

4. P–4
…and identity
Image: Kevin McDonnell CC BY-NC-ND 2.0 https://flic.kr/p/y9ewL

5. P–5
Circles
Image: @BenjaminHamley at the 2014 Museums Australia Conference pic.twitter.com/aKgI606UMM

6. P–6
Circles (part 2)
creativity
technology
culture
learning
makerspaces

7. P–7
Creativity…

8. P–8
Martin Westwell on creativity (in the workplace)
• clearly articulate the task
• exemplify
• motivate
• maintain focus
• reduce interruptions
• give feedback
• encourage self-evaluation

9. P–9
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• exemplify
• motivate
• maintain focus
• reduce interruptions
• give feedback
• encourage self-evaluation

10. P–10
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• motivate
• maintain focus
• reduce interruptions
• give feedback
• encourage self-evaluation

11. P–11
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• Don’t motivate
• maintain focus
• reduce interruptions
• give feedback
• encourage self-evaluation

12. P–12
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• Don’t motivate
• Don’t maintain focus
• reduce interruptions
• give feedback
• encourage self-evaluation

13. P–13
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• Don’t motivate
• Don’t maintain focus
• Don’t reduce interruptions
• give feedback
• encourage self-evaluation

14. P–14
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• Don’t motivate
• Don’t maintain focus
• Don’t reduce interruptions
• Don’t give feedback
• encourage self-evaluation

15. P–15
Martin Westwell on creativity (in the workplace)
• Don’t clearly articulate the task
• Don’t exemplify
• Don’t motivate
• Don’t maintain focus
• Don’t reduce interruptions
• Don’t give feedback
• Don’t encourage self-evaluation

16. P–16
Learning…

17. P–17
OECD
Formal learning is “always
organised and structured,
and has learning
objectives. From the
learner’s standpoint, it is
always intentional...”

18. P–18
OECD
Informal learning is “never
organised, [it] has no set
objective in terms of
learning outcomes and is
never intentional from the
learner’s standpoint…”

19. P–19
OECD
Non-formal learning is
“organised and can have
learning objectives…”

20. P–20
Stephen Heppell - best learning experiences
• active - doing something
• doing it with others
• a sense of personal progress
• a guide / coach / teacher
• a difficult task achieved
• there was an audience
• a sense of "got there early"
• a feel for others' progress
• some passion
• a little eccentricity

21. P–21
Jean Lave and Etienne Wenger - Situated Learning
“communities of
interest…”

22. P–22
Technology…

23. P–23
Gartner Hype Cycle
Image: http://en.wikipedia.org/wiki/File:Gartner_Hype_Cycle.svg

24. P–24
Disruptive Innovation - Clayton Christensen
Image: http://en.wikipedia.org/wiki/File:Disruptivetechnology.gif

25. P–25
Mark Prensky
“Verbs are the skills
that students need to
learn, practice, and
master.”

26. P–26
Mark Prensky
“Nouns, on the other
hand, are the tools
students use to learn
to do, or practice, the
verbs.”

27. P–27
Culture…

28. P–28
Clay Shirky
Image: http://images.barnesandnoble.com/pImages/bn-review/2010/0531/CognitiveSurplus_AF.jpg

29. P–29
Mimi Itō - three-year ethnographic investigation
Image: http://mitpress.mit.edu/sites/default/files/imagecache/booklist_node/9780262518543.jpg

30. P–30
Value proposition/s…

31. P–31
Value proposition/s – public
• access to technology you can't (yet) afford to buy...
 managing/redressing resource scarcity is a traditional library role
• learning/growing
 not formal
 ie informal and non-formal
 cf OECD definitions
 the experience of learning
 metacognition
• individual/social experience
 community/ies of interest
• 3 step process
 hanging out, messing around, geeking out…
• what it says about me...
• what it says about us...

32. P–32
Value proposition/s – the library itself
• learning/growing with its community
• playing/experimenting with the role of the library
• embracing change
 ...and seen to be doing so

33. P–33
Value proposition/s – funder/s and stakeholders
• future focussed
• future skills for the community
• cool - and that rubs off...
• embracing change
 ...and seen to be doing so

34. P–34
John Seely Brown on making
“something you begin
to feel in your hands
as much as your
mind”

35. P–35
Bibliography
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral
participation. Cambridge: Cambridge Univ. Pr.
• Christensen, C. M. (1997). The innovator's dilemma: When new technologies
cause great firms to fail. Boston, MA: Harvard Business School Press.
• Eaton, S. (2010). Formal, non-formal and informal learning: What are the
differences? Literacy, languages and leadership, viewed 30 May 2014,
<http://drsaraheaton.wordpress.com/2010/12/31/formal-non-formal-and-
informal-learning-what-are-the-differences/>
• Edutopia, John Seely Brown on Motivating Learners (Big Thinkers Series),
viewed 27 May 2014, <http://www.edutopia.org/john-seely-brown-
motivating-learners-video>
• Hepple Net, Best Learning Experiences, viewed 30 May 2014,
<http://rubble.heppell.net/archive/best_learning/>
• Itō, M. (2010). Hanging out, messing around, and geeking out: Kids living and
learning with new media. Cambridge, MA: MIT Press

36. P–36
Bibliography
• OECD. (n.d.), Recognition of non-formal and informal learning, OECD, viewed
30 May 2014, <http://www.oecd.org/edu/skills-beyond-
school/recognitionofnon-formalandinformallearning-home.htm>
• Mark Prensky, Verbs and Nouns, viewed 27 May 2014,
<http://marcprensky.com/verbs-and-nouns/>
• Shirky, C. (2010). Cognitive surplus: Creativity and generosity in a connected
age. New York: Penguin Press.
• Westwell, M, Creativity - presentation given at education.au conference, no
longer published online, but a copy is available at
<https://www.evernote.com/shard/s4/sh/814fd8d0-5273-4ec2-bb41-
bf7f922ca8cf/8051f39414930562b2e05a50dc9b5b70>
• Wikipedia, Hype Cycle, viewed 30 May 2014,
<http://en.wikipedia.org/wiki/Hype_cycle>