A resource for learners to explore the ways you can use the Agency by Design Framework and Making Moves/Indicators.

A resource for learners to explore the ways you can use the Agency by Design Framework and Making Moves/Indicators.
A conversation starter and reflective activity for introducing young people and adults to making.
Agency by Design researcher Jessica Ross explores circuitry by engaging in a hands-on journey to build a flashing LED light from scratch.
Oakland Learning Community Tatum Omari’s builds on her experience with system redesign to hack her daughter’s soccer gear.
Guest Author Jeff Evancho, the Project Zero Programming Specialist at the Quaker Valley School District, describes the process of establishing the Pittsburgh Maker Educator Learning Community, including the community’s interest in developing documentation and assessment strategies for the maker-centered classroom.
The AbD Making Moves are a set of observable or actionable “moves” that learners and educators can use to help design maker-centered learning experiences, and to support, observe, document, and assess maker-centered learning.
A rotina ajuda os estudantes a explorar a complexidade ao encorajá-los a olhar atentamente para os detalhes de algo, considerando uma variedade de pontos de vista, de usuários e de partes interessadas e refletindo sobre as próprias conexões e seu envolvimento com o objeto ou o sistema em questão.
This practice allows learners to notice features of an object that they may not have the vocabulary to fully describe yet. By doing several sketches, learners have the chance to engage in perspective taking and to see details they might miss at first glance.
This entry offers a critical perspective of the role of the arts within the popular STEAM agenda. Most loosely defined, STEAM can be understood as incorporating the arts into the STEM (science, technology, engineering, and mathematics) acronym for the purpose of introducing a focus on art and design into these four subject areas. This entry first questions what the A in the STEAM acronym actually represents. The entry then argues that a focus on any discrete set of disciplines prioritizes some domains of practice, while overlooking others. The entry goes on to encourage a more distributed approach to pedagogical practice that is less about establishing catchy acronyms that privilege some disciplines over others – and more about supporting young people and adults in becoming multimodal learners capable of making connections between and beyond the disciplines.