MakerEd update: Looms and Bridges
I dread Halloween for a number of reasons. The most trivial among them is that starts November and the traditional* post every day challenge. Working with that daily requirement forces me to realize how easily I fall into bad “essayist” habits with the blog. I don’t post about stuff until I’ve got something to say about the stuff, which in my saner moments I recognize is the exact opposite of the correct plan.
In the spirit of November, here’s the disjointed status of Makers.
The most elaborate Scratch+MakeyMakey project my class has ever seen reached something like alpha software and moved on to laying copper tape. Hence this, the most elaborate Bridges of Königsberg puzzle I’ve ever seen. I felt so math teacher proud about this. I laid down the law! Paths must not cross!
There was a full period of pencil sketching on the inside of their contraption before they even thought to reach for copper tape. They worked smart, using the raised edges, and running a long common ground through easily two dozen triggers. Then, after so much had been laid down, they discovered that they had taped themselves into a corner. “Isn’t there some way we can put stuff between the layers of tape?” Yes. now is the time when we talk about insulators and conductors.
Nate Kellogg asked about how our MS kids are using the 3D printer. Up until this week, my honest answer would have been “not as much as I had hoped.” The kids who actually built the machine display some ownership over it’s continued functioning, but they don’t seem to have any interest in using it in a significant way. I wasn’t sick with grief over this, but it was a bit surprising to me. I was happy to see that when other projects needs some thing, the printer would get called in to service, which represents both a crucial skill set and a mind shift for middle school students. But… I thought all kids were crazy for small plastic trinkets!
This week, I found the small plastic trinkets for which our students bring the craze. Makers and gentlenerds, the Rainbow Loom.
Are rubber band bracelets a thing with your kids? Then these designs will drive incredible traffic to your printer.
We started out using this great SCAD design for a closed ring loom. The commercial kit uses linear strips of the pegs that mount onto a base in various configurations. It’s pretty flexible, but bulky and not well suited for designs that extend off of the loom itself. The circular loom we’ve been printing is perfect for those, and turns a design that’s a tricky mess on the normal setup (the HEXAFISH**) into something that’s super easy and compact.
There have been more 5th and 6th graders in the lab this week than ever before. I know the about the “whistle trap” for 3D printing (although I can’t remember who coined the phrase), where the device becomes a tool to make a certain thing rather than something that enables student design. In my head I pretend that the loom isn’t a whistle, in part because of the changes they’re making to the base design in OpenSCAD. But really, I’m willing to risk it because of the crazy velocity, the sheer churn of kids coming into the space and asking about what they can make.
In other groups we have a RC plane under construction, a bunch of 555 timer projects (bad move: starting kids with breadboard projects more complicated than a pushbutton LED), a skeeball game, and powered paper airplanes. But the other lesson I remember from previous Novembers is that it’s better to post half the story in an 20 minutes than try to cover everything in an hour.
* aka I’ve done it twice
**strictly speaking the N-Fishtail.
Comments Suck, But Silence is Worse
I find it harder to have substantive public conversations now than at any point since my first BBS calls in 1990.
I feel trapped by the fragmented web and the asymptotic trendy of blog comments towards YouTube levels of nastiness. Here’s my current example. Audrey makes a great umbrella post about the trend of MakerEdu. HackEducation should be an obvious place for all stripes of teacher/makers to congregate, as should MakerEd. Instead substantive posts on both sites are relative ghosts towns.
When comments show up, they sit in solitude or lonely pairs, desperate for someone else at this party to pick up the thread. Gary Stager had a great post about walking the line between speaking truth to faddishness and becoming a crummudgeonly charichtacure. Four comments, from people I think are great educators (I’m making assumptions here, since no names link to their public identity), but no conversation.
I recognize that I’m part of the problem here. For every post that I comment on, there’s a half dozen that I star or retweet and then forget about. I’ve been chastened by the experience of checking back on abandoned comments, only being reminded of my “subscribe to comments” click when the post is discovered by spambots.
New bloggers crave comments; final unquestionable proof that someone is reading. But beyond a certain threshold, links and RTs paint more compelling picture of the reach of each post. The twitter community around hackeducation and MakerEd is far larger than the comment section indicates, but there’s no easy way to check on it. Comment sections on established blogs demand defensive attention more than anything else; nuke the spam, mute the troll threads, avoid the rage posts. In the odd chance a comment sparks a new thought, blog incentives clearly favor responding in a new post rather than in comments. The utopian version of this trend is a vast network of trackbacks, where the conversational thread bounces between individual blogs and every post adds new layers and insight to the discusson.
If any of you have found that network, please link me in.
Audrey posts, Andrew comments, Tim RTs, Rachel shares on G+, and there’s no visible conversation. It’s almost enough to make me pine for Maximus and WWIV.