Os Sentidos da Alfabetização (Encyclopaidéia) (Portuguese Edition)
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Based on this input, the whole group worked on finding better solutions, using laser cutters, 3d printers, arduinos, etc. On October 19th, participants should return for the last meeting. Casa Thomas Jefferson believes that running programs that place youth at the center and give them opportunity to think collaboratively and to use tools and resources for a meaningful purpose is what defines our spirit. All the assistive solutions created by participants, using modern prototyping tools will be shared online soon. A traditional classroom, an open space, or even the school playground could be a perfect fit to a simple, engaging, and life changing learning opportunity.
The session was divided in three parts: discovery, inspiration, and prototyping. In the beginning, participants learned about the maker movement and startups that use makerspaces around the globe to create and develop their products. In the second part, Rodrigo Franco, cofounder of 3Eixos , a company that was born inside CTJ American Space spoke about the advantages of using our makerspace to boost their business.
Also, we talked about Meviro , and how being a partner has helped it build a sound assistive technology makeathon methodology. In the last part, participants experienced design thinking to conceive their own startups and used some of the tools available at the space to prototype their products. It was an inspiring session that got very good feedback from participants and organizers. Imagine a place where youth learn about new skills, tools, and opportunities, a place where there is room for creativity and genuine intrinsic motivation, a place where learning a skill may lead to learning a competence that could influence the way you perceive yourself and your role in society.
Such places exist, and are growing in numbers in Brazil.
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The Access Maker Camp was specially designed to promote experiential learning opportunities for participants and teachers. For two days, thirty students from all over Brazil and three American interns participated in maker activities and experiences that may lead to their building a growth mindset and becoming more responsible for their own educational and professional prospect. Day one started with a brief talk about flexible learning environments and the educational system in Brazil, and about connecting with ideas and worthy information on the web. Participants discussed how schools are still trapped in a model that perceives learners as passive consumers, and how access to information may give them a chance to be more prepared to change that.
We shared some valuable links and resources that may help youth become more digitally literate and have a voice or even come up with solutions for challenges in their communities. The goal was to have participants feel the thrill of learning by making and notice how simple materials can be repurposed into exciting learning prompts.
Once the hands-on part of the activity was over, we opened a discussion on what they learned while engaged in each of the tasks. Many participants told us that they had learned how to listen to their peers and how to collaborate in order to succeed — precious soft skills to acquire. Participants also talked about how they could use what they had learned to improve schools or libraries in their communities.
Participants were divided into groups and attended two workshops. In a world surrounded by design, it is almost unconceivable that students go through high school without pondering what design is or even learning how to use image editors to convey powerful messages. The laser cutter workshop started with participants learning how to prepare files and use features in an image editor.
They were told that all we need to do in order to learn something new is to be willing, do our best and learn from our mistakes. The second session gave participants the chance to make the circuit boards they had used during the showcase so that they understood how they work. Knowing how things work and becoming sensitive to design may promote understanding that the designed systems and objects are malleable, leading learners to become active agents of change.
When asked what they had learned, one student said that he understood that sharing what you learn with your community strengthens everyone. For the Human Library session we invited two extraordinary women who had a very important message to give: we are responsible for our own future.
Teresa Pires, a well known designer and entrepreneur, talked about her experience as a public school student, how lost she was as a teenager, and how her passion helped her understand what made sense for her professional life. Teresa opened her own instagram store and she teaches people how to bind books. She also told the kids about learning to use technology, available at CTJ Makerspace, to improve her business outreach, and shared her new Youtube Channel. Angelita Torres, a computational science grad and outstanding member of CTJ Makerspace team, inspired youth and told them about her experience as a girl in the STEAM field, where the vast majority is male students.
We had a vivid exchange of ideas in English as participants were given the task to find three things Angelita and Teresa had in common.
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To wrap the two days of hard and, at the same time, pleasant work, Access students were asked to take a picture of something they found interesting and post it on their social media. You can relish what these smart eager learners had to say here. Read about Human Libraries in American Spaces here. The first makerspace in a binational center in Brazil, CTJ Makerspace, has one main goal: we aim at bringing the library into the 21st century — teaching multiple literacies through print and digital content.
With the support of a dedicated staff, we are always more than happy to help teachers use pieces of technology to enrich their lessons. A good example of this practice is how the English teacher Lucia Carneiro learned how to use an image editor Adobe Illustrator to create unique learning experiences for her learners.
Students participated in the telling as the teacher projected characters on the ceiling using a flashlight and cutout bugs. As a result, students were very enthusiastic about their production and families realized how creative her lessons are. Otto causes a wow effect at first glance. He told us he wanted his kid to be curious, passionate and eager to learn new things.
In addition to playing around with scientific content, children learned how to be patient and resilient, which are important skills to learn nowadays. Isadora was my English as a Foreign Language Student when she was five. At the time, I taught her the numbers, the alphabet, names of objects.
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As one of the facilitators in the session, I could see her start developing her maker identity. We hope more and more kids will too. Jovens felizes e pais encantados nos deram excelente feedback.
Lev Vygotsky (1896-1934)
Para estimular o fazer e o estar juntos, o Makerspace da Casa Thomas Jefferson presenteou filhos e filhas com a possibilidade de construir, aprender e co-criar o seu presente junto com quem mais importa. In other words, educators should be the first to feel encouraged to notice opportunities to build, tinker, hack, and design learning artifacts and systems in an ever-changing world. With this premise in mind, we designed and delivered two Librarian Training sessions in The idea revolved around the fact that we strongly believe people, educators included, need to become sensitive to opportunities to activate their sense of maker empowerment.
For the second meeting, Resource Center staff members came to CTJ Makerspace and got their hands dirty; we revisited the mission they created as a group and learned a new skill — we learned the technical part of using a plotter machine, but we had a purpose in mind: The team learned how to use the machine to make the mission statement visually appealing to everyone who visits our Resource Centers. All in all, the two sessions worked on a maker skill as a secondary aim, for the most important learning outcome was to build confidence and build a maker mindset.
As a result, we have a shared vision as what a dynamic learning center is. In , much was said and heard about the maker movement. Discussion about the benefits of making tangible or digital objects for pedagogical purposes abounded. Maker learning environment ranging from traditional classrooms to public libraries, museums, galleries, and even the halls of the White House drew lots of attention. In sync with the primary benefits of maker centered learning, all six resource centers at Casa Thomas Jefferson, offer monthly extra-curricular leaning opportunities with a focus on participants as content creators.
During the training, participants learned about design thinking, innovation tools, best outreach programming practices, the maker movement, and best reporting practices. The session ignited collaboration and a sense of shared vision that will linger and create a positive effect in the BNC network.
Participants made a customized sketchbook with an augmented reality cover. We had 30 youth participants eagerly working and practicing the English language out of the classroom through making a tangible object. We designed a program to promote collaboration between Thomas Griggs students during community hours and public school students. T he program brought a challenge: create a drawing bot out of recyclables and Littlebits.
Then, each Griggs student became a facilitator of a small group, and collaboration and genuine exchange of ideas abounded. Soon enough the school was buzzing with excitement and learning. Access gives participants English skills that may lead to better jobs and educational prospects and Casa Thomas Jefferson is always careful with the design of the lessons and material choice so that access students are offered the best teaching practices. Our team used years of teaching experience aligned with the knowledge we have gained making our space to design activities for our access students.
During the sessions, students worked in groups and had to perform three tasks.
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The underlining assumption in each of the tasks was that success in a knowledge society is not about knowledge alone. The main goal of the festival was to make ordinary people, organizations, and business sensitive to the challenges our planet faces today and take action to create feasible alternatives. The festival showed that innovation must be part of everyday business and life and that it is only worth it if it helps people strengthen connections and deepen health and environment.
The main themes of the event revolved around environmental preservation, water scarcity in the world, recycling, climate change, self-sustainable fashion industry and more. This edition also included workshops on co-creation, a multimedia festival and an International Film Festival with films about sustainability in the daily life of big cities, and of course maker workshops. Because the mission of the festival is closely tied to the U.
Participants got their hands dirty in the construction of automatas. We were very impressed by two things; First, how some people completely freeze when they are asked to make something functional.
We heard over and over the phrases: I can not make anything; I am not creative at all; I have no clue how to start. We gave examples, worked together, motivated, and got every single person to at least try creating something, accept failure as a growth path, and be more positive regarding their creative processes. Second, how participants were eager to be offered a more experiential approach to learning.
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People who came to 0ne of our sessions learned that they can learn by doing in a collaborative environment. As it happens to any living organism on the planet, some days are just better than others. When you get the chance to collaborate with great people to make dreams come true, motivate young people to learn technologies that can help others, and experience the power of a flexible learning space, its not just any other day at the office.