children as global fabricators - fablab thinking and tinkering in experimenting networks around the...

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CHILDREN AS GLOBAL FABRICATORS FabLab thinking and tinkering in experimenting networks around the world Rikke Toft Nørgård, Assistant professor, PhD, Centre for Teaching Development and Digital Media, Aarhus University [email protected]

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Slides from the workshop at the FabLearn.eu conference on Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

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Page 1: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

CHILDREN AS GLOBAL FABRICATORS

FabLab thinking and tinkering in experimenting networks around the

worldRikke Toft Nørgård, Assistant professor, PhD,

Centre for Teaching Development and Digital Media,Aarhus [email protected]

Page 2: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

A NEW MINDSET FOR & APPROACH TO THINKING & TINKERING W. TECHNOLOGIES

Students’ project and processes as examples of becoming global fabricators

See the booklet

Go see for yourselves and talk with them

From tool-technologies to through-technologies

From contexts of containment to technologies for transformations

Page 3: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHAT DOES GLOBAL FABRICATION IN NETWORKS IMPLY?

The concept of global fabrication is an attempt to rethink the people, processes & products as ‘experimenting agents of change across learning contexts’

As unbound & unbridled by institutional settings/contexts – breaking out of settings to set their own course to find, take & make their own ‘unsafe’ spaces & places through fabrication

As ‘unteachable’ empowered constructors of own participatory experimenting communities – being self-reliant by taking mattering into own hands and interacting across communities

As ‘unstructured’ and ‘unsettling’ emancipatory, transformative forces making own pathways – crafting own networking and networked pathways across people, processes, products, communities outside the institutional territory

Page 4: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHAT DOES IT SIGNIFY TO BE A GLOBALLY NETWORKING FABRICATOR?

Being in charge of a process: DIY curriculum / practicum = so what do you

need to learn & do to matter?

Being a member of a community: contributing to online/offline communities = so

how do you participate to create real impact in communities?

Being a responsible, self-reliant subject: Thinker/tinker of actual processes anf products

= so how do you matter & make impact as a practitioner?

Being an experimenting agent of change in society: experimentations/transformations in actual

contexts = so how do you impart affecting change across unbound offline/online learning contexts?

Page 5: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHAT DOES NETWORKING FABRICATION AND TRANSFORMATION LOOK LIKE?

Constructing products-as-processes to meet posed challenges

So what is important is not digital technologies/digital products/digital literacy/online communities in themselves

= a radiant prism of resources, reflections, & result that allowed the groups – their experimenting thinking & tinkering – to take place as open fabrication in the making across online/offline learning contexts

A united multiverse of products processes, practices, domains as vibrant entanglement

Page 6: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

DIGITAL FABRICATION PRODUCTS

AS GLOBALLY EXPERIMENTING PROCESSES

So what is important is not digital technologies/digital products/digital literacy/online communities in themselves

But the globally experimenting processes they feature, express, points towards and invite for As open products – to think and tinker with across contexts As open processes – of learning thinking/tinkering across

contexts As open practices – of becoming thinker/tinker across contexts As open domains – for moving through thinking/tinkering across

contexts

Through this vibrant entanglement of ’think, make, tinker,’ participants where able to move across different levels of comprehensions of digital literacy and digital technologies

Page 7: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHY NETWORKED PARTICIPATORY FABRICATING COMMUNITIES?

Moving away from viewing literacy as ’information skills’

Viewing learning/teaching with technology as

1. the accessing, and retrieving of ‘information out there’

2. that is then taken out of ‘the container’ and consumed, processed & replicated

3. to be fed back into the system as ‘replicating assignments’ or ‘information 2.0’

Page 8: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHY NETWORKED PARTICIPATORY FABRICATING COMMUNITIES?

Moving away from viewing literacy as ’content creation’

Viewing learning/teaching with technology as

1. the creation of ‘delivered media content’ functioning as ‘creating responses’ to delivered set tasks

2. responses are created as ‘media content representations’ through digital tools such as Google Docs, Prezi, Youtube and put online

3. becoming ‘media products’ to be viewed and shared in online communities

Page 9: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHY NETWORKED PARTICIPATORY FABRICATING COMMUNITIES?

Moving towards viewing literacy as ’constructing design’

Viewing learning/teaching with technology as

1. as an invitation to construct meaningful change in participatory open communities through experimenting, constructing and intervening with digital technologies

2. subsequently presenting designed construction as processes to be shared and discussed using digital technologies across contexts and communities

3. creating entangled/merged online/offline interactions, mobilizations, and transformations across learning contexts

Page 10: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHERE IS GLOBAL FABRICATION TAKING PLACE?

In this way a structure of entangled experimenting participation across networks is constructed

a vibrant and fluctuating place of ’movemental’ belonging and taking place together underway

not as a sedimentation into contexts, settings or structures but as a concerted movement ’across & beyond’ to make places of their own emerge amongst networked and networking online/offline digitally fabricating communities

Page 11: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHAT’S THE POTENTIALS OF GLOBAL FABRICATORS 1?

Move away from digital technologies as information containers / set tools for teaching/learning ’X’

Towards digital technologies as putting forward configurable invitations for interactions / experiences / relations / networks to take place

Page 12: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHAT’S THE POTENTIALS OF GLOBAL FABRICATORS 2?

Move away from learning towards set goals you design/teach for utilizing digital technologies

Towards learning as creating / construction participation in global experimenting networks supported by digital technologies

Page 13: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHAT’S THE POTENTIALS OF GLOBAL FABRICATORS 3?

Move away from digital fabrication as contained & controlled within ‘creative’ products & contexts

Towards digital fabrication for ‘global innovation’ as putting forward invitations/stories to intervene, move and mobilize people to take place and participate as networking and networked unbridled global fabricators

Page 14: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHAT’S THE POTENTIALS OF GLOBAL FABRICATORS 4?

Move away from viewing teaching/learning with digital fabrication as unchanging stipulated ‘best case’ practice

Towards a global experimenting place where practice, teaching & learning transform, reform and revolt into everchanging new experimenting communities

Page 15: Children as Global Fabricators - FabLab thinking and tinkering in experimenting networks around the world

WHAT’S THE (BULLET)POINT(S)?

Engaging the empowering, emancipatory and transformative potentials (& pitfalls) in rethinking people, processes and products in learning contexts as open formations

’Learning contexts’ happening everywhere as emerging formations in people, processes and products supported by digital technologies

Becoming ’an educated agent of change’ as the ability to thoughtfully navigate, interact, intervene in and transform networking and networked online/offline open formations (people, processes, products)

Participatory academic communites as open formations of self-reliant students taking place and being recognized as peers through their scholarly/designerly work supported by digital technologies