Learning to be a maker...

As I reflect on my learning in the 811 MAET course, I’m struck by how challenging yet rewarding the process of creation can be. At the end of another course and the end of a school term the creative juices didn't feel like they were flowing. I was feeling the crunch and thinking about how I am also not a natural writer... what to do when one has writer's block? A blank page staring at me, I put my steam on consciousness into ChatGPT, then I iterated, revised, iterated again and polished as best I could, in essence, I embraced being a student.

My thinking process of my reflection - Image by author

Teachers spend a considerable amount of time creating lessons and are also expected to embrace change and innovation but this takes time, often time we don't feel we have. Yet I was also struck by how the design of the course gave me time to explore, fail and grow. One of the most significant takeaways for me was the importance of embracing failure as part of the learning journey. In this course, my own experiences with failure served as a reminder that no matter the scale of the setback, there is always something to learn and build upon. This is true constructionism in action: learning through doing, collaborating with peers, and iterating based on feedback. The act of creating and refining—whether it was through projects, lesson plans, or experimenting with new tools—deepened my understanding of how meaningful and transformative learning happens.

This idea of embracing failure highlighted the importance of embracing our identities as makers. Whether we’re designing lesson plans, experimenting with new technology, or solving classroom challenges, the mindset of a maker—curiosity, resilience, and a willingness to fail—is critical. Teaching the value of innovation through some of the amazing technologies available today, such as augmented reality and AI, helps prepare students with a learning mindset ready for the future. These tools provide opportunities to explore, experiment, and problem-solve in ways that mirror the complexities of the real world. By incorporating these technologies into maker spaces and beyond, we can inspire students to become lifelong learners and creators and, like me, share with students that these are tools for support, not for bypassing learning.

Another key insight was the focus on user experience (UX) and design. This was a great learning moment to consider the overall experience we want students to have, not just the content we’re teaching. Thoughtfully designed learning environments—whether physical, digital, or a blend of both—can significantly impact student engagement and success. By prioritizing UX, we create spaces that are not only functional but also empowering and enjoyable for learners. Using constructionism and UX principles, we can envision and implement maker spaces not just in design classrooms but across all subjects. These spaces allow students to engage deeply with content, fostering creativity and innovation. This was the first time I had thought about my science classroom as a makers space!

Combining UDL and intersectionality feedback into my innovative lesson plan using the Merge Cube allowed me to think about how thoughtful planning and incorporating diverse perspectives can lead to engaging and empowering educational experiences. Receiving feedback from peers and colleagues was invaluable, as it pushed me to consider aspects of the lesson I might not have otherwise. It also underscored the value of collaboration in education. Innovation thrives in environments where ideas are shared, challenged, and refined—and collaboration ensures that multiple perspectives shape our work for the better. The collaborative nature of this course has reminded me how vital it is to prioritize teamwork and feedback in our professional practices. While my own department shares this sense of community and shared purpose I hope we can develop a shared planning time to develop this further.

Looking ahead, I’m inspired to integrate the principles of constructionism, collaboration, and making into my own teaching practice. This course has shown me that with intentional design, opportunities to fail, and the support of a community, meaningful change is possible. Let’s continue to embrace the challenges of making and learning—together.

Sketch of my creation - image by author

Final image creation showing my reflection thinking - Canva by author

References

OpenAI. (2024). ChatGPT [Large language model]. https://chatgpt.com

Magic Media. (2024). Canva [Ai image generator] canva.com