I believe one of the reasons that the DIY culture is so popular right now is the fact that makers are able to create, refurbish, and design their own products and display their work on social media sites such as Facebook, Instagram, Pinterest, or Twitter which allows them to share their work with an audience. This in turn, can encourage other people to try their own DIY projects. Fields (2014) discusses how this is an element of collaboration as an individual can become motivated based on feedback provided in comments, ‘likes’ and badges.
Until reading the Fields (2014) and Rose (2014) articles however, this was my understanding of DIY culture. I did not consider DIY media creations as a topic even though I have seen projects developed in my own classroom. One assignment that I have for my students is a Genius Hour project. In this task, students are encouraged to select a topic of interest and, by using the inquiry model, research and write a report on this topic. In addition to the report, the students need to do something with the material. For example, one student had a passion of creating websites. He researched how to code a website and in addition to a written report, produced his own website that he created in class. In connecting to the Rose (2014) article on documentaries, I had one student research life as a senior in a retirement home as she had a special connection with her grandmother who was living in a home at this time. She, herself, created a documentary on this topic. I like the Genius Hour project because it allows students to publish something that others can view and that can be public, such a book, website, or YouTube channel. This allows students to share their work with a wider audience that goes beyond the teacher and the classroom.
One area that strikes accord with me is that of being a collaborator. Both Fields (2014) and Rose (2014) discuss the importance of collaboration. In my current practice I often revert back to individual assessments and assignments because it is easy for me measure an individual student against the curriculum expectations as opposed to a group of students. The articles have challenged me to open up to the idea of DIWO or do-it-with-others projects. Collaboration is a learning skills that is important for teachers to help nurture in students as it is essential for their success in the modern world. I like this quote from Rose (2014), ‘‘knowledge share is knowledge gained” (p. 209).
I think by providing students opportunities to create and create with technology, which is what they are so good at, is a valuable way of engaging students in the classroom in a meaningful way. It provides an educative value in efforts “to produce an informed citizen” (Rose, 2014, p. 208). It also can lead to an exciting tool to augment learning, in particular help “develop reading, writing, programming and designing skills” (Fields, 2014, p. 19).
The following is a fantastic video about the Maker Movement that is new to me, but have enjoyed learning about it since hearing about it in the course
Until reading the Fields (2014) and Rose (2014) articles however, this was my understanding of DIY culture. I did not consider DIY media creations as a topic even though I have seen projects developed in my own classroom. One assignment that I have for my students is a Genius Hour project. In this task, students are encouraged to select a topic of interest and, by using the inquiry model, research and write a report on this topic. In addition to the report, the students need to do something with the material. For example, one student had a passion of creating websites. He researched how to code a website and in addition to a written report, produced his own website that he created in class. In connecting to the Rose (2014) article on documentaries, I had one student research life as a senior in a retirement home as she had a special connection with her grandmother who was living in a home at this time. She, herself, created a documentary on this topic. I like the Genius Hour project because it allows students to publish something that others can view and that can be public, such a book, website, or YouTube channel. This allows students to share their work with a wider audience that goes beyond the teacher and the classroom.
One area that strikes accord with me is that of being a collaborator. Both Fields (2014) and Rose (2014) discuss the importance of collaboration. In my current practice I often revert back to individual assessments and assignments because it is easy for me measure an individual student against the curriculum expectations as opposed to a group of students. The articles have challenged me to open up to the idea of DIWO or do-it-with-others projects. Collaboration is a learning skills that is important for teachers to help nurture in students as it is essential for their success in the modern world. I like this quote from Rose (2014), ‘‘knowledge share is knowledge gained” (p. 209).
I think by providing students opportunities to create and create with technology, which is what they are so good at, is a valuable way of engaging students in the classroom in a meaningful way. It provides an educative value in efforts “to produce an informed citizen” (Rose, 2014, p. 208). It also can lead to an exciting tool to augment learning, in particular help “develop reading, writing, programming and designing skills” (Fields, 2014, p. 19).
The following is a fantastic video about the Maker Movement that is new to me, but have enjoyed learning about it since hearing about it in the course
References
Mandy Rose. “Making Publics: Documentary as Do-it-with-Others Citizenship.” DIY Citizenship. Pp. 201-212.
Deborah A. Fields. “DIY Media Creation.” Journal of Adolescent & Adult Literacy 58(1), (Sept 2014). Pp 19-24.
Los Angeles Times (2014). Defining the ‘maker’ movement [video file]. Retreived from https://youtu.be/ux3Ze7RjPoA.
Mandy Rose. “Making Publics: Documentary as Do-it-with-Others Citizenship.” DIY Citizenship. Pp. 201-212.
Deborah A. Fields. “DIY Media Creation.” Journal of Adolescent & Adult Literacy 58(1), (Sept 2014). Pp 19-24.
Los Angeles Times (2014). Defining the ‘maker’ movement [video file]. Retreived from https://youtu.be/ux3Ze7RjPoA.