FabLearn Principles

We believe maker education and constructionist learning should be

Personal

Student-led projects are examples of curiosity-driven, self-directed, creative learning: the type of learning that is personal, engaging and motivating. Students’ passions and interests translate into the most successful learning opportunities.

Cross-curricular

Learning should be interdisciplinary, just like the world is. While fabrication is most easily associated with STEAM subjects, it can also be successfully integrated into projects in other disciplines, including the humanities.

Modeled by teachers

Learning is not restricted to students. Teachers should embrace and model constructionist learning and maker education, learning alongside students, and looking for balance between guidance and autonomy.

Meaningful

Learning is effective when it is meaningful and relevant. The best project-based learning occurs when it is based on real problems, or focuses on open-ended challenges. If knowledge is sought out when it is needed, it is relevant to the student and the student’s project.

Holistic

Learning should not be focused singularly on curricular content or technical knowledge. Cognitive and soft skills such as creative and critical thinking, teamwork, communication and project management are also crucial, as is learning how to think like a designer, a scientist, an engineer, an artist, a computer scientist, etc.

Both process and product-oriented

Learning should be assessed not just based on the final product, but also on the process that led to it.

We believe the development of maker education should be

Research-based and practitioner-based

FabLearn is heavily focused on educational research and learning theories, and connects researchers and practitioners by encouraging them to learn from each other.

Teachers are encouraged to do research alongside researchers: to document their processes like an ethnographer, assess their work, prove its benefits, and iterate.

An international effort

FabLearn believes making is an answer to multiple different questions asked around the world. Educational systems and environments are different from school to school and from country to country, with each location having its own focus and needs. However, there is strength in diversity, and we can learn from each other.

Not just about the tools

For “making in education” to be a success, sufficient focus must be placed on elements other than tools, kits, and equipment: educational research, curriculum development, teacher professional development, policy analysis and development, implementation. Professional development is the most expensive and complex part of maker education, not the purchasing of equipment.

Accessible

Learning should be age-appropriate, safe, inclusive and accessible for all students. Technology in education can be a force for equity, inclusion and diversity. A good learning environment encourages equal and diverse participation and is free of judgement (but not of constructive criticism and feedback).