00:12 The 'Maker' movement started to be called that
00:15 when there were laser cutting machines
00:17 and 3D printers.
00:19 There is a sort of discourse that came
00:21 from the United States around that type of movement:
00:23 “Do it yourself, do it together”,
00:26 using certain tools that weren’t available
00:29 to the general public until a few years ago
00:31 because they were in universities or companies,
00:34 and with FabLabs,
00:35 with the emergence of these spaces,
00:37 they have become more popular and accessible.
00:40 So from there, it started to be called
00:42 the ‘Maker’ movement.
00:43 But it was ‘tinkering’ before.
00:47 It’s a way of learning that is quite different
00:49 from learning about technology in formal education.
00:54 First they teach you the preconditions,
00:56 all of the mathematics that you need,
00:58 all the physics that you need,
01:00 and then you will be able to do it.
01:01 ‘Tinkering’ is the opposite.
01:03 I roll up my sleeves, I start ‘tinkering’
01:04 by trial and error, and I go along
01:06 learning things freely
01:08 through experimentation,
01:09 without necessarily having to come away
01:12 with a product, result, or specific knowledge.
01:15 I believe that it eliminates mental blocks.
01:19 It eliminates expectations
01:22 and ultimately people feel more free,
01:23 overcome their technophobia
01:25 as they call it,
01:26 and are more proactive,
01:28 don’t you think?
01:34 Then faculty and technology.
01:35 Of course,
01:37 there is some fear and uncomfortable situations
01:41 because they are asking you to teach something
01:43 you are unfamiliar with.
01:46 They provide some training
01:47 that doesn't cover your needs,
01:50 and then they have such little time
01:52 to train themselves and experiment.
01:55 They don’t even have much time to ‘tinker’
01:58 and try things out to implement with their students.
02:03 My role is to assist them.
02:05 I did my doctoral thesis
02:08 on the ‘Maker’ movement,
02:11 as a tool for training faculty.
02:13 I always say that I believe that 70% of my time
02:16 has been assisting professors
02:19 going through an anxiety attack...
02:22 No, but it’s OK,
02:24 everything ends up fine.
02:25 Once you jump in
02:27 and understand that
02:30 you’re not the one that has to control everything,
02:32 you simply have to observe and assist them,
02:35 it’s so relaxing
02:37 because you start to have a good time.
02:39 You start to experiment
02:41 and play with them,
02:44 and rediscover that role of assisting them a bit,
02:48 of observing and evaluating what is happening.
02:51 It’s not ‘I monitor-I evaluate, I monitor-I evaluate’.
02:53 It’s more like getting back to being comfortable.
02:55 It’s no longer terrifying,
02:57 because faculty are also horrified of being evaluated,
03:00 or students not learning
03:03 or of not passing university entrance exams...
03:06 So these things do remain,
03:08 but it’s sort of going back
03:10 to the heart of the educational relationship,
03:12 the beautiful part of the profession,
03:14 which really is lovely.
03:25 There is a certain amount of fear of uncertainty,
03:28 and we want to explain what we do as professors.
03:32 I say: “I do this,
03:34 I apply this methodology to obtain these objectives”.
03:36 Education is a quite complex thing.
03:38 There isn’t any methodology
03:40 that is a magic recipe that works,
03:43 and much less
03:44 a very limited methodology
03:45 that doesn't include reflection,
03:48 criticism, or error,
03:51 that simply tries to apply a way of doing things
03:53 to obtain certain determined results.
03:56 It is much more complex than that.
03:58 I’m quite suspicious
03:59 of all these methodologies that say:
04:01 “Look, if you do this,
04:02 all students will definitely learn this
04:04 with no issue”.
04:05 I don’t believe that, to be honest.
04:07 It’s much more complex:
04:09 we are with people who are being trained,
04:13 each one learning their own way
04:15 and in a particular moment in their lives.
04:18 It’s not just filling a tank with things
04:22 and then other things come out.
04:26 I don't see it like that
04:32 I’ve been collaborating with Tabakalera
04:35 on this specifically for years.
04:39 We were involved in a line of work
04:41 called ‘From classroom to the laboratory’.
04:43 We tried to make a report that wasn’t too dense,
04:47 to work on this way of doing things and implement
04:50 a more experimental way of working in a transversal classroom
04:53 and using technology as well, without dying trying.
04:59 A publication came out
05:01 that is still available on Tabakalera’s website,
05:04 and there was a meeting where we held a discussion
05:08 with others that shared their experiences.
05:13 And then we created a manual, or a sort of guide,
05:18 to be able to start working this way.
05:20 Then, the next year,
05:22 we also had another event
05:24 where we continued working along this line.
05:26 In education centres, and specifically
05:28 with formal education,
05:29 it is quite difficult to have the space
05:31 and time for experimentation.
05:33 So, these spaces can welcome groups
05:35 that work voluntarily
05:38 with tools for assisting
05:42 and going along working this way.
05:46 And they are key.
05:57 Well, I have a rather critical perspective
06:00 because so many companies have gotten into all of this,
06:03 selling machines and methodologies to implement
06:06 these kinds of practices in classrooms.
06:11 But this educational philosophy,
06:12 or rather active teaching in general,
06:14 goes back to the Montessori method,
06:16 the Reggio Emilia method,
06:18 as well as Ferrer i Guàrdia, the Escola Nova,
06:21 which are experiences more than a century old
06:25 that had this philosophy of learning
06:27 through experimentation.
06:30 So now what is happening is
06:33 that there are many companies, entities, and institutions
06:36 that are appropriating this kind of educational philosophy,
06:39 associating it quite closely
06:41 to the use of technological tools,
06:45 and designing, selling, and offering
06:46 environments where one learns this way.
06:50 But it wasn’t born out of the ‘Maker’ movement.
06:53 The digital environment conditions your way of teaching.
06:56 So, if that is designed by people
06:58 that have nothing to do with eduction,
07:00 or don’t have a view of education that
07:01 is compatible with democratic values,
07:04 or they think about the individual
07:06 in an unambiguous way,
07:09 without taking diversity into account,
07:11 then you’re creating vulnerabilities,
07:13 exclusion,
07:15 and you’re going against individual development
07:18 and empowerment.
07:25 When it comes to educating new citizens,
07:29 it's important for them to at least have a critical capacity.
07:34 First, thinking that this is not
07:35 the only possible technology,
07:37 and that there is no one single path when it comes to design,
07:39 technology, and the development of technology.
07:44 That is to say, technological determinism
07:46 or technological solutionism does a lot of damage.
07:49 It’s like, it comes like this,
07:51 and I have to buy it and use it.
07:53 I think it’s important
07:55 to communicate
07:57 that society can condition
07:59 how technology will be,
08:02 that individuals can design
08:04 their own technologies and participate in their design.
08:07 When we’re talking about educational tools,
08:10 the evolution of learning, that directly affect the cognitive
08:14 and emotional aspects of children in education,
08:17 it worries me that this is not open code.
08:21 I worry a great deal,
08:23 because I don’t believe that companies have entirely pure intentions
08:27 apart from creating future customers.
08:30 So, I think that there should be control and greater involvement,
08:32 particularly when it comes to defining the tools
08:35 that are used in schools.
08:38 For example, when it comes to data processing.
08:41 Here we have three companies
08:44 that have data on minors,
08:46 and their entire cognitive development and learning experiences
08:50 that they could sell at some point,
08:53 predicting the outcomes this kid will have in life,
08:57 and determining their employability
09:00 or any other future prospect this person might have.
09:05 We are at that point, and we don’t have control.
Tabakalera-denbora | Vincent Maraval
09:44
Tabakalera-denbora | Uxue Alberdi
08:14
Tabakalera-denbora | Ted Hope 08:53
Tabakalera-denbora | Ricardo Díez Muiño
11:15
Tabakalera-denbora | Niño de Elche 08:48
Tabakalera-denbora | Maria Ptqk
09:47
Tabakalera-denbora | Marcos García
08:49
Tabakalera-denbora | Jone San Martín
10:07
Tabakalera-denbora | Jon Cazenave 07:43
Tabakalera-denbora | Javier Pérez Iglesias
07:49
Tabakalera-denbora | Isabel Herguera
11:12
Tabakalera-denbora | Helena Taberna
08:28
Tabakalera-denbora | Frédéric Martel 09:04
Tabakalera-denbora | Eva Sangiorgi
07:55
Tabakalera-denbora | Dea Kulumbegashvili 09:47
Tabakalera-denbora | Christine Vachon 07:26