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Fab Learning Academy

Partner:

Except where otherwise noted, content on this presentation by Fab Lab Barcelona, eduFab and Fablab Oulu is licensed under a Creative Commons License.(CC BY-SA 4.0)

Module 2 - Week 3

Universal Design Learning

Maker mindset

Programming

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SCIENCE OF LEARNING

TECHNOLOGY

INNOVATIVE

PRACTICES

SCIENCE OF LEARNING:

Universal Design Learning

INNOVATIVE PRACTICES:

Cultural shift to Maker Mindset

TECHNOLOGY:

Programming

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Community building

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Universal Design Learning

(UDL)

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Universal Design Learning

Definition

Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences that guides the development of inclusive, flexible and accessible methods, materials and environments that anticipate learning variability, minimize barriers in design, and honor and build learner agency.

CAST is a nonprofit education research and development organization.

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Universal Design Learning

Definition

CAST is a nonprofit education research and development organization.

Instead of asking if the learner is ready for the lesson, UDL asks if the lesson is ready for the learner.

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Foundational Concepts of UDL

Understand that:

inclusive.
learning variability.
barriers are in designs.
accessibility.
learner agency.

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Foundational Concepts of UDL

Learning variability is the norm.

UDL & Learning Brain article

Source:

CAST

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Foundational Concepts of UDL

Understand that:

inclusive.
learning variability.
barriers are in designs.
accessibility.
learner agency.

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Foundational Concepts of UDL

Barriers

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Foundational Concepts of UDL

Understand that:

inclusive.
learning variability.
barriers are in designs.
accessibility.
learner agency.

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Foundational Concepts of UDL

Learner Agency

Student-Led Learning Builds Agency

How will I act and express my learning?

Which representation of the content will I use?

How will I engage with learning?

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CULTURAL SHIFT

TO MAKER MINDSET

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Develop an Educational Engagement Agency

Maker Competencies and Skills

Build Character

integrity, responsibility, perseverance, and empathy.

Transformative Design Competency

Create the World We Imagine

Be Part of the Community

MAKER culture

Develop an Educational Engagement Hub�A space dedicated to fostering active involvement and support for all community members in their learning journey.

Transformative Design Competency�Building the ability to understand, shape, and reimagine systems and objects to creatively impact one’s environment.

Maker Skills and Competencies�Cultivating hands-on skills in building, experimenting, and designing to empower practical innovation.

Build Character�Instilling values like integrity, responsibility, perseverance, and empathy to foster well-rounded, principled individuals.

Create the World We Imagine�Inspiring the vision and action needed to bring about the positive change we want to see in our communities.

Be Part of the Community�Encouraging active participation, connection, and a sense of belonging within a shared educational environment.

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What is a Growth Mindset?

Being curious
Embracing failure
Collaborating openly
Reflecting
Being growth-oriented

https://sites.dartmouth.edu/learning/2017/05/18/understanding-the-growth-mindset/

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https://changestrategists.com/knoster-model-for-change/

Systemic Approach Takes Time!

The Knoster Model for Managing Complex Change is a widely used framework that outlines the key components necessary for successful change initiatives, especially in organizations. Developed by Dr. William Knoster in the 1990s, the model emphasizes the interplay between five critical elements: Vision, Skills, Incentives, Resources, and Action Plan. Each component is essential, and a deficiency in any one of them can lead to the failure of the change effort. Here’s a deeper look into each element and how they interconnect:

1. Vision

Definition: A clear and compelling vision describes the desired future state and the rationale for the change.
Importance: It serves as the guiding star for the change initiative, helping stakeholders understand the purpose and benefits of the change. Without a clear vision, confusion and resistance are likely to arise.

2. Skills

Definition: Skills refer to the capabilities and competencies required to implement the change.
Importance: Training and development are critical to ensure that team members possess the necessary skills to adapt to new processes, technologies, or behaviors. A lack of skills can result in implementation failures.

3. Incentives

Definition: Incentives are the motivations or rewards that encourage individuals to engage with and support the change.
Importance: Effective incentives can help align personal or organizational goals with the change initiative. This can include financial rewards, recognition, or career advancement opportunities. Without appropriate incentives, individuals may lack the motivation to embrace the change.

4. Resources

Definition: Resources encompass the financial, human, and physical assets needed to implement the change effectively.
Importance: Adequate resources ensure that the change process has the support it needs to succeed. Insufficient resources can lead to frustration and abandonment of the initiative.

5. Action Plan

Definition: An action plan outlines the steps, timelines, and responsibilities necessary to achieve the vision.
Importance: A well-structured action plan helps to clarify tasks and creates accountability. It is essential for tracking progress and making adjustments as necessary. Without a clear action plan, change efforts can become disorganized and chaotic.

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Year

Learning Stages

Adopt

Adapt

Apply

Instructional

Guided

Autonomous

School Pathway

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Systemic Approach

Fab Lab Bcn

Regional Government

Principal

Teacher

Family

Teacher

Family

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STUDENT TECHNOLOGICAL FLUENCY

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How does your school benchmark technological literacy?

www.nysed.gov (New York State Education Department)

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ZPD: Zone of Proximal Development

Boredom

Frustration

Optimal Learning

Socio-Cultural Learning Theory (social learning) emphasizes the role of social interaction, collaboration, and cultural tools in shaping how students learn and develop their understanding.

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Considering ZPD in lesson design

Difficulty in understanding content

Is the content too challenging or too easy to understand?

What supports can be provided to help in understanding content?

Difficulty in

using technology

How comfortable are the students with this technology?

What supports can be provided to help students in using the technology?

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Mapping 2 ZPDs

In lesson planning, visualize both ZPDs: content and technology.

Difficulty Quadrant Tool

1- Simple content, simple tools

Risk of boredom

2- Hard content, simple tools

Keeps focus on ideas

3- Simple content, complex tools

Risk of frustration with tools

4- Hard content, complex tools

Highest challenge for learners

(Devitt & Whitewolf, 2025)

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Intro to programming

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What is programming?

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What is programming?

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Is it so scary?

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HORIZONTAL SKILLS

Scientific, information and ICT literacy
Critical thinking / Problem solving
Creativity
Communication
Collaboration

COMPUTATIONAL THINKING
UNDERSTANDING IMPLICATIONS ON THE USE OF TECHNOLOGY

Privacy
Freedom
…

ENGAGEMENT

Why programming in education (not only K-12)

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What to program?

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Tools

https://www.turtleacademy.com/lessons/1?lang=en_US

Papert, creator of Logo, and Logo Turtle

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Tools

SCRATCH

https://scratch.mit.edu/

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Basic programming concepts. Structure of a program

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Basic programming concepts. Taking decisions

https://www.codingal.com/coding-for-kids/blog/conditional-statements-in-scratch-programming/

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Basic programming concepts. Repeating instructions and waiting

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Module 2 Week 3 Assignments

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OPTION 1: Build a simple interactive story / song using Scratch. You can use some of the tutorial examples as a starting point.

Include in the learning diary screenshots of your application.
Include a link to the scratch project

OPTION 2: Design and implement a simple game or quiz using a block programming language. It is recommended that the quiz/game can be used in the classroom.

Include in the learning diary screenshots of your application.
Include a link to the scratch project

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Reflection questions

When you design a DF learning activity, how do you take into account diversity? Could you describe one learning situation in which you did not take into account diversity in planning? How did you solve the situation?
What aspects would you need to take into consideration if you have kids with�a) learning disabilities,�b) physical disabilities,�c) emotional disabilities�when preparing your DF activities
Do you think your school is ready to a change in mindset? Why? How can you get support from other stakeholders?
What are the challenges and opportunities of integrating programming in your classes?

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FAB LAB WORK:

this week in your local learning node

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FAB LAB SESSIONS

With support of local instructor

Have a look to any of the block programming tutorials suggested in the website or other that your instructor suggest.

Explore principles of programming with your instructor (conditions, loops, variables, functions …)

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Module 2 Week 3

Discussion

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SMALL GROUP DISCUSSION:

How do you consider diversity when you prepare your lessons? What aspects need to take into account in DF? How can you integrate diversity in a Maker mindset.

Review of status for Module 2 Field Activity

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Module 2 Discussion Groups

1- Ages 3-10 (elem)

2- 11-14 (middle)

3- Secondary + high school

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Fab Learning Academy Email Address

fla@fabfoundation.org

Partner:

Except where otherwise noted, content on this presentation by Fab Lab Barcelona, eduFab and Fablab Oulu is licensed under a Creative Commons License.(CC BY-SA 4.0)

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