Maker Program Starter Kit




THE FUTURE IS YOURS TO CREATE This Starter Kit contains ideas on how you can create a maker program for your organization. It is not a guide for setting up a maker space or instructing you how to join or participate in any Autodesk authorized or sponsored program. Safety is an important consideration in any maker program and you are solely responsible for ensuring that your maker program is safe for you and your participants . Autodesk provides ideas for setting up your maker program, but does not recommend or represent that any tools, equipment, projects, or materials are safe or appropriate for any type of work space, type of participant or age group. You may use this Guide for reference purposes only, and may view, download and print this Guide solely for personal, informational, non-commercial purposes. You may not modify, license, sell or creative derivative works of the Guide. The Activity Documents made available to you separate from the Guide are licensed to you under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . This license allows you to remix, transform, or build upon the material, you must distribute your contributions to the Activity Documents under the same license as the original and you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests Autodesk endorses you or your use. Except for use of the Autodesk name solely in connection with providing Autodesk appropriate credit in use of Activity Documents under the Creative Commons license above, you are not permitted to use the Autodesk name or logo in connection with your maker program or otherwise imply that Autodesk is affiliated with your maker program. Any use of Autodesk trademarks should comply with Autodesk’s Trademark Guidelines. Certain Autodesk products may only be used by individuals age 13 and older. You are responsible for complying with all software license agreement, terms of service and other terms that accompany any Autodesk software or services you may use in connection with your maker space program and ensuring your participants also comply with such terms when participating in your program. You are responsible for complying with all laws, rules and regulations in operating your maker program, including without limitation, in connection with your collection of any personal information from your participants or the marketing of your program. Autodesk does not represent that any of the ideas or materials presented in this Starter Kit comply with the laws, rules or regulations of any country, state or other territory. By using any portion of this Starter Kit, you agree to assume all of the risks and responsibilities in any way associated with the activities outlined in the Starter Kit and you release Autodesk, its affiliates and their respective agents and employees from any and all liability, claims and actions that may arise from injury or harm to you or your participants, from your death or from damage to your property in connection with my use of the Starter Kit. Much of the information in this document was obtained from publically available third party resources and has not been independently verified by Autodesk. Third party materials are simply provided as an additional resources you may want to reference when creating your maker program. Neither Autodesk, Inc. nor any of its affiliates makes any representation or warranty, expressed or implied, as to the accuracy or completeness of any information contained in or linked to in the Starter Kit or the results that may be achieved from using this Starter Kit. IN NO EVENT SHALL AUTODESK OR ITS AFFILIATES OR THEIR RESPECTIVE DIRECTORS, OFFICERS, EMPLOYEES, AGENTS AND REPRESENTATIVES BE LIABLE FOR ANY DAMAGES, INCLUDING WITHOUT LIMITATION, SPECIAL, INDIRECT, EXEMPLARY, INCIDENTAL, CONSEQUENTIAL OR PUNITIVE DAMAGES, OR LIABILITY WHATSOEVER RESULTING FROM OR RELATED TO YOUR USE OF THIS STARTER KIT OR YOUR MAKER PROGRAM. LEGAL STUFF

All information in this Starter Kit is provided as of November 4, 2016. Autodesk has no obligation to update this Starter Kit.


Autodesk makes software for people who make things. Across the manufacturing, architecture, building, construction, media and entertainment industries, Autodesk gives you the power to make anything.



“How cool! How do I get my students started?”

If you’re thinking,

this guide is for you.







12 12 13 15 22

40 43

How to Get Star ted

Survey Templates

Act ivi ty 4: Brainstorm for Success


What is Maker Education?

Why is Maker Educat ion impor tant?



Who should use this guide?

Act ivi ty 5: Map Your Learner Journey Act ivi ty 6: Explore & Choose Act ivi t ies







Act ivi ty 7: Out line Your Program

58 56

Act ivi ty 1 : Get Sti cky wi th Group Brainstorming



Act ivi ty 2 : Maker St rengthsf inder


Act ivi ty 3: Document Your Vision





66 64 68

Act ivi ty 8: Share Your Vision

Act ivi ty 9: Survey Your Community



Act ivi ty 10: Create a Market ing Plan





86 90 91 92 94



Act ivi ty 11 : I Like, I Wish, What i f





You spoke and we listened. This guide is for you!



After hearing somany educators tell us, “I want to bringmaking intomay classroombut I just don’t knowwhere to begin,” we’ve put together a comprehensive, easy to follow, step-by-step guide to help you launch your first maker program. Fromdefining your vision and goals tomarketing, professional development, and reflection - it’s all here to demystify the process and put you on a path tomaking something awesome! Whether you’re a teacher, parent, or youth leader, we hope you’ll use this guide as a tool to spur your own creativitywhile also building game-changing experiences for learners. Let’s get started!








HOW TOGET STARTED This guide provides ten steps with eleven hands-on activities to guide you and your team through the process of developing and launching a maker program in your school, organization or community. The worksheets and templates referenced in this Starter Kit can all be found in the appendix and in a Google Drive folder. These resources are available for you to use and revise to suit the needs of your team. As you are reviewing and working through all the fun steps and activities, remember that this guide is for your reference. The activity sheets/ templates are licensed under the Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License so feel free to remix, transform, or build upon the material - just be sure to follow the guidelines outlined on page 2. BUILDING AMAKER PROGRAM: WHO, WHAT, WHY ANDHOW The Maker Program Starter Kit is an actionable framework with step-by- step instructions to guide new maker educators through the process of building their first maker program.




If you’re reading this guide, the term “maker” is probably familiar to you. Maybe you’ve attended a Maker Faire, dropped by a local makerspace, watched Dale Dougherty’s TED talk, or read The Maker Movement Manifesto by Mark Hatch. Maybe you’re an electrical engineer or maybe you crochet socks in your spare time. The bottom line is that there are many ways to be a “maker.” At Autodesk, we believe anyone can be a maker. With a little bit of imagination and the right tools you can make anything, you just have to try! Maker education means different things to different people. For some, it’s an approach to teaching core subjects with an emphasis on project-based learning. As teacher and maker- education-evangelist Vicki Davis says, “Don’t treat making as a sidebar to an already overtaxed curriculum.” Instead, she advocates that making can be used as a powerful approach to teaching both STEAM and core subject matter. For others, maker education means helping learners build advanced expertise in the technical skills often overlooked by traditional education. People who ascribe to this approach may be more excited about teaching a specific skill set like coding, microelectronics, or 3D printing. Both interpretations of “maker education” are correct; your approach to maker education will depend on your unique situation and the resources available to you. The bottom line is this: maker education transforms the passive model of consuming information into an active model for creating new ideas. WHAT ISMAKER EDUCATION? Maker education is a hands-on approach to learning that creates opportunities for anyone to develop creative confidence while fostering interest and expertise in science, technology, engineering, art, design, and/or mathematics (STEAM). A maker is a person who learns by doing; he or she embraces a “do it yourself” mindset with an emphasis on building original projects using both traditional and cutting-edge technologies.

“WE ARE MAKERS” TED TALK Watch Dale Dougherty’s TED talk at



We’re teaching kids content and it’s time to really teach kids how to think. - Abby Cornelius, Maker Educator and High School Librarian

Photo Credit: KIDmob




In a system that can feel overpowered by standards and testing, maker education is an approach to learning that fosters creativity and practical skill-building across the spectrum of K-12 content. This is important, because the modern economy is changing in some pretty big ways. Here are a few trends that play a role in the growing importance of maker education for young people around the world: Maker education gives people the opportunity to build skills and mindsets that will help them thrive in today’s highly technical and creative workforce.




“80 percent of manufacturers report a moderate or serious shortage of qualified applicants for skilled and highly-skilled production positions.”

“In 1900, creative workers made up only about 10% percent of the U.S. workforce….Today, almost 40 million workers— some 30 percent of the workforce—are employed in the creative sector.”

“There has been a rapid increase in the use of online platforms by companies and individuals who want to engage remote workers for piecemeal, short- term or project-based work delivered over the internet.” Source: The Guardian

Source: Deloitte and the Manufacturing Institute

Source: Richard Florida



“I hear and I forget. I see and I remember. I do and I understand.”

-Confucius, 6th Century BC



LEARN MORE ABOUT “THE FOUR C’S” Check out P21’s Framework for 21st Century Learning at P21framework

The “4C’s” - Creativity, Collaboration, Communication, and Critical Thinking - will be crucial competencies for 21st century jobs. These skills, however, will likely not be enough to ensure employment for today’s youth. Accor ding to researcher Kevin Kelly, “You’ll be paid in the future based on how well you work with robots.” In short, specialized technical expert ise paired with the 4C’s will be a winning combination for employability in the 21st century.

Technical Specialization + =


“THE FOUR C’S” Download the NEA’s “An Educators Guide to the ‘Four C’s’” at

Creativity (Innovation)

Critical Thinking


In this section, we’ll outline four specific (and powerful) ways maker education helps build the skills that will be most valuable in today’s rapidly-changing global economy: 1. Engagement 2. Self-Direction & Learning to Learn 3. Deeper Learning 4. Technical Specialization



By encouraging students to seek answers to their own questions and modeling ways to effectively source and vet information, maker educators can help learners build confidence in their capacity for independent learning.

Photo Credit: Libby Falck



By its nature, maker education is active, collaborative, cooperative and often project- based. Researchers have been studying the effects of active learning since the 1960’s; these approaches have been shown to improve knowledge retention and student engagement. Even the ancient philosophers knew this. A little more recently, researchers at Harvard’s Derek Bok Center of Teaching and Learning shared that, “Active learning pedagogies have been found to provide a significant advantage over passive approaches in terms of acquiring subject matter knowledge and academic skills.” ENGAGEMENT [S]tudents who are thus reputedly poor in mathematics show an entirely different attitude when the problem comes from a concrete situation and is related to other interests.” - Jean Piaget, 1973 In short, we learn best when presented with active, hands-on activities that are relevant to our lives. Maker education does exactly this. The increased student engagement enabled by maker education is particularly noteworthy because it benefits all learners. Many maker programs focus on preparing students for jobs in advanced STEAM fields. That’s great, but the benefits provided by active learning approaches in maker programs are particularly special because they have the potential to help all students master content more effectively, regardless of whether those students choose to enter a STEAM field or build careers in business, human services or the humanities. Maker education is a fantastic way for all students to learn. As the authors of Invent to Learn explain, “Maker classrooms are active classrooms. In active classrooms one will find engaged students, often working on multiple projects simultaneously, and teachers unafraid of relinquishing their authoritarian role. The best way to activate your classroom is for your classroom to make something.”


INVENT TO LEARN Published in 2013, this book by Sylvia Libow Martinez and Gary Stager is one of the most popular

resources on maker education and active learning.




Giving students real-world problems to solve is a powerful way to motivate learning. This working prototoype of a piezoelectric footsole was created by a team of high school students in The Resilience Challenge, a 9-week program that teaches sudents to use design and technology to solve civic challenges. The prototype can charge cell phones using the pressure of your steps.

Photo Credit: Libby Falck



In our rapidly-changing world, learning to learn may be one of the most important competencies for youth to develop. Maker education programs excel at enabling students to pursue their own learning. The role of a maker educator is often less about providing technical training than it is about coaching. Maker educators are in a unique position to foster a love for learning and to help participants navigate the resources and possibilities available in the many fields of “making.” LEARNING TO LEARN

MEASURING DEEPER LEARNING KQED’s Mindshift team wrote about ways to define and measure deeper learning at MeasureDeeperLearning Learning to learn is to know what to ignore but at the same time not rejecting innovation and research.” -Author Raymond Queneau “Learning to learn is to know how to navigate in a forest of facts, ideas and theories, a proliferation of constantly changing items of knowledge.


Increasingly in the twenty-first century, what you know is far less important than what you do with what you know. - Tony Wagner

As described by researcher James Pellegrino, deeper learning allows students to “use knowledge in ways that make it useful in new situations.” This ability to repurpose information is key to innovation and creativity. Maker education encourages learners to experiment, prototype and explore new connections between diverse ideas. Makers are people who not only possess technical skills, but are also able to utilize their knowledge to address problems in unique ways. As outsourcing and automation increasingly eliminate middle-skill jobs, today’s workers must develop specialized expertise to compete in the global knowledge economy, particularly in technical fields. Maker education is a fantastic way to quickly introduce learners to a variety of STEAMskills. This exposure canhelp learners identify their individual interests and aptitudes and begin specializing at a young age. For example, online portfolios are increasingly used by college admissions boards and employers to identify promising candidates. As a Maker Educator, you can also help your students learn the importance of documenting their work for these purposes. TECHNICAL SPECIALIZATION




This guide and its accompanying resources are designed to support educators and youth organizers interested in creating new opportunities to engage with making. This can be accomplished in a classroom setting, as an extracurricular or after school program, as part of a summer camp, at a library, in combination with home schooling curriculum, or in a wide variety of other settings. The options are endless! You do not need to be an expert technologist or seasoned maker to take on this challenge ; in fact we recommend only four prerequisites: 1 2 3 Love for learning new skills and an understanding that failure is part of the learning process. Organizational and problem solving skills necessary to run a classroom or extracurricular program. 4 Experience and interest in working with youth. Willingness to embrace the maker culture.




At Autodesk Education, we believe making can change the world.

ABOUT AUTODESK EDUCATION http://www.autodesk. com/education

Since 1982, Autodesk has been in the business of making software for people who make things. If you’ve ever driven a high-performance car, admired a towering skyscraper, used a smartphone, or watched a great film, chances are you’ve experienced what millions of Autodesk customers are doing with our software. Autodesk gives you the power to make anything. As an educator, you have tremendous capacity to inspire your students, and we want to show you how making can help inspire a love of design and a desire to learn that will cultivate and enrich your students’ creativity and future careers. Whether you’re a beginner looking for simple exercises, a seasoned maker searching for a new challenge, or a teacher in need of class materials, this guide has something for you. We believe these tools will make it possible for the next generation of designers, engineers, architects and entrprenuers to imagine, design and create a better world.



Step 1: Get in the Maker Mindset



Step 1: Get in the Maker Mindset

So you understand that maker education is important and you’re excited to get started. What now? We know that starting a maker program can be intimidating. Perhaps you’re a rockstar educator and technical genius with no doubts about your ability to launch a maker program (if so, go get ‘em!), but it’s more likely that you’re a little bit unsure how to go about this. Don’t worry, you’re not alone. Feeling unprepared and uncertain about how to build your first maker program is normal. That’s why the first thing you should know is this: Whether you’re a classroom teacher, librarian, scout leader, or parent - as long as you enjoy working with kids (and are into making things) - you can run a maker program. To explain why, let’s clear up some common misconceptions about what a maker educator is not . Running a maker program does not mean: • You’re a math whiz • You’re an engineer, physicist, or architect • You’re a programmer • You can take an engine apart and put it back together again • You water your plants with an Arduino-controlled robot (or even know what an Arduino is) To put it simply, you do not need to be an expert technologist to run a maker program. A maker educator is a coach who inspires learners to build technical skills and creative mindsets through hands-on projects and experiential learning. At the core, it’s really that simple. To help give you a better picture of what this looks like in practice, let’s dig into some of the many hats you’ll wear as a maker educator... STEP 1: GET IN THEMAKERMINDSET

You can do this.


Step 1: Get in the Maker Mindset

As a maker educator, you’ll wear many hats: You’ll be a Coach. THEMAKER EDUCATOR, AKA “HAT JUGGLER”

The primary hat you’ll wear as a maker educator is that of a coach. This means you’ll provide structure, motivation, materials and a safe environment that, together, enable your participants to thrive. You’ll help your students set goals and deadlines and provide them with context for the skills they’re building in your program. You’ll be a Cheerleader. A key component of the maker mindset is a willingness to try new things and fail. This can be very difficult for some students to get used to. You can help your students feel excited about failure by reframing it as learning. Keep a positive attitude toward problem solving. Most importantly, have fun. You’ll be a Learner. Even if you have technical expertise in one area or another, at some point your students will want to tackle something you’ve never done before. That’s great! Put your Learner Hat on and try to let your students lead the way in tackling this new and tricky challenge. The idea of “learning to learn” is core to making. If the students need support, learn alongside them. You’ll be a Questioner. You can help your students “learn to learn” by encouraging them to search for their own answers before coming to you. One great way to do this is to ask questions. For example, if a student is stuck, think of the steps you’d take to answer the question if you were in the student’s position. Has the student taken any of those steps? If not, you can encourage him or her to do so before you volunteer a solution. This approach helps learners build confidence in their ability to learn independently.


Step 1: Get in the Maker Mindset

You’ll be a Connector. Another hat you’ll often wear is that of a connector. If you’re a librarian, this will come naturally to you. As a connector you will help your students discover resources and people to accomplish their learning goals. For example, if a student has progressed into advanced territory in the Python programming language, perhaps you can connect her with a professional computer scientist in your trusted community who can answer her questions. You might alternately recommend online resources, books or other materials to help her advance. Finally, Yes, You’ll be a Teacher. As we’ll discuss in more detail in Step 4, there are many ways to structure and facilitate a maker program. No matter how you choose to run yours, you can expect to deliver some level of instruction. This is particularly true for young learners. To prepare, make sure you’ve gone through each activity at least once and are familiar with software and equipment basics. If you have questions, ask friends, colleagues or consult one of the many online maker communities before your lesson begins. The most important thing to remember when teaching is this: if a question comes up during instruction that you can’t answer, that’s okay. You and your students can find the answer together. It’s likely that your students will often surprise you with their existing knowledge. Peer teaching is an invaluable tool for the maker educator. The best outcome you can hope for is to create an environment where everyone feels comfortable taking turns between teaching and learning. The gaps you’ll encounter in your own knowledge present a fantastic opportunity to model this behavior.


Step 1: Get in the Maker Mindset


Here’s a secret: you can’t “teach” making like you can teach other subjects. There are no right answers, no clear paths, and there are no comprehensive experts. No single individual could master every tool and technique that might fall within the realm of “making.” This is why, more than anything, making is a mindset. The first thing you’ll have to do as a maker educator is embrace this maker mindset yourself. To do so, keep the following in mind: 1. Be willing to try new things. 2. View mistakes with a positive lens; they are opportunities for learning.

3. “I can learn anything!” Embrace a growth mindset. 4. Be willing to say, “I don’t know, let’s find out!” 5. Be creative in seeking answers to tricky problems.

LEARN MORE ABOUT GROWTH MINDSET Check out Stanford Psychology Professor Carol Dweck’s research at GrowthMindset

If you find yourself feeling overwhelmed, remember this:

Everyone gets overwhelmed. You’re trying something new. It’s worth it. Keep calm and try a different hat.


Step 1: Get in the Maker Mindset


Step 2: Define Your Vision



Step 2: Define Your Vision

“Making” can mean many things. What does it mean to you? Your maker program will be shaped by the people creating it and the resources you have access to in your unique community. Your next step will be to define the type of program you’re building. What do you imagine it will look and feel like for students? Who are your students? How long will the program last? Why is building this program important to you? These are critical questions for your team to discuss at the beginning of this process. Even if you’re building your program single-handedly, taking the time to clearly outline your goals early-on will prove invaluable as you move forward. Although the vision you craft now will undoubtedly change over time, laying it out will make the following steps easier to achieve and future changes simpler to communicate. The following three activities are designed to help you and your team agree on an initial vision for your program. STEP 2: DEFINE YOUR VISION


Activity 1 : Get Stickywith Group Brainstorming Step 2: Define Your Vision


This simple brainstorming activity is designed to build alignment and vision within your program design team. Although best conducted with a group of 2-8 people, this can also be useful as a solo exercise. You’ll be using the brainstorming process and rules developed by the Stanford Design School (the to facilitate this activity.


TIME : 20 minutes PEOPLE : 3-8 MATERIALS : Post-it Notes, Markers, Timer

1 2

Introduce the activity. If anyone on your team is unfamiliar with the brainstorming process, take a few minutes to introduce the rules. Remind participants that, at this stage, all ideas are good ideas!

Distribute a sharpie marker and pad of post-it notes to each participant.

BRAINSTORMING QUESTIONS: • What are you most excited about with this program? • What does success look like (in the context of your maker program)? • What are your biggest concerns about this program? • Quickly sketch a logo or name for your program. • What is your program’s “secret sauce” (what makes it special)?


Activity 1 : Get Stickywith Group Brainstorming Step 2: Define Your Vision


Introduce the question. Remind participants to only write or sketch one idea per post-it note and to come up with as many ideas as possible. Set a timer for 90 seconds and invite the team to begin brainstorming. Note: after a few trial rounds, you might try variations like a silent round (no talking) or a visual round (pictures only). When the timer buzzes, have everyone finish their current idea and set down their markers. Go around the table to share key ideas. Once everyone has shared, group similar ideas together on the table or an empty wall (as a variation, this can also be done as a silent activity). Brainstorm answers to each of the questions one at a time. The tone of the activity should be fun and fast-paced. Use a timer to limit the amount of time spent on each question - we recommend 90 seconds per question. Feel free to add your own questions! For each question, proceed as follows: a b c d

4 5

After you’ve finished brainstorming each question, take five minutes to debrief by highlighting similarities and differences in the group’s vision for the program.

Take pictures of your brainstorming results and note key findings before cleaning up.


Activity 2 : Maker Strengthsfinder Step 2: Define Your Vision

This activity is designed to help you identify potential strengths in your team and program . You’ll walk through eight categories to inventory your existing skills, assets, equipment, and materials. You’ll then generate a “score” for each category that will enable you to compare yours strengths across all categories. At the end of this activity you’ll have a better idea where to start when you begin selecting curriculum and activities for your program. Here are the categories: ACTIVITY 2: MAKER STRENGTHSFINDER

3DDESIGN& PRINTING Including additivemanufacturing and computer-aided design (CAD)

ELECTRONICS Including circuits, sensors, robotics, Arduino, Raspberry Pi, MakeyMakey and more GENERAL FABRICATION Including subtractivemanufacturing, metalwork, woodwork and lo-fi prototyping

TEXTILES Including sewing, leatherworking, and e-textiles

TAKE NOTE You alone are responsible for your maker program! Starter Kit resources are provided under a BY-NC- SA Creative Commons license . See pg. 2 for more information.

CODING Including programming for software, web, apps, microcontrollers and videogames

DIGITALMEDIA Including video and audio production, photography, and animation

GRAPHICDESIGN Includingwireframing, data visualization, and design for print, web, andmedia

SPACE&STORAGE We’ll also review requirements for space and storage.

TIME : 20 minutes PEOPLE : 1-10 MATERIALS : Maker Strengthsfinder Worksheet (print one-sided), Markers

MAKER STRENGTHSFINDER WORKSHEET This is a Maker Program Starter Kit Resource., available in the appendix and on Google Drive.


Step 2: Define Your Vision

Activity 2 : Maker Strengthsfinder

1 2 3

Each of the eight maker categories is listed on a separate page in the Maker Strengthsfinder Worksheet. Lay all nine pages out on a table or tape them to a wall so all participants can easily view them.

Distribute markers to participants. Each person should have a different color.

You can place multiple check marks beside items listed under the Facilitator Skills column. For example, if four people are completing the activity and you all have experience using a 3D printer, you should have four different-colored check marks beside that item in the Facilitator Skills column. You should only place one check mark beside items in the Resource columns (basic, intermediate and advanced), as these resources will likely be shared by your team. For example, you should not have four check marks beside “drone” if you only have one drone. Introduce the activity to the group and make sure everyone understands the instructions. Each person is going to place check marks next to the skills or resources your program has access to. a b

4 5

Next, invite participants to add any relevant skills or resources that aren’t listed. Write these in the best-fitting category.

Finish by using the formula included in the worksheet to calculate a “score” for each category. Anything over 0% is a win!


Activity 2 : Maker Strengthsfinder Step 2: Define Your Vision

USE THIS! See Appendix


Step 2: Define Your Vision


Activity 3: Document Your Vision Step 2: Define Your Vision

Now that your team has completed some basic brainstorming and identified its strengths, it’s time to get your ideas down on paper and begin documenting the vision for what you want your program to be. This worksheet will you help you begin to hone in on the details in a way that will help you tell a more cohesive story about your program vision and foster cohesion within your team throughout the remaining process of building your program. A clearly defined vision will also make explaining and building buy-in much easier and more effective. ACTIVITY 3: DOCUMENT YOUR VISION TIME : 30 minutes PEOPLE : 1-8 MATERIALS : Printed “Document Your Vision” Worksheets, pens or pencils, timer 1 2 3 Distribute a Document Your Vision Worksheet to each person on your team. (You should have one extra copy of the worksheet on hand as well.) Set a timer for 10 minutes and have each person individually fill out their worksheet. No talking! Alternately, these can be completed in advance. Go around the table allowing each person to briefly share his or her answers. For smaller groups, you can also simply swap worksheets. Corroboratively complete a new worksheet as a team. Find consensus on as many questions as possible. After you’ve completed this activity, keep this document on hand for your team. Especially if your team meets infrequently, you can review this worksheet at the beginning of meetings to promote cohesion within the team and remind everyone of your shared purpose. Feel free to change and add detail to your answers as you advance in designing your program. 4 5

DOCUMENT YOUR VISION WORKSHEETS This is a Maker Program Starter Kit Resource, available in the appendix and on Google Drive.


Step 2: Define Your Vision

Activity 3: Document Your Vision

Document Your Vision 

Program Name  ___________________________________________________________      Your Name  ________________________________ 

Use  this worksheet  to  outline  the  core  details  of  your  program. Use  the  left  column  to  detail what  you  can do  in  the  next  six months  and  the  right  column  to  create  a  vision  for  five  years  from  now. Remember,  there  are  no  right answers  and  this will  undoubtedly  change  over  time. Answer  as  thoroughly  as possible. 

Your  1Year Vision  Use  this  column  to answer  each question  based  on  a  program  you  could   launch within  the next  6 months . 

Your 3Year Vision  Use  this  column  to  answer  each  question  based  on  your  longterm  vision  for  your  program. 

Participant Ages: 

USE THIS! See Appendix

Circle  any/all  features  that  apply  to  your  target  audience. Feel  free  to add  to  this  list. 

Girlsonly      Boysonly      highrisk      affluent      beginners  

Girlsonly      Boysonly      highrisk      affluent      beginners  

experienced      techies      lowincome      physical  disabilities 

experienced      techies      lowincome     physical  disabilities 

learning  disabilities 

learning  disabilities 

12  sentence summary of  the populations you’ll serve: 


Step 3: Define Goals & Metrics



Step 3: Define Goals & Metrics


Identifying what success looks like for your program early-on is important for everyone . Even if you’re putting your maker program together purely for fun, setting a few goals to track along the way will prove valuable when you’re designing and recruiting for your next program. Collecting and sharing this data can also help grow your program, engage sponsors and parents, recruit new members, and successfully apply for grants in the future. Becoming a local exemplar for maker education is a sure way to reach more students and increase your impact. Good data drives it all. This section will help you identify easy ways to track success. A NOTE ON STANDARDS If you’re a teacher in a K-12 school, one of the goals you may wish to work toward is alignment with your school’s standards. Fortunately, many maker activities now include lists of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) addressed in their content. With a little creativity, you can align maker activities to a wide variety of core subject areas and standards.


Step 3: Define Goals & Metrics


Step 3: Define Goals & Metrics


Track participant progress with periodic benchmark surveys that can be completed at the beginning and end of your program, or more frequently.

Track your own progress with periodic benchmark surveys that can be completed at the beginning and end of your program, or more frequently.

Use this form after each program class/session to record stories and observations. This will enable you to quickly review the flow of the program at its conclusion.

Never forget your exit survey! Get feedback and suggestions from your participants.

USE THESE! See Appendix


Activity 4: Brainstorm for Success Step 3: Define Goals & Metrics

This activity is designed to help your team identify the metrics you will track to know whether or not your program was successful in meeting its goals. ACTIVITY 4: BRAINSTORMFOR SUCCESS

TIME : 30 minutes PEOPLE : 1-8 MATERIALS :

• • • • 1 2 3 4

Post-in notes and markers (1) Printed Indicators of Success Worksheet Whiteboard, chalkboard or large sheet of butcher paper If available, your completed Document Your Vision Worksheet from Activity 3 and post-it notes from Activity 1

INDICATORS OF SUCCESS WORKSHEET This is a Maker Program Starter Kit Resource, available in the appendix and on Google Drive.

Begin by introducing the activity and reviewing the same brainstorming rules used in Activity 1.

As a group, briefly review your work from Step 1, including: a) Your answers to the “What does success look like?” question in your initial brainstorm, and b) the “Indicators of Success” portion of your team’s final Document Your Vision Worksheet.

Now spend 3 minutes brainstorming as many answers as possible to the following question: What are our goals for success in your program?

Group and sort these goals and themes by moving similar goals next to each other. Are you noticing any trends? Use your grouped post-its to identify up to five primary “indicators of success” for your program . These can be relatively vague; for example: “participants have fun” or “students build 3D modeling skills.” They can also be specific; for example: “75% of participants complete the program”


Step 3: Define Goals & Metrics

Activity 4: Brainstorm for Success


Now you’ll run another 90-second brainstorm for each indicator of success with the following questions: How will we know we’ve succeeded? Specifically, what can you do, capture, test or observe to prove that you achieved your goal? Be creative; there are no right or wrong answers.


On a whiteboard or a large piece of butcher paper, draw three quadrants. Label them “Must,” Might” and “Later.”Now sort all the methods you identified in your brainstorms for each Indicator into the following categories:

• • •

Must: important and easy to achieve Might: metric is important but the method difficult to achieve Later: metric is less essential to immediate success

7 8

Choose 1-2 methods from the “must” category to track for each of your important indicators. If one of your indicators doesn’t have any methods that land in the “must” category, consider putting it aside for future consideration.

Use the Indicators of Success Worksheet to assign responsibility for each method and document progress throughout the program.


Activity 6: Brainstorm for Success Step 3: Define Goals & Metrics

Indicators  of Success Worksheet Use  this wor ksheet  to  clearly  define what  success  looks  like  for  your  program  and  how  you will  track  it. State  each  indicator  of  success  in a  complete  sentence  and  outline  the methods  you will  use  to  track  your  progress. Be  as  specific  as possible .  

Summary of Results: 

Method  1 

Method  2 

Indicator  1: Met minimum  requirements  for  success?  (Y/N) 

Indicator Succeeded?  

Indicator  2: Met minimum  requirements  for  success?  (Y/N) 

Indicator Succeeded?  

Indicator  3: Met minimum  requirements  for  success?  (Y/N) 

Indicator Succeeded?  

Indicator  4: Met minimum  requirements  for  success?  (Y/N) 

Indicator Succeeded?  

Indicator  5: Met minimum  requirements  for  success?  (Y/N) 

Indicator Succeeded?  

USE THIS! See Appendix


Step 3: Define Goals & Metrics


Step 4: Choose Structure, Projects & Activities



Step 4: Choose Structure, Projects & Activities

Makerspaces are not just about tools; they’re about people, culture and mindset. This section will help you choose a program structure and content to best fit the needs of your space, community, learners and team. Depending on your unique circumstances, there are a variety of ways your maker program can be organized. On the next page you’ll find a breakdown of common models we’ve seen over the years, but there’s always gray area when it comes to making. Some programs may be combinations of the following models or completely different (literally “off the chart,” you might say!). We offer this table as a tool to begin to define the structure for your program. INSTRUCTIONAL APPROACHES STEP 4: CHOOSE STRUCTURE, PROJECTS AND ACTIVITIES


Step 4: Choose Structure, Projects & Activities







Project-based programs enable students to master a specific set of technical skills by completing a hands- on project.

Design-based programs focus on enabling students to improve creative problem solving skills by tackling a real-world issue; building technical skills is a secondary goal. Design-based learning can be more engaging for “nontechnical” participants; Great for high school students

Technical Programs enable students to master a specific set of technical skills, in depth.

Drop-In programs enable participants to explore a range of technical skills in a relatively unstructured environment.

Strengths of Approach

Project-based learning can be more engaging for “nontechnical” participants; Good for beginners; Great for elementary students

Attractive to parents; Attractive to learners with existing interest in technology; students may have greater intrinsic motivation to participate; Structured progression makes technical programs easier to plan Technical expertise required of instructors; Difficult to engage learners who don’t have an existing interest in the technology; Depending on technology, can be more expensive than other program types TINKERCAD Tinkercad offers step-by-step digital lessons in 3D design that are common- core aligned and suitable for learners as young as first grade. AUDIO: BUMP RECORDS Participants in this program at the Bay Area Video Coalition (BAVC) learn audio engineering, digital recording and mixing techniques. 2-30 hours

Creates space for self-motivated students to explore; Good for high school students

Weaknesses of Approach

Tying together multiple “beginner” projects with a common theme can be difficult

Addressing a real-world problem often requires a program of longer duration

Difficult for younger students; Unstructured environments can be overwhelming for some students; will not effectively serve learners who struggle with self-direction

Hours of Instruction

4-80 hours

8+ hours

N/A - open/flex hours

K-8 Program Example

WIKISEAT Build customizable chairs with learners of all ages. WikiSeat is an open source furniture project. That means that all of the documentation for how to build a WikiSeat is freely and openly published online. BUILD A PLAYGROUND The 1881 Institute in New Orleans trains students to design and build a playground.

SUPERHERO CYBORGS Superhero Cyborgs is KIDmob’s build your own body mod workshop for kids ages 10-15 with limb differences. Kids work with designers and engineers to design and prototype their own body modifications. YOUTH CIVIC HACKATHON Civic hackathons challenge groups of teenagers to spend a weekend using design and technology to solve civic challenges. Read about San Francisco’s first Youth Civic Hackathon, hosted at Tech Shop SF:

HOUR OF CODE The Hour of Code is a global movement reaching tens of millions of students in 180+ countries. Anyone, anywhere can organize an Hour of Code event. One- hour tutorials are available in over 45 THE MIX The Mix at SFPL is an innovative, youth-designed, 21st century teen learning space that will provide 4,770-square feet of space and equipment for youth ages 13-18 to explore, create and develop digital media and computer skills as well as discover and engage with the Library’s traditional books and materials. languages for all ages.

9-12 Program Example


Step 4: Choose Structure, Projects & Activities

Photo Credit: Libby Falck


Activity 5: Map Your Learner Journey Step 4: Choose Structure, Projects & Activities

Before you begin selecting specific activities for you program, it’s important to clearly outline the experience your participants will move through as they progress. How will they feel on the first day? On the last? When might they be frustrated? Excited? Defining exactly when participants will master different mindsets and skills and how they’ll feel along the way will help you choose the appropriate activities and structure for your program. This activity will help you map your participants’ intended progression throughout your program, including their skill development, behavior, attitudes and more. ACTIVITY 5: MAP YOUR LEARNER JOURNEY

LEARNER JOURNEY WORKSHEET This is a Maker Program Starter Kit Resource, available in the appendix and on Google Drive. TAKE NOTE You alone are responsible for your maker program! Starter Kit resources are provided under a BY-NC- SA Creative Commons license . See pg. 2 for more information.

TIME : 30 minutes PEOPLE : 1-4 MATERIALS : Learner Journey Worksheet and pens or pencils

Use the Learner Journey Worksheet to map the path your students will take.


Step 4: Choose Structure, Projects & Activities

Activity 5: Map Your Learner Journey

USE THIS! See Appendix


Activity 6: Explore & Choose Activities Step 4: Choose Structure, Projects & Activities

There are nearly limitless activity guides, tutorials, curriculum and resources available for use in your maker program. Use the results from your Maker Strengthsfinder Worksheet to select activities you feel confident including in your first maker program. Remember to start with the lowest-hanging fruit. ACTIVITY 6: EXPLORE AND CHOOSE ACTIVITIES

MAKER PROGRAM ACTIVITY GUIDE This is a Maker Program Starter Kit Resource, available in the appendix and on Google Drive.

TIME : 2-8 Hours PEOPLE : 1-4 MATERIALS : Maker Program Activity Guide, computer, and internet connectivity

To help you get started, we’ve put together a Maker Program Activity Guide to help you quickly identify beginner-level projects that match your strengths and the needs of your program. This guide includes the following information for over eighty beginner-level maker activities:

“Even if you don’t have access to expensive… hardware, every classroom can become a makerspace where kids and teachers learn together through direct experience with an assortment of high and low tech materials.” ~ Gary Stager and Sylvia Martinez in Invent to Learn

Title & Link Description

• • • • • • • • • • •

Source/Author Skills Learned Type of content (kit, video, step-by-step guide, etc) Target Grades Estimated hours to complete Difficulty to facilitate Estimated cost of materials for 10 learners Advanced software & equipment required (beyond standard classroom materials like scissors, paper, markers, etc) Potential Tie-ins to Core Subjects

Use the Maker Activity Guide to identify the specific activities that you’d like to incorporate into your program. Of course, feel free to also use activities that aren’t included in this guide or that are of your own invention!

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80 Page 81 Page 82 Page 83 Page 84 Page 85 Page 86 Page 87 Page 88 Page 89 Page 90 Page 91 Page 92 Page 93 Page 94 Page 95 Page 96 Page 97 Page 98 Page 99 Page 100 Page 101 Page 102 Page 103 Page 104 Page 105 Page 106 Page 107 Page 108 Page 109 Page 110 Page 111 Page 112 Page 113 Page 114 Page 115 Page 116 Page 117 Page 118 Page 119 Page 120 Page 121 Page 122 Page 123 Page 124 Page 125 Page 126 Page 127 Page 128 Page 129 Page 130 Page 131 Page 132 Page 133 Page 134 Page 135 Page 136 Page 137 Page 138 Page 139

Made with FlippingBook flipbook maker