Fluxbox

(align:"=><=")+(box:"X")[<h2>Digital Spaces</h2>](align:"=><=")+(box:"X")[<img src="https://64.media.tumblr.com/c46d0551c909439f9151c808ce269019/68921a694596be69-21/s2048x3072/e3beeca950bafd7e24afa0609507d43f4d994252.jpg" width="50%">](align:"<==>")+(box:"X")[<a href="https://www.makerspaces.com/what-is-a-makerspace/"; target="_blank">Makerspace-focused learning environments </a>usually refer to a physical space filled with a collection of workspaces designated for different tools and activities. However, this concept can be translated to online learning environments, or alternatively, online spaces can be incorporated as //additional// workspaces that form part of the larger makerspace to support a <a href="https://resources.owllabs.com/blog/hybrid-learning"; target="_blank">hybrid learning model</a>. (bg:#ffe3db)[Including a digital realm in addition to a physical learning environment enriches learning by adding more possibilities for creating and sharing multimodal creations.] It's important to understand and think about digital spaces as more than simply additions to the physical classroom, as these spaces have the ability to become central points of participation for learners, particularly for those whose focus is on digital mediums, or for those who may be less comfortable participating in person. Digital spaces have the ability to generate their own cultural norms, vocabularies, and ways of interacting. James Gee (2007) provides us with a set of terms for understanding and talking about these cultures. These terms aren’t inherently rooted in digital/physical (online/offline) spaces, yet help us understand the cultural ties of social groupings, regardless of where their presence is evident. Click on each term to see the definition:](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/d49fa1751bc5725b780315f0bbf3b6a9/ef6669a0f2ceda1b-79/0c2734b786b37ba8b80ab2d9774b71cf03108160.mp3" controls></audio>]] (align:"=><=")+(box:"X")[(link-repeat: "<h3>semiotic domain</h3>")[(dialog: " //“any set of practices that recruits one or more modalities (e.g., oral or written language, images, equations, symbols, sounds, gestures, graphs, artifacts, etc.) to communicate distinctive types of meanings”// (Gee, 2007, p. 18). <u>Physical Examples:</u> a club that meets weekly, members of a legion, students enrolled in the same program, members of a professional designation. <u>Digital Examples:</u> a subreddit, a Facebook group, communities across Tumblr, Twitter, or Instagram. <u>Hybrid Example:</u> members of a professional designation may also operate a private Facebook group.", "✓")](link-repeat: "<h3>social practice</h3>")[(dialog: " //“various distinctive ways of acting, interacting, valuing, feeling, knowing and using various objects and technologies”// (Gee, 2007, p. 15).", "✓")](link-repeat: "<h3>affinity group</h3>")[(dialog: " //“the group of people associated with a given semiotic domain”// (Gee, 2007, p. 27).", "✓")](link-repeat: "<h3>internal design grammar</h3>")[(dialog: " //“the principles and patterns in terms of which one can recognize what is and what is not acceptable or typical <u>content</u> in a semiotic domain”// (Gee, 2007, p. 30).", "✓")](link-repeat: "<h3>external design grammar</h3>")[(dialog: " //“the principles and patterns in terms of which one can recognize what is and what is not an acceptable or typical <u>social practice and identity</u> in regard to the affinity group associated with a semiotic domain”// (Gee, 2007, p. 30).", "✓")](link-repeat: "<h3>lifeworld domain</h3>")[(dialog: " //“ ‘everyday’, ‘ordinary’ life is itself a semiotic domain. In fact, it is a domain with which all of us have lots and lots of experience - I mean those occasions when we are operating (making sense to each other and to ourselves) as ‘everyday people’, not as members of more specialist or technical semiotic domains”// (Gee, 2007, p. 36).", "✓")]] <hr> [[[Continue ahead for a critical look at digital spaces and digital production...->digital spaces2]]] (text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

<div class="leftcolumn">(align:"==>")[<img src="https://64.media.tumblr.com/59537b166045d73a3c38fd2863720459/7998309e05723065-fb/s2048x3072/40bd7e25d22a1b72956ef33544e2c0d7c8a9a9ea.png" width="65%">] </div> <div class="rightcolumn">(align:"<==")+(text-colour:#444444)[<h2>(text-colour:white)[_]Radical-Ed</h2>](align:"<==")+(box:"X")[As you explore both the //Space-Maker Fluxbox Toolkit for Makerspaces// (SMFTM) and our learning resource as a whole, we hope that we’ve got you thinking about how to change the shape and form of education both from a makerspace approach, as well as with the incorporation of <a href="https://inclusivemakerspace.met.ubc.ca/edida-frameworks/"; target="_blank">equitable, diverse, inclusive, decolonial and anti-racist</a> frameworks and ideologies. We conclude this Toolkit with a TEDx talk from educator, researcher, and speaker, Will Richardson (2015). In this talk, Richardson addresses the fact that there are evident (bg:#ffe3db)[“disconnects between what we believe [about education] and what we practice.”] Educators know what results in deep, meaningful, and (bg:#ffe3db)[“productive”] learning, but this is not what is presented in classroom settings, which leads to an education system that is (bg:#ffe3db)[“fundamentally broken”].(align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/e333384cdb3a27c6a44f05912a4bdce1/ef6669a0f2ceda1b-38/e6d42d4944a4748e8410deff0e742499c273ecbe.mp3" controls></audio>]]<hr> [[Continue forward to check out Will Richardson's talk...->radical-ed2]]] (text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]] </div>

<div class="leftcolumn">(align:"==>")+(box:"X") [<img src="https://64.media.tumblr.com/690b033b9a0fdd758d59da775ce40e50/3a8f1b7b6fb83ff7-bb/s540x810/ebe0c455d35d5f526fe1b24c86aa206cf480fcb4.jpg" width="70%">] </div><div class="rightcolumn">(align:"<==")+(text-colour:#444444)[<h2>Critical Pedagogy of Place</h2>](align:"<==")[ • [[Curricular Competencies->psych-curricular]] • [[Background, History & Context->psych-bg]] • [[The Activity->psych-activity]]]</div>(align:"<==>")+(box:"X")[<hr> Gruenewald (2003) advocates for a pedagogy that combines the social and ecological elements of placed-based education with the deconstructive analysis of critical pedagogies. The notion of critical pedagogies comes from the work of <a href="https://freire.org/paulo-freire"; target="_blank">Paulo Freire</a>, and his theory of <a href="https://www.google.com/search?sca_esv=585361611&rlz=1C5CHFA_enCA900CA900&sxsrf=AM9HkKn8mslsBDumuCV7imr9iLWFVBk0Ew:1700979153783&q=como+se+pronuncia+conscientiza%C3%A7%C3%A3o&stick=H4sIAAAAAAAAAOMIfcToxi3w8sc9YSnbSWtOXmM05-INKMrPK81LzkwsyczPE5LlYglJLcoVEpUS5hJMzs8rTs5MzSvJrEo8vPzw4nwrdiXWghJdpyCeRazKyfm5-QrFqQoFMAMUMNQDABD6WfdxAAAA&sa=X&sqi=2&ved=2ahUKEwia5uyRgeGCAxXkHDQIHQ-RACMQ3eEDegQIERAH&biw=1589&bih=838&dpr=1.8"; target="_blank">conscientização</a>, which “refers to learning to perceive social, political and economic contradictions, and to take action against the oppressive elements of reality” (1970, p. 35). Gruenewald aims to create a new perspective that he calls //a critical pedagogy of place//. He asserts that: (bg:#ffe3db)[<h3>//A critical pedagogy of place aims to (a) identify, recover, and create material spaces that teach us how to live well in our total environments (rehabitation); and (b) identify and change ways of thinking that injure and exploit other people and places (decolonization).//</h3>](align:"==>")[<small>(Gruenewald, 2003, p. 9)</small>] A critical pedagogy of place acknowledges that learning is affected by where learners are situated and how they perceive and interact with the places they inhabit. This includes the classrooms and institutions they attend, the cultural communities they participate in, the locations they inhabit, the cities and countries they are citizens of, and the digital spaces they traverse. So how do we design a makerspace-focused learning environment that considers what <a href="https://www.youtube.com/watch?v=x7J_AVfEXnk"; target="_blank">Dr. Sheliza Ibrahim</a> describes as the “perspective or worldview of the learner and the learner’s environment” (<a href="https://www.youtube.com/watch?v=x7J_AVfEXnk"; target="_blank">UBC MET, 2023</a>)? (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/beff0ac8ba1e135765c95be3eeebcc1f/7c6fb6937247ebf4-8d/b66abe2ff28682fd9c0651c3a8677c99c4b08715.mp3" controls></audio>]]]<hr> Explore at your on pace using the navigation links listed at the <tw-link onclick="window.scrollTo(0,0)" tabindex="0">top of the page...</tw-link> -or-[[ Follow along...->psych-curricular]] (text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>Psychogeographical Mapping Activity</h2>[<h3>A Plan: Using a Critical Pedagogy of Place to Transform Spaces of Learning</h3>](align:"<==>")+(box:"X")[ Outlined below is a high-level overview plan of the Psychogeographical Mapping Activity. Further information of the activity details are in the [[Learner's Guide->psych-activity2]], and we've also included suggestions for [[Materials & Methods->psych-materials]].]](align:"<==>")+(box:"X")[<hr>] (bg:#fcf3f0)[<h3>1. Commit to Change</h3>][Commit to altering or creating both digital and physical learning environments that are responsive to and inclusive of all participants and integrate this as a standard aspect of the curriculum.] (bg:#ffe3db)[<h3>2. Collaborate</h3>] Through a collaborative and iterative process, engage learners to actively transform the learning environment. Draw from frameworks that support equity, diversity, inclusion, decolonization, and anti-racism (<a href="https://inclusivemakerspace.met.ubc.ca/edida-frameworks/"; target="_blank">EDIDA frameworks</a>) such as the <a href="https://www.fnesc.ca/wp/wp-content/uploads/2020/09/FNESC-Learning-First-Peoples-poster-11x17-hi-res-v2.pdf"; target="_blank">First Peoples Principles of Learning</a>. ⏵ Engage the Curricular Competency [[Land/Place->psych-curricular]]. (bg:#ffd0c2)[<h3>3. Learn Through Exploration</h3>] Use mapping activities to guide learners to critically experience and perceive particular places they inhabit. ⏵ Engage the Curricular Competencies [[Learning Through Making->psych-curricular]] and [[Iterative Design Thinking->psych-curricular]]. (bg:#fcbeac)[<h3>4. Share Experiences</h3> ]Once learners have gained a critical understanding of place and the ways they interact in their environment, lead a discussion to determine which changes are crucial, and what can potentially be actioned. Check out the [[Modifying Space->modifying spaces]] section of the //Space-Maker Fluxbox Toolkit for Makerspaces// for ideas. ⏵ Engage the Curricular Competencies [[Iterative Design Thinking->psych-curricular]], [[Critical & Empathic Response->psych-curricular]] and [[Respectful Discourse->psych-curricular]] (bg:#fca68d)[<h3>5. Take Action</h3>] [Action change!] (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/d85e48145de6d65f58dff50bb33bfa60/95786a0838c2d570-c0/bdea52a5227ad14e05fe28020e9b50d92d8d2c38.mp3" controls></audio>]]<hr> [[[On to the Learner's Guide...->psych-activity2]]](text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

<div class="leftcolumn"> [<img src="https://64.media.tumblr.com/b3ab5c63583dc459f3c5385ece377b2a/56044f7156c3cdff-f5/s540x810/e41a1cad113e33cb6a5b57aa407e1018f05579da.jpg" width="100%">] </div> <div class="rightcolumn"> (align:"<==")+(text-colour:#444444)[ [[1. the fluxbox / intro->aboutflux]] [[2. critical pedagogy of place->psychogeographie]] [[3. principles of design->principles-intro]] [[4. digital spaces->digital spaces]] [[5. modifying space->modifying spaces]] [[6. radical-ed / outro->radical-ed]]] (text-colour:white)[_______________________][(size:.8)+(text-colour:#868e96)[[[(*)->info]]]] </div>

(align:"=><=")+(box:"X")[<h2>Modifying Space</h2>](align:"=><=")+(box:"X")[<img src="https://64.media.tumblr.com/56eb0f330bf4b2c06598097884f01593/68921a694596be69-c3/s2048x3072/8ee37396cf003e6bdca9f45471686484433743d1.jpg" width="50%">](align:"<==>")+(box:"X")[This compartment of the Fluxbox is where ideas for modifying space are stored. Ideas are broken out into three categories: LO ϟ FI (Low Fidelity) DIY (Do-It-Yourself), MID ϟ FI (Mid-Fidelity) DIY, and HI ϟ FI (High-Fidelity) DIY (Babich, 2017, Kafai & Jayathirtha, 2020). (align:"<==")+(box:"=XXXXXXXX=")[• (bg:#ffe3db)[LO ϟ FI] activities are low to no cost ideas for space transformation, and can be carried out with little to no technology • (bg:#ffe3db)[MID ϟ FI] activities may have some cost associations and involve some technology use and skill • (bg:#ffe3db)[HI ϟ FI] activities are likely to have cost associations, and/or make extensive use of technology] (align:"=><=")+(box:"X")[Check out the <a href="https://sites.google.com/view/etec531makerspaces/resource-library"; target="_blank">Resource Library</a> for information on LO ϟ FI, MID ϟ FI, and HI ϟ FI DIY.] (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/f00602a03bf1d1f8fc5672a8510b171a/c29ffd654ae04915-54/c023bb823a9b76d007b4247e6d4a5d455e90efe7.mp3" controls></audio>]]<hr> (align:"=><=")+(box:"X")[Explore the options in the <a href="https://padlet.com/EM_UBC/ideas-modifying-space-rdd5q3h1dxtpzwhy"; target="_blank">Padlet</a> below, and add any of your own ideas:]]<div class="padlet-embed" style="border:1px solid rgba(0,0,0,0.1);border-radius:2px;box-sizing:border-box;overflow:hidden;position:relative;width:100%;background:#F4F4F4"><p style="padding:0;margin:0"><iframe src="https://padlet.com/embed/rdd5q3h1dxtpzwhy" frameborder="0" allow="camera;microphone;geolocation" style="width:100%;height:620px;display:block;padding:0;margin:0"></iframe></p><div style="display:flex;align-items:center;justify-content:end;margin:0;height:28px"><a href="https://padlet.com?ref=embed" style="display:block;flex-grow:0;margin:0;border:none;padding:0;text-decoration:none" target="_blank"><div style="display:flex;align-items:center;"><img src="https://padlet.net/embeds/made_with_padlet_2022.png" width="114" height="28" style="padding:0;margin:0;background:0 0;border:none;box-shadow:none" alt="Made with Padlet"></div></a></div></div> <hr>(text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>References</h2>]<hr>(align:"<==")+(box:"X")[Babich, N. (2017, November 29). Prototyping 101: The difference between low-fidelity and high-fidelity prototypes and when to use each. //Adobe Blog//. <a href="https://blog.adobe.com/en/publish/2017/11/29/prototyping-difference-low-fidelity-high-fidelity-prototypes-use"; target="_blank">https://blog.adobe.com/en/publish/2017/11/29/prototyping-difference-low-fidelity-high-fidelity-prototypes-use</a> Barnard, A. (2004). The legacy of the Situationist International: The production of situations of creative resistance. //Capital & Class//, 28(3), 103-124. Bauhaus Movement. (2019, Jun 30). //Ten principles for good design by Dieter Rams//. YouTube. <a href="https://www.youtube.com/watch?app=desktop&v=wChkvofR7Q0"; target="_blank">https://www.youtube.com/watch?app=desktop&v=wChkvofR7Q0 </a> Berliner, L. S. (2018). //Producing queer youth: The paradox of digital media empowerment//. Routledge. (Chapter 1: The Problem with Youth Voices, pp. 22-53) Brayboy, B. M. J., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. //Harvard Educational Review//, 79(1), 1–21. Buckingham, D. (2019). //The media education manifesto//. Polity. Centre for Excellence in Universal Design. (2020). //What is universal design//. Centre for Excellence in Universal Design. <a href="https://universaldesign.ie/what-is-universal-design/the-7-principles/#p1"; target="_blank">https://universaldesign.ie/what-is-universal-design/the-7-principles/#p1</a> Center for Independent Living – Berkeley. (2019, Mar 31). //The 7 principles of universal design | Ed Roberts campus//. <a href="https://www.youtube.com/watch?v=G-tHuD7R8cs"; target="_blank">https://www.youtube.com/watch?v=G-tHuD7R8cs</a> Cheung, N. & Marranca, E. (2021, August). //Collection Collective//. <a href="https://sites.google.com/view/collection-collective/home"; target="_blank">https://sites.google.com/view/collection-collective/home/</a> Collins English Dictionary. (2023). Definition of ‘principle’. Collins Dictionary. <a href="https://www.collinsdictionary.com/dictionary/english/principle"; target="_blank">https://www.collinsdictionary.com/dictionary/english/principle</a> Costanza-Chock, S. (2020). //Design justice: Community-led practices to build the worlds we need//. The MIT Press. Debord, G. (1958). Theory of the Dérive. In Joanne Morra and Marquard Smith (Eds.), //Visual Culture: Critical Concepts in Media and Cultural Studies//, 3, 77-81. Design Justice Network. (2018). //Design justice network principles//. Design justice network. <a href="https://designjustice.org/read-the-principles"; target="_blank">https://designjustice.org/read-the-principles</a> Design Principles. (n.d.). //Design Principles//. Design Principles. <a href="https://principles.design/"; target="_blank">https://principles.design/</a> Ewart, K. (n.d.). //Considerations for creating culturally responsive pedagogy//. University of British Columbia.<a href="https://drive.google.com/file/d/1_Z7E2GCVyrsjlcTmOQ6NsCybSaq6cMO8/view?usp=sharing"; target="_blank"> https://drive.google.com/file/d/1_Z7E2GCVyrsjlcTmOQ6NsC ybSaq6cMO8/view?usp=sharing</a> First Nations Education Steering Committee. (n.d.). //First Peoples Principles of Learning.// <a href="http://www.fnesc.ca/first-peoples-principles-of-learning/"; target="_blank">http://www.fnesc.ca/first-peoples-principles-of-learning/</a> Fletcher, H., July, M. & Ono, Y. (2009). //Learning to love you more//. <a href="http://www.learningtoloveyoumore.com/"; target="_blank">http://www.learningtoloveyoumore.com/</a> Freire, P. (1970). //Pedagogy of the oppressed// (MB Ramos, Trans.). New York: Continuum, 2007. Gee, J. (2007). Semiotic domains: Is playing video games a “waste of time?” In //What video games have to teach us about learning and literacy// (pp.17-45). New York: Palgrave and Macmillan. Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. //Educational Researcher//, 32(4), 3-12. Included By Design. (2022, May 26). 7 Principles of universal design [Diagram]. Included By Design. <a href="https://includedbydesign.com/universal-design-101/"; target="_blank">https://includedbydesign.com/universal-design-101/</a> Kafai, Y. B., & Jayathirtha, G. (2020) Hi-lo tech crafting: Tinkering with textiles, paper, and everything else. In N. Holbert, M. Berland, & Y. B. Kafai (Eds.). //Designing constructionist futures: The art, theory, and practice of learning designs//. (pp. 301-309). MIT Press. Marranca, E. (2021, April). //Affective Vernacular//. Tumblr. <a href="https://affective-vernacular.tumblr.com/"; target="_blank">https://affective-vernacular.tumblr.com/</a> Mildred Lane Kemper Art Museum (2020, September 15).// In Conversation—The Artwork in Flux, a Live Q&A// [Video]. YouTube. <a href="https://www.youtube.com/watch?v=TpvofbRC6-c"; target="_blank">https://www.youtube.com/watch?v=TpvofbRC6-c</a> MOMA (n.d.). //Thing/thought: Fluxus editions / 1962-1978. MOMA//. <a href="https://www.moma.org/interactives/exhibitions/2011/fluxus_editions/category_works/fluxkit/"; target="_blank">https://www.moma.org/interactives/exhibitions/20 11/fluxus_ editions/category_ works/fluxkit/</a> National Equity Project. (n.d.). //Introduction to liberatory design//. National Equity Project. <a href="https://www.nationalequityproject.org/frameworks/liberatory-design"; target="_blank">https://www.nationalequityproject.org/frameworks/liberatory-design</a> Papert, S. (2020). //Mindstorms: Children, computers, and powerful ideas//. Basic books. Papert, S. (1988). A critique of technocentrism in thinking about the school of the future. In //Children in the information age// (pp. 3-18). Pergamon. Phillpot, C. (2023). //Fluxus: Magazines, manifestos, multum in parvo//. Georgemaciunas.com. <a href="https://georgemaciunas.com/about/cv/manifesto-i/"; target="_blank">https://georgemaciunas.com/about/cv/manifesto-i/</a> Rams, D. (2023). //The Power of Good Design//. Vitsoe. <a href="https://www.vitsoe.com/us/about/good-design"; target="_blank">https://www.vitsoe.com/us/about/good-design</a> Seo, J. & Richard, G.T. (2021). SCAFFOLDing all abilities into makerspaces: A design framework for universal, accessible and intersectionally inclusive making and learning. //Information and Learning Sciences//, 122(11/12), 795-815. <a href="https://doi.org/10.1108/ILS-10-2020-0230"; target="_blank">https://doi.org/10.1108/ILS-10-2020-0230</a> Sherman, M. & Fletcher, H. (Eds.). (2019). //Shaped by the People: Conversations on Participatory Education//. Pdxscholar. <a href="https://pdxscholar.library.pdx.edu/shaped_people/1"; target="_blank">https://pdxscholar.library.pdx.edu/shaped_people/1</a> Tate (n.d.a).// Art terms – fluxus//. Tate. <a href="https://www.tate.org.uk/art/art-terms/f/fluxus"; target="_blank">https://www.tate.org.uk/art/art-terms/f/fluxus</a> Tate (n.d.b). //Art terms – formalism//. Tate. <a href=" https://www.tate.org.uk/art/art-terms/f/formalism"; target="_blank"> https://www.tate.org.uk/art/art-terms/f/formalism</a> Tate (n.d.c). //Art terms – psychogeography//. Tate. <a href="https://www.tate.org.uk/art/art-terms/p/psychogeography"; target="_blank">https://www.tate.org.uk/art/art-terms/p/psychogeography</a> TEDx Talks. (2015, November 21). //The surprising truth about learning in schools | Will Richardson | TEDxWestVancouverED//. YouTube. <a href="https://www.youtube.com/watch?v=sxyKNMrhEvY"; target="_blank">https://www.youtube.com/watch?v=sxyKNMrhEvY</a> Thriftbooks (2023). //Society of the spectacle//. Thriftbooks. <a href="https://www.thriftbooks.com/w/society-of-the-spectacle_guy-debord/284818/item/3823482/#edition=59702308&idiq=45498896"; target="_blank">https://www.thriftbooks.com/w/society-of-the-spectacle_guy-debord/284818/item/3823482/#edition=59702308&idiq=45498896</a> Turkle, S. (Ed.). (2011).// Evocative objects: Things we think with//. MIT press. UBC MET. (2023a, January 27). //UBC MET: A Just World: Reimagining an Anti-Racist Pedagogy for STEM Futures// [Video]. YouTube. <a href="https://www.youtube.com/watch?v=x7J_AVfEXnk"; target="_blank">https://www.youtube.com/watch?v=x7J_AVfEXnk</a> UBC MET. (2023b, June 1). UBC MET: Dr. Maggie Melo Keynote - MET Inclusive Makerspace Conference. <a href="https://www.youtube.com/watch?v=EVNfXqZMYJk"; target="_blank">https://www.youtube.com/watch?v=EVNfXqZMYJk</a> UBC MET. (n.d.). //EDIDA frameworks//. MET virtual inclusive makerspace. <a href="https://inclusivemakerspace.met.ubc.ca/edida-frameworks/"; target="_blank">https://inclusivemakerspace.met.ubc.ca/edida-frameworks/</a> Vidler, A. (2017, June 7). //Guy Debord//. Drawing Matter. <a href="https://drawingmatter.org/guy-debord/"; target="_blank">https://drawingmatter.org/guy-debord/</a> Webster, D. (2014, December 11). //Psychogeography// (Video). YouTube. <a href="https://www.youtube.com/watch?v=qFwew3xOwiY"; target="_blank">https://www.youtube.com/watch?v=qFwew3xOwiY</a> Wu, J. (2023, November). //Out of bounds: Japanese women artists in fluxus//. Brooklyn Rail. <a href="https://brooklynrail.org/2023/11/artseen/Out-of-Bounds-Japanese-Women-Artists-in-Fluxus"; target="_blank">https://brooklynrail.org/2023/11/artseen/Out-of-Bounds-Japanese-Women-Artists-in-Fluxus</a> ] <hr> (text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>the fluxbox / intro</h2>](align:"=><=")+(box:"X")[<img src="https://64.media.tumblr.com/b3b5aa35efcd50ce4cd66967c13f6769/68921a694596be69-3d/s2048x3072/1fb2c5d31793fd8b443e76f895eef63f0255ccd9.jpg" width="50%">](align:"=><=")+(box:"X")[What exactly is the //Space-Maker Fluxbox Toolkit for Makerspaces// (SMFTM)? Select the links below for answers to your burning questions.](align:"=><=")+(box:"X")[(link-reveal:"''What is a Fluxbox?''")[=(align:"=><=")+(box:"X")[<img src="https://brooklynrail-web.imgix.net/article_image/image/38061/wu-out-of-bounds-1.jpg" width="60%">][<small>Various artists, Fluxkit , ca. 1969. (<a href="https://brooklynrail.org/2023/11/artseen/Out-of-Bounds-Japanese-Women-Artists-in-Fluxus"; target="_blank">Wu, 2023</a>)</small>][(align:"<==")+(box:"X")[A Fluxbox, also known as a <a href="https://www.moma.org/interactives/exhibitions/2011/fluxus_editions/category_works/fluxkit/"; target="_blank">Fluxkit</a>, is a vessel that houses several smaller art objects, created by various artists who identify as members of the Fluxus art movement. Fluxboxes essentially serve as anthologies of miniature art objects (Mildred Lane Kemper Art Museum, 2020). These kits were made as multiples (bg:#ffe3db)[and were intended to be handled and interacted with.] The art objects found within were often games, books, toys, instructions, or recreations of everyday objects such as matchboxes, postcards, recipes, and newspapers (MoMA, 2011).]](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/3c8fc2a7cf28c38998f01897767a041a/d793b81434f0c313-38/abae6ab24710e8cb938ab85567206699c4307914.mp3" controls></audio><hr>]]](align:"=><=")+(box:"X")[(link-reveal:"What is Fluxus?")[=(align:"=><=")+(box:"X")[<img src="https://georgemaciunas.com/wp-content/uploads/2010/02/maciunas-menifesto1.jpg" width="45%">][<small>Fluxus Manifesto, George Maciunas, 1963. (<a href="https://georgemaciunas.com/about/cv/manifesto-i/"; target="_blank">Phillpot, 2023</a>)</small>][(align:"<==")+(box:"X")[<a href="https://www.tate.org.uk/art/art-terms/f/fluxus"; target="_blank">Fluxus</a> is an art movement that began in the early 1960s. Many Fluxus artists create work that is ephemeral such as participatory events known as <a href="https://www.moma.org/collection/terms/happenings"; target="_blank">Happenings</a>. Fluxus artworks that are material often reject the implied //rules// of ‘fine art’ and are made to be touched, interacted with and are reflective of mundane aspects of living. (bg:#ffe3db)[In a rejection of an artworld governed by the upper-class, Fluxus artworks focus on the quotidian, they draw attention to the emerging flow of everyday existence (<a href="https://www.tate.org.uk/art/art-terms/f/fluxus"; target="_blank">Tate, n.d.</a>)].](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/fa6f2a7e3a4b1b8abb26192e76021cbf/906d6dcb78ee2e5a-37/1923ca671291b8ce4d4d30c73ffb39f7cc25b1de.mp3" controls></audio><hr>]]]](align:"=><=")+(box:"X")[(link-reveal:"What is the SMFTM?")[=(align:"=><=")+(box:"X")[<img src="https://64.media.tumblr.com/b3ab5c63583dc459f3c5385ece377b2a/56044f7156c3cdff-f5/s540x810/e41a1cad113e33cb6a5b57aa407e1018f05579da.jpg" width="50%">][(align:"<==")+(box:"X")[The Space Maker Fluxbox Toolkit for Makerspaces (the SMFTM) is a toolkit created from a constructionist perspective, filled with objects to help educators think about and design both physical and digital spaces that support inclusive makerspace environments. Seymour Papert (1988) explains that (bg:#ffe3db)[“constructi(text-style:"underline")[V]ism is the idea that knowledge is something you build in your head. Constructio(text-style:"underline")[N]ism reminds us that the best way to do that is to build something tangible – something outside your head” (p.13).] The making of the SMFTM was inspired by Papert’s (2020) notion of (bg:#ffe3db)[“‘objects-to-think-with,’ objects in which there is an intersection of cultural presence, embedded knowledge, and the possibility for personal identification” (p. 11).] In line with the makerspace philosophy, the Fluxbox itself is a handmade object, and this space where the Fluxbox exists in its digitized form, is itself a carefully crafted digital toolkit created using the open-source coding tool <a href="https://twinery.org/"; target="_blank">Twine</a>.](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/b74ded8a582a0de6aa800eea3a7201b6/b783b2c542a8307a-bd/f0298ed1f85d36eb7de1ccef5626d61dc27fb714.mp3" controls></audio><hr>]]]](align:"=><=")+(box:"X")[(link-reveal:"Why the SMFTM?")[=(align:"=><=")+(box:"X")[<img src="https://64.media.tumblr.com/6a5558aded578d8e36e364b3d33edead/c7d885b5236e842a-ae/s640x960/56e241be74e592e6792bc9a68cb2ad94fdec61ec.jpg" width="30%">][(align:"<==")+(box:"X")[Our intention is for the SMFTM to serve as an (bg:#ffe3db)[evocative object], as (bg:#ffe3db)[“provocations to thought” (Turkle, p.5, 2011)], and as an (bg:#ffe3db)[object-to-think-with]. We hope it guides you when thinking about how to form both digital and physical spaces for learning, and we hope it sparks your creativity and compels you to make your own evocative objects, spaces, and experiences.](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/cf47ff2bdbeadbba18027fc0c49b7b49/825aa1f64427ddcd-8c/52f625cc17197a2903e5ce475ef63986c5f52c51.mp3" controls></audio><hr>]]]](align:"=><=")+(box:"X")[(link-reveal:"Inclusivity & the SMFTM")[=(align:"<==")+(box:"X")[The SMFTM was designed for inclusivity and to be reflective of the <a href="https://www.fnesc.ca/wp/wp-content/uploads/2020/09/FNESC-Learning-First-Peoples-poster-11x17-hi-res-v2.pdf"; target="_blank">First Peoples Principles of Learning</a> (FPPL). The FPPL calls for (bg:#ffe3db)[a fundamental shift to the linear nature of western educational paradigms (Brayboy & Maughan, 2009)], which is in alignment with the goals of the SMFTM. The FPPL framework draws on the rich traditions of Indigenous communities worldwide, rooted in holistic learning, reciprocity, and environmental interconnectedness (<a href="https://www.fnesc.ca/wp/wp-content/uploads/2020/09/FNESC-Learning-First-Peoples-poster-11x17-hi-res-v2.pdf"; target="_blank">First Nations Education Steering Committee, n.d.</a>). Throughout the SMFTM, we aim to ‘jam’ the BC Grade 12 New Media Curriculum with activities, competencies, and perspectives that directly speak to the FPPL, and through engagement with the Fluxbox, educators and learners develop (bg:#ffe3db)[an awareness of self and place in connection to their communities.]](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/c4eda19eeec1fe581464e1f0b152008d/1e8adf28cf0fb3c2-04/bc76bdf4e2cbd1ae20d3968a5b34583ac2cb8746.mp3" controls></audio>]]]<hr> <tw-link onclick="window.scrollTo(0,0)" tabindex="0">Scroll back to top...</tw-link> (text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>Mapping, The Dérive, & Psychogeography</h2>](align:"=><=")+(box:"X")[<img src="https://drawingmatter.org/wp-content/uploads/2020/09/debord_2302_cs_dmc-1024x829.jpg" width="70%">](align:"=><=")+(box:"X") [<small>"Guy Debord (1931–1994), Guide psychogéographique de Paris. Discours sur les passions de l’amour, 1957. Lithograph, 595 × 735 mm. DMC 2302"(<a href="https://drawingmatter.org/guy-debord/"; target="_blank">Vidler, 2017</a>).</small>](align:"<==>")+(box:"X")[<hr> Let's look to art to help us think about creative ways to map: In the late 1950s, a group of European artists converged, and called themselves the <a href="https://www.tate.org.uk/art/art-terms/s/situationist-international"; target="_blank">Situationist International</a> (SI). The SI were driven by a desire to evade, surpass or break through //the spectacle//. (align:"=><=")+(box:"X")[<img src="https://m.media-amazon.com/images/I/51Ldus9kTPL._SL350_.jpg" width="30%"> [<small> Guy Debord's (1967), //Society of the Spectacle// (Thriftbooks, 2023)</small>]](bg:#ffe3db)[<h3>The spectacle is the notion that all human relations are mediated by images from advertising, film and other sections of the mass media, driven toward controlling people’s activities and consciousness.</h3>](align:"==>")[<small>(Barnard, 2004, p. 104)</small>] [There were key activities and ideas associated with the SI, one of which was the //dérive//, which translates from French to English to ‘drift’. The dérive refers to the act of exploring a place, on foot, and with an attention or approach not normally taken. “Dérives involve playful-constructive behavior and awareness of psychogeographical effects, and are thus quite different from the classic notions of journey or stroll” (Debord, 1958). <a href="https://www.tate.org.uk/art/art-terms/p/psychogeography"; target="_blank">Psychogeography</a> is another idea adopted by the SI. The Tate (n.d.) provides the following definition: "Psychogeography describes the effect of a geographical location on the emotions and behaviour of individuals". The SI’s critical view of the spectacle represents an awareness of media from over 60 years ago that is still relevant and reflected in critical media literacy and new media education today. Drawing on SI tactics that aim to disrupt the spectacle, like the dérive (to drift, to openly explore) and psychogeography, (being mindful of how our environment affects us), we consider activities that focus on the thoughtful and critical creation of a learning space that is cognizant of and responsive to its participant’s physical and emotional requirements.] (align:"=><=")+(box:"X")[(align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/8b38650683314a35c06e52fd0c17aa7d/26822512a2a8f455-14/66d5d29ec6db6d9f42b0a2bec518ed5354393c1c.mp3" controls></audio>]]]<hr>](text-colour:#cf2f1d)+(align:"<==")+(box:"X")[[[Continue...->psych-bg2]]](text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>Mapping, The Dérive, & Psychogeography</h2>](align:"<==>")+(box:"X") [Below is a short <a href="https://edpuzzle.com/media/655b81d3b01ace40736dc8f7"; target="_blank">Edpuzzle</a> video of a conversation on psychogeography with Dr. Hilary Weeks from the University of Gloucestershire and Dr. Aidan Byrne from the University of Wolverhampton (Webster, 2014). Follow along, and take a moment to consider the prompts as they arise. The prompts are designed to help you as an educator gain a deeper understanding of psychogeography, but you may also choose to use this Edpuzzle (or a variation of it) with your students. (align:"=><=")+(box:"X")[<a href="https://edpuzzle.com/media/655b81d3b01ace40736dc8f7"; target="_blank">Click here to view the Edpuzzle in a new tab.</a>]](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/16488df61a7497bc774904b5978d889b/95786a0838c2d570-d8/17044e2e6d369c29ba12ed813e844b5efff39cc1.mp3" controls></audio>]](align:"=><=")+(box:"X")[<iframe width="750" height="650" src="https://edpuzzle.com/embed/media/655b81d3b01ace40736dc8f7" frameborder="0" allowfullscreen></iframe>] <hr>(text-colour:#cf2f1d)+(align:"<==")+(box:"X")[[[Continue...->psych-activity]]](text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>Psychogeographical Mapping Activity</h2>[<h3>Learner's Guide</h3>]](align:"=><=")+(box:"X")[<img src="https://64.media.tumblr.com/44baa20b78067708611f5b20f8340159/3a8f1b7b6fb83ff7-5b/s540x810/f1e4c1629d8955dde5795c0d3c2d41e7df386937.gifv" width="50%">](align:"<==>")+(box:"X")[The following activity draws on the concepts of the Situationist International’s dérive and psychogeography to guide learners in forming a critical understanding of place. <hr> [ (bg:#ffe3db)[1. Choose a place you regularly inhabit.] It might be the city or town you live in, a nearby park, the space between your home and your best friend’s house, the inside of your home itself, or just your bedroom. It can be any space, large or small. (bg:#ffe3db)[2. Consider the following questions:] (text-colour:white)[---]• Does any part of the place make you feel comforted? (text-colour:white)[---]• Does any part of the place feel restrictive, dangerous, or unwelcoming? (text-colour:white)[---]• Are there parts of the place that you cannot enter or access? (text-colour:white)[---]• Are there areas where others can enter or access, but you cannot? (text-colour:white)[---]• Consider the colours, smell, temperature, texture, and vastness (text-colour:white)[----]of the place - how does it make you feel? (text-colour:white)[---]• How do you move around in the place? What activities do you do here? (text-colour:white)[---]• Do others use or move through the space as you do? Who else uses the space? (text-colour:white)[---]• Do you feel that you belong in this space? Why or why not? (text-colour:white)[---]• Are there memories or narratives associated with the place? (bg:#ffe3db)[3. Based on how you answered the previous questions, map your selected place in a way that reflects how it makes you feel.] This map does not need to look anything like a traditional map or be geographically accurate. You may represent your map in any medium. Some ideas are video recording, audio recording, 2D collage, painting or drawing, photo assemblage, 3D modelling or sculpture – other ideas are welcome. (bg:#ffe3db)[4. Publish your map.] Find a way to showcase your map. It can be displayed openly or anonymously in a public online forum (e.g., posted on a blog, website, a Padlet or other app, YouTube, or on social media such as Instagram or Tumblr). It can be displayed digitally, but privately (e.g., a video, or digital assemblage shared just with the class). It can be displayed openly or anonymously in a public offline forum (e.g., distributed zine, posters, pamphlet). It can be displayed offline and privately (a hand-made object, or multiple, shared with the class). (bg:#ffe3db)[5. Share your completed map with the class.] (text-colour:white)[---]• Did your perspective of the place change through mapping? (text-colour:white)[---]• Did any particular parts of the place, your map, or its relation to you stand out? (text-colour:white)[---]• Why did you choose a particular medium to create your map? (text-colour:white)[---]• What would you change about the place you mapped? What could be improved?]] (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/27f64fbdef9ccc39c8761dde9b80806a/95786a0838c2d570-12/4485bc0eaae42c8bcb7a5c8cd8a4cb3f7b7e1a3b.mp3" controls></audio>]] (align:"=><=")+(box:"X")[<img src="https://64.media.tumblr.com/f52ff2d6f410676bab8b6075280550c4/e9240f20318e84f5-fc/s540x810/ab2eef34c421be08853b8ae70a9b011cb0f3ddd9.jpg" width="60%">] <hr>(text-colour:#cf2f1d)+(align:"<==")+(box:"X")[[[Check out potential Materials & Methods for use in this Activity...->psych-materials]]] (text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>Curricular Competencies</h2>](align:"<==>")+(box:"X")[Listed below are the specific curricular competencies addressed throughout this section of the //Space-Maker Fluxbox Toolkit for Makerspaces//, and in the [[Psychogeographical Mapping Activity->psych-activity]]. Although based on those found in the <a href="https://curriculum.gov.bc.ca/curriculum/english-language-arts/12/new-media"; target="_blank">British Columbia English Language Arts Curriculum on New Media for Grade 12</a>, these competencies have been revised, enhanced and 'jammed' with new ideas to better exemplify our call for change. Check out the <a href="https://sites.google.com/view/etec531makerspaces/curriculum-jamming"; target="_blank">Curriculum Jamming</a> page for more information of what aspects of the curriculum we have jammed.](align:"=><=")+(box:"X")[Select each competency listed below for further detail:](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/02873d529420e4b4ec825c5da6624f62/0990b38d84e75f94-c2/94750d6070e622699b42e5463bcb2f4fc5f13b75.mp3" controls></audio> ]] (align:"=><=")+(box:"X")[(link-repeat: "<h3>Land/Place</h3>")[(dialog: " (text-colour:#949494)[<u>Former Curriculum Competency:</u>] Understand the influence of land/place in First Peoples and other Canadian texts <h6></h6> (text-colour:#949494)[<u>Jammed Curriculum Competency:</u>] Understand the influence of land/place in First Peoples and other Canadian texts (text-colour:#ffad75)[through the application of the First Peoples Principles of Learning, as well as other frameworks that support equity, diversity, inclusion, decolonization and anti-racism (EDIDA frameworks)]", "✓")](link-repeat: "<h3>Learning Through Making</h3>")[(dialog: " (text-colour:#949494)[<u>Former Curriculum Competency:</u>] Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts <h6></h6> (text-colour:#949494)[<u>Jammed Curriculum Competency:</u>] (text-colour:#ffad75)[Utilize the act of making to] think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts", "✓")](link-repeat: "<h3>Iterative Design Thinking</h3>")[(dialog: " (text-colour:#949494)[<u>Former Curriculum Competency:</u>] Use digital and multimedia writing and design processes to plan, develop, and create engaging and meaningful literary, imaginative, and/or informational texts for a variety of purposes and audiences <h6></h6> (text-colour:#949494)[<u>Jammed Curriculum Competency:</u>] Use digital and multimedia writing and design processes to plan, develop, and create engaging and meaningful literary, imaginative, and/or informational texts for a variety of purposes and audiences; (text-colour:#ffad75)[gain experience through regular iterative, hands-on design processes to apply in future design-thinking scenarios]", "✓")](link-repeat: "<h3>Critical & Empathic Response</h3>")[(dialog: " (text-colour:#949494)[<u>Former Curriculum Competency:</u>] Respond to text in personal, creative, and critical ways <h6></h6> (text-colour:#949494)[<u>Jammed Curriculum Competency:</u>] Respond to text in personal, creative, and critical ways (text-colour:#ffad75)[while integrating and displaying empathy and awareness for diverse perspectives]", "✓")](link-repeat: "<h3>Respectful Discourse</h3>")[(dialog: " (text-colour:#949494)[<u>Former Curriculum Competency:</u>] Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and transform thinking <h6></h6> (text-colour:#949494)[<u>Jammed Curriculum Competency:</u>] Respectfully exchange ideas and viewpoints from diverse perspectives, (text-colour:#ffad75)[with considerations of diversity, equity and inclusivity of gender, race, culture and neurodiversity to] build shared understanding and transform thinking", "✓")]]<hr>(text-colour:#cf2f1d)+(align:"<==")+(box:"X")[[[Continue...->psych-bg]]](text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>Psychogeographical Mapping Activity</h2>[<h3>Materials & Methods</h3>]](align:"<==>")+(box:"X")[This activity can be addressed in a variety of ways, using a variety of materials and mediums. In prototyping, the term fidelity (bg:#ffe3db)[“refers to how it (the prototype) conveys the look-and-feel of the final product (basically, its level of detail and realism)” (Babich, 2017)]. Below, on the left, are suggested materials for LO ϟ FI (low-fidelity), MID ϟ FI (mid-fidelity), and HI ϟ FI (high-fidelity) approaches. On the right, are links to instructional videos of potential methods-of-making that one might use the materials for; the methods are grouped in accordance with the materials. Materials from all levels can be utilized regardless of the method - or a focus on a particular method or realm of method can be chosen. Check out the <a href="https://sites.google.com/view/etec531makerspaces/resource-library"; target="_blank">Resource Library</a> for further information on LO ϟ FI, MID ϟ FI, and HI ϟ FI DIY. (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/bfb7dd7541400b2cd3299b828dec965d/95786a0838c2d570-fe/bcf7fba0738bb19a179dc671951ad57e201b3ea1.mp3" controls></audio> ]] <hr>](align:"=><=")+(box:"X")[<img src="https://64.media.tumblr.com/a9e54493f5b910dfcd0092c39b62a070/4bfe7093f56e840b-59/s1280x1920/e915884e86d2294f3facd076f767866190366853.jpg" width="40%">] <div class="leftcolumn">(align:"=><=")+(box:"X")[<h3>Materials</h3>][Listed below, and separated out by LO ϟ FI, MID ϟ FI, and HI ϟ FI, are lists of potential materials for educators to guide students to use in their mapping activities.](align:"==>")+(box:"X")[(link-repeat: " <h3>LO ϟ FI(text-colour:black)[ ⏴]</h3>")[(dialog: " • Printer paper • Recycled print media to collage with (magazines, newspapers, etc.) • Recycled paper • Markers, pencil crayons, pencils or pens • Glue sticks • Scissors • Other found collage materials ", "✓")](link-repeat: "<h3> MID ϟ FI (text-colour:black)[⏴]</h3>")[(dialog: " • Photocopier/Risograph • Manual printmaking methods • Tape recorder • Fine art materials: acrylic, watercolour or gouache paint, oil pastels, charcoal or conte • Rag, watercolour or drawing papers • Typewriter • Archival glue ", "✓")](link-repeat: "<h3> HI ϟ FI(text-colour:black)[ ⏴]</h3>")[(dialog: " • Smartphones • Computer access • Access to web applications and software • Digital printing • Audio and video equipment • Photo and video editing software • 3D printer • CNC machine ", "✓")]]</div><div class="rightcolumn">(align:"=><=")+(box:"X")[<h3>Methods</h3>][The various methods or 'mediums' listed below link to instructional videos for your own learning, or for sharing with students.] [⏵ <a href="https://www.youtube.com/watch?v=gUOMhVwnQ98"; target="_blank">Collage</a> ⏵ <a href="https://www.youtube.com/watch?v=Ri8pnDsj6y4"; target="_blank">Drawing</a> ⏵ <a href="https://www.youtube.com/watch?v=TkF8isCThbk"; target="_blank">Experimental Drawing</a> ⏵ <a href="https://youtu.be/YIFbLdPDGzo?si=9MXB9jZDE5wup6WP"; target="_blank">Watercolour</a> / <a href="https://www.youtube.com/watch?v=uhL9BFokqmI"; target="_blank">Gouache</a> ⏵ <a href="https://www.youtube.com/watch?v=CCwe1HHCISQ"; target="_blank">Potato Printing</a> ⏵ <a href="https://www.youtube.com/watch?v=52oLoDzUzlo"; target="_blank">Block Printing</a> ⏵ <a href="https://www.youtube.com/watch?v=LAbtlJJhUlY"; target="_blank">Xerox Transfer</a> ⏵ <a href="https://www.youtube.com/watch?v=ro0LuEnHbT0"; target="_blank">Risograph</a> ⏵ <a href="https://www.youtube.com/watch?v=K3qktxK4otg"; target="_blank">Google Maps</a> ⏵ <a href="https://www.youtube.com/watch?v=N5K6PVq6jNQ"; target="_blank">DIY Filmmaking</a> ⏵ <a href="https://www.youtube.com/watch?v=nb-Bzf4nQdE"; target="_blank">3D Printing</a> ⏵ <a href="https://www.youtube.com/watch?v=54D1IGBMw_E"; target="_blank">CNC Machine</a> ] </div> <hr> (text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

<div class="leftcolumn">(align:"==>")+(box:"X") [<img src="https://64.media.tumblr.com/6a576c534df31aa74a203fe3403e2793/68921a694596be69-ca/s2048x3072/b8396e8967e335442e42df4e9c11e55dab35920d.jpg" width="75%">]</div><div class="rightcolumn">(align:"<==")+(box:"X")+(text-colour:#444444)[<h2>Principles of Design</h2>](align:"<==")[ • [[Curricular Competencies->principles-curricular]] • [[Inclusive Makerspaces->principles-intro 2]] • [[Context & Examples->principles-intro3]] • [[The Activity->principles-activity]]]</div> <div>(align:"<==>")+(box:"X")[<hr> Thinking about both the physical and digital spaces of learning inevitably leads us to consider how that space might look, how it might be used, or how it might be //designed//. In this section of the //Space-Maker Fluxbox Toolkit for Makerspaces// (SMFTM) we explore the question: How do we design the Grade 12 New Media classroom in a way that supports an inclusive makerspace approach, while also being cognizant of, and responsive to the actual people using the space? Dr. Sasha Costanza-Chock (2020), a designer and researcher asks us to, (bg:#ffe3db)[“consider the ways that the space is talked about, who it is meant to serve, and the visual and written style of the propaganda about the space” (p. 150-151)], fulfilling this request is the focus of this section of the SMFTM. Within this section, as well as throughout this curriculum jamming project, we draw on Paulo Freire’s (1970) notion of critical pedagogy to promote critical thinking not just about new media, but also about ways we approach learning, and ways that the spaces of learning are designed. Rather than continuing with the way things are or have always been – the status quo – we advocate for taking a critical look to initiate change and try something new. Something better.](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/b27cff3f013e9059dde021eb86d0a00e/6778e28e4ca87167-8c/a27a1b6ce33504a6fceaa0f225021b9dd0b4e5e8.mp3" controls></audio>]] <hr>(align:"<==")+(box:"X")[Explore at your own pace using the navigation links listed at the <tw-link onclick="window.scrollTo(0,0)" tabindex="0">top of the page...</tw-link> -or- [[Follow along to learn more about inclusive makerspaces...->principles-intro 2]]](text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]</div>

(align:"=><=")+(box:"X")[<h2>Curricular Competencies</h2>](align:"<==>")+(box:"X")[Listed below are the specific curricular competencies addressed throughout this section of the //Space-Maker Fluxbox Toolkit for Makerspaces//, and in the [[Principles of Design Poster Activity->principles-activity]]. Although based on those found in the <a href="https://curriculum.gov.bc.ca/curriculum/english-language-arts/12/new-media"; target="_blank">British Columbia English Language Arts Curriculum on New Media for Grade 12</a>, these competencies have been revised, enhanced and 'jammed' with new ideas to better exemplify our call for change. Check out the <a href="https://sites.google.com/view/etec531makerspaces/curriculum-jamming"; target="_blank">Curriculum Jamming</a> page for more information of what aspects of the curriculum we have jammed.](align:"=><=")+(box:"X")[Select each competency listed below for further detail:](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/42f02a360a363ab89cd60a20389089dd/6778e28e4ca87167-de/aa71a003993bafad573156c88b9f029ed0bcae2b.mp3" controls></audio> ]] (align:"=><=")+(box:"X")[(link-repeat: "<h3>Critical Reading & Understanding</h3>")[(dialog: " (text-colour:#949494)[<u>Former Curriculum Competency:</u>] Identify and understand the role of personal, social, and cultural contexts, values, and perspectives in texts <h6></h6> (text-colour:#949494)[<u>Jammed Curriculum Competency:</u>] (text-colour:#ffad75)[Recognize,] identify and understand the role of personal, social, and cultural contexts, values, and perspectives in texts, (text-colour:#ffad75)[including gender, sexual orientation, neurodivergent and socio-economic factors, and use this understanding to evaluate and analyze biases in media]", "✓")](link-repeat: "<h3>Respectful Discourse</h3>")[(dialog: " (text-colour:#949494)[<u>Former Curriculum Competency:</u>] Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and transform thinking <h6></h6> (text-colour:#949494)[<u>Jammed Curriculum Competency:</u>] Respectfully exchange ideas and viewpoints from diverse perspectives, (text-colour:#ffad75)[with considerations of diversity, equity and inclusivity of gender, race, culture and neurodiversity to] build shared understanding and transform thinking", "✓")](link-repeat: "<h3>Advocacy of Self & Others</h3>")[(dialog: " (text-colour:#949494)[<u>Former Curriculum Competency:</u>] Express and support an opinion with evidence to achive purpose <h6></h6> (text-colour:#949494)[<u>Jammed Curriculum Competency:</u>] Express and support an opinion (text-colour:#ffad75)[regarding issues such as decolonization, equality, inclusion, diversity or climate change] with evidence to achieve purpose (text-colour:#ffad75)[and advocate for having a voice]", "✓")](link-repeat: "<h3>Iterative Design Thinking</h3>")[(dialog: " (text-colour:#949494)[<u>Former Curriculum Competency:</u>] Use digital and multimedia writing and design processes to plan, develop, and create engaging and meaningful literary, imaginative, and/or informational texts for a variety of purposes and audiences <h6></h6> (text-colour:#949494)[<u>Jammed Curriculum Competency:</u>] Use digital and multimedia writing and design processes to plan, develop, and create engaging and meaningful literary, imaginative, and/or informational texts for a variety of purposes and audiences; (text-colour:#ffad75)[gain experience through regular iterative, hands-on design processes to apply in future design-thinking scenarios]", "✓")](link-repeat: "<h3>Integration & Application of EDIDA Frameworks</h3>")[(dialog: " (text-colour:#949494)[<u>Former Curriculum Competency:</u>] <small>//*There was no former Curriculum Competency, the Jammed Curriculum Competency below is a new addition//</small> <h6></h6> (text-colour:#949494)[<u>Jammed Curriculum Competency:</u>] (text-colour:#ffad75)[Foster ways of understanding the mediated world that are cognizant of frameworks and perspectives that support equity, diversity, inclusion, decolonization, and anti-racism (EDIDA frameworks)]", "✓")]]<hr>(text-colour:#cf2f1d)+(align:"<==")+(box:"X")[[[Continue on to the Activity...->principles-activity]]](text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>What Do We Mean By 'Principles'?</h2>](align:"<==>")+(box:"X")+(bg:#ffe3db)[<h3>“Principle is a general belief that you have about the way you should behave, which influences your behavior.” </h3>](align:"==>")[<small>(<a href="https://www.collinsdictionary.com/dictionary/english/principle"; target="_blank">Collins English Dictionary</a>, 2023). </small>] There are formalized principles for all kinds of things, including for design. <a href="https://principles.design/"; target="_blank">Design principles</a> outline the guiding beliefs of particular designers, design styles, or schools of design. They might focus on <a href="https://www.tate.org.uk/art/art-terms/f/formalism"; target="_blank">formal</a> (aesthetic) aspects of design, ways of approaching design, or essential considerations of design. Being that design focuses on the form and function of an object or artifact, there often exists a visual representation of design principles. Some examples of well-known principles of design are: (align:"<==")+(box:"=========XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX======")[• <a href="https://www.vitsoe.com/us/about/good-design"; target="_blank">Dieter Rams’ Ten Principles for Good Design</a> • <a href="https://designjustice.org/read-the-principles"; target="_blank">The Design Justice Network Principles</a> • <a href="https://universaldesign.ie/what-is-universal-design/the-7-principles/#p1"; target="_blank">The 7 Principles of Universal Design</a>] We will explore these examples later in this section, or you can jump right to the [[Examples of Design Principles->principles-intro4]] page. (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/3f6fc84cff7b00ad62d2eb062f16413d/6778e28e4ca87167-fe/f2373215952cba7ba2968839c395215d038b7d26.mp3" controls></audio>]] (b4r:"dotted")+(b4r-colour:black)[(align:"=><=")+(box:"X")[ <h3>Other Considerations</h3>](align:"<==>")+(box:"===XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX=======")[When thinking about design principles, there are other frameworks, approaches and considerations worth exploring that may help to further enrich your understanding.](align:"=><=")+(box:"X")[Check out those listed below:](align:"=><=")+(box:"X")[(link-reveal:"The SCAFFOLD Framework")[=(align:"<==>")+(box:"X")[Seo and Richard (2021) address inclusivity in makerspaces through the design of a framework informed by Universal Design (UD) principles titled “SCAFFOLD” and assert that the framework (bg:#ffe3db)[“considers gender equality, cultural inclusivity and accessibility to support the inclusion of intersectionally diverse learners with diverse abilities in makerspaces"(p. 796)]. The SCAFFOLD acronym encompasses eight principles for consideration when designing inclusive makerspaces. Check out the slides below to learn about each of the eight principles:](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/4ff3a02e466284f4e4a3055e769abf3b/6778e28e4ca87167-20/745a3cf9679157d675b3bb52b8821f6610fca1f0.mp3" controls></audio> <iframe src="https://docs.google.com/presentation/d/e/2PACX-1vTuJejBA5KKxWK5KHFC2bMNNevyA1rzdyEW3P_VPlAHHbkyvIo7EKybKy3VopgibZ9xHpX5-odcDhPp/embed?start=false&loop=false&delayms=30000" frameborder="0" width="620" height="385" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe><hr>]]](align:"=><=")+(box:"X")[(link-reveal:"Liberatory Design")[=(align:"<==>")+(box:"X")[Liberatory design is an approach to assist those who want to integrate equity, diversity, inclusion, decolonization and anti-racism (see <a href="https://inclusivemakerspace.met.ubc.ca/edida-frameworks/"; target="_blank">EDIDA Frameworks</a>) into their classroom, work place, or other team environment. The approach is designed to support successful equity inclusion efforts. (bg:#ffe3db)[“Liberatory design is both a flexible process that can be used by teams and a set of equity leadership habits that can be practiced daily” (National Equity Project, n.d.)]. Check out the diagram for the Liberatory Design for Equity Process below and explore the <a href="https://www.nationalequityproject.org/frameworks/liberatory-design"; target="_blank">National Equity Project’s website</a> for more information. ](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/4ca0ec00ded584fb557798c853369ebe/1978162c13147003-ae/c27742040d8767301cc9e72b5464b60c4bef562d.mp3" controls></audio> (b4r:"dotted")+(b4r-colour:black)[<img src="https://images.squarespace-cdn.com/content/v1/5e32157bff63c7446f3f1529/1619374896502-UESC6KQLW5FTZNZ141YG/NEP-Liberatory-Design-for-Equity-Process.jpg?format=2500w" width="60%">] <small>(National Equity Project, n.d.)</small><hr>]]](align:"=><=")+(box:"X")[(link-reveal:"Considerations for Creating Culturally Responsive Pedagogy")[=(align:"<==>")+(box:"X")[Another tool for approaching design from a place of equity and inclusion is Dr. Keri Ewart’s (n.d.) //Considerations for Creating Culturally Responsive Pedagogy//. The considerations are a list of twenty-three questions for designers of education to ask themselves that can serves as a self-check method to ensure your design is on the right track. (align:"=><=")+(box:"X")[<a href="https://drive.google.com/file/d/1_Z7E2GCVyrsjlcTmOQ6NsCybSaq6cMO8/view?usp=sharing"; target="_blank">Check out the Considerations here.</a>]](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/56ee75c681014fe430237aca98bc97a9/6778e28e4ca87167-cc/0c91e6cee820c503595ad9989d0681573fd20b8a.mp3" controls></audio> ]]]] <hr> <tw-link onclick="window.scrollTo(0,0)" tabindex="0">Scroll back to top...</tw-link> -or- [[[Check out examples of design principles...->principles-intro4]]] (text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>Principles of Design Poster Activity</h2>[<h3>Learner's Guide</h3>[<img src="https://64.media.tumblr.com/6a5558aded578d8e36e364b3d33edead/c7d885b5236e842a-ae/s640x960/56e241be74e592e6792bc9a68cb2ad94fdec61ec.jpg" width="30%">]]](align:"<==>")+(box:"X")[The following activity explores different sets of principles of design and is intended to guide learners to consider both the design of their classroom space, and design practices in general, in ways that promote critical thinking and awareness. Educators may choose to use resources presented throughout this section of the SMFTM to support and guide the activity.] <hr> [ (bg:#ffe3db)[1. Explore design principles.] Explore the following sets of design principles: (align:"<==")+(box:"==XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX===")[• <a href="https://www.vitsoe.com/us/about/good-design"; target="_blank">Dieter Rams’ Ten Principles for Good Design</a> • <a href="https://designjustice.org/read-the-principles"; target="_blank">The Design Justice Network Principles</a> • <a href="https://universaldesign.ie/what-is-universal-design/the-7-principles/#p1"; target="_blank">The 7 Principles of Universal Design</a> • Conduct further exploration through the <a href="https://principles.design/"; target="_blank">Design Principles</a> website or other personal research (text-colour:white)[------]⏵ Engage the Curricular Competency: (text-colour:white)[-------][[Critical Reading & Understanding->principles-curricular]]]] (bg:#ffe3db)[2. Brainstorm.] In small groups, brainstorm to come up with several design principles that could apply to the class. The principles may be considerate of the design of the space, or they may be focused on the design of new media artifacts created throughout the course, or both. Throughout this process: (align:"<==")+(box:"==XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX===")[• Consider what you uncovered in The Mapping Activity • Utilize the <a href="https://drive.google.com/file/d/1_Z7E2GCVyrsjlcTmOQ6NsCybSaq6cMO8/view?usp=sharing"; target="_blank">Considerations for Creating Culturally Responsive Pedagogy</a> as guidance (text-colour:white)[------]⏵ Engage the Curricular Competencies: (text-colour:white)[-------][[Respectful Discourse->principles-curricular]] (text-colour:white)[-------][[Advocacy of Self & Others->principles-curricular]]] (bg:#ffe3db)[3. Regroup, discuss, and identify the key design principles.] Share your brainstorming results with the class. Identify and categorize the principles to uncover themes, similarities, and outliers. Through a collaborative discussion process, determine a clear set of principles that are reflective of and responsive to the group as a whole. (align:"<==")+(box:"==XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX===")[(text-colour:white)[------]⏵ Engage the Curricular Competencies: (text-colour:white)[-------][[Respectful Discourse->principles-curricular]] (text-colour:white)[-------][[Advocacy of Self & Others->principles-curricular]] (text-colour:white)[-------][[Iterative Design Thinking->principles-curricular]]] (bg:#ffe3db)[4. Publish the class design principles.] Working with your small group, find a way to showcase the class design principles in the form of a poster. This poster may be created entirely analogue using drawing and collage. You may wish to incorporate technology and print or photocopy images, or you can work digitally using Adobe Photoshop or apps such as Canva or Genially, or another app of your choice. Any physical posters will be posted in the classroom, and any digital artifacts will be included on the class website. (align:"<==")+(box:"==XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX===")[(text-colour:white)[------]⏵ Engage the Curricular Competencies: (text-colour:white)[-------][[Iterative Design Thinking->principles-curricular]] (text-colour:white)[-------][[Integration & Application of EDIDA Frameworks->principles-curricular]]](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/c4f93de62cb2d4b8f47dd57a7312544d/ef6669a0f2ceda1b-45/205c1775308bad11c137c389ff367b81a53c89da.mp3" controls></audio>]] <hr>(text-colour:#cf2f1d)+(align:"<==")+(box:"X")[[[Check out potential Materials & Methods for use in this Activity...->principle-materials]]](text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>The Space of Makerspaces</h2>](align:"<==>")+(box:"X") [In [[Section No. 2->psychogeographie]] of the SMFTM we look at critical pedagogy of place, psychogeography, and a mapping activity to provoke us to think about how spaces makes us feel. By sharing that information with each other we begin to understand how others might be affected differently by space. This section of the SMFTM focuses on a collaborative or (bg:#ffe3db)[“do-it-together (DIT)” (Costanza-Chock, 2020, p. 137)] effort towards conscious and critical design, where we put our observations from [[Section No. 2->psychogeographie]] into practice. In Dr. Maggie Melo’s keynote presentation (<a href="https://www.youtube.com/watch?v=EVNfXqZMYJk"; target="_blank">UBC MET, 2023</a>) at the UBC MET Inclusive Makerspace Conference, she shares her research on how potential users of makerspaces may be intimidated, and not feel welcome entering and using makerspace environments. Through a study focused on making makerspaces more inclusive, she identifies a category of changes she calls, (bg:#ffe3db)[“small details big impact,”] which are small upgrades that can greatly affect how users experience a space. (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/76c7bbaa400f85ddc8904717285e05b7/6778e28e4ca87167-ec/9f45e40dbb22f99f94d64feedea2c0ae70e334c3.mp3" controls></audio> (align:"<==")[Below, is a chart used in the presentation identifying the top "small details big impact" features:] (align:"=><=")+(box:"X")[<iframe src="https://docs.google.com/presentation/d/e/2PACX-1vQ-JZ5XE45o2R4BUmYwWngDxklnLOWnEJis7gsSHW5vEC1VSML1hCVw9Wi-ehYv8gJwnQTIL2lgZPWU/embed?start=false&loop=false&delayms=1000" frameborder="0" width="620" height="385" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>] (align:"<==")[For more information, you can watch the full video of Dr. Melo’s <a href="https://www.youtube.com/watch?v=EVNfXqZMYJk"; target="_blank">presentation</a> or engage with the <a href="https://edpuzzle.com/embed/media/656ab87b5d0f37418532aa88"; target="_blank">Edpuzzle</a> below, of the “small details big impact” clip.]]]]<hr>(align:"=><=")+(box:"X")[<iframe width="750" height="650" src="https://edpuzzle.com/embed/media/656ab87b5d0f37418532aa88" frameborder="0" allowfullscreen></iframe>]<hr>(text-colour:#cf2f1d)+(align:"<==")+(box:"X")[[[Continue...->principles-intro3]]](text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>Principles of Design Poster Activity</h2>[<h3>Materials & Methods</h3>]](align:"<==>")+(box:"X")[This activity can be addressed in a variety of ways, using a variety of materials and mediums. In prototyping, the term fidelity (bg:#ffe3db)[“refers to how it (the prototype) conveys the look-and-feel of the final product (basically, its level of detail and realism)” (Babich, 2017)]. Below, on the left, are suggested materials for LO ϟ FI (low-fidelity), MID ϟ FI (mid-fidelity), and HI ϟ FI (high-fidelity) approaches. On the right, are links to instructional videos of potential methods-of-making that one might use the materials for; the methods are grouped in accordance with the materials. Materials from all levels can be utilized regardless of the method - or a focus on a particular method or realm of method can be chosen. Check out the <a href="https://sites.google.com/view/etec531makerspaces/resource-library"; target="_blank">Resource Library</a> for further information on LO ϟ FI, MID ϟ FI, and HI ϟ FI DIY. (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/bfb7dd7541400b2cd3299b828dec965d/95786a0838c2d570-fe/bcf7fba0738bb19a179dc671951ad57e201b3ea1.mp3" controls></audio> ]] <hr>](align:"=><=")+(box:"X")[<img src="https://64.media.tumblr.com/6a5558aded578d8e36e364b3d33edead/c7d885b5236e842a-ae/s640x960/56e241be74e592e6792bc9a68cb2ad94fdec61ec.jpg" width="25%">] <div class="leftcolumn">(align:"=><=")+(box:"X")[<h3>Materials</h3>][Listed below, and separated out by LO ϟ FI, MID ϟ FI, and HI ϟ FI, are lists of potential materials for educators to guide students to use in their mapping activities.](align:"==>")+(box:"X")[(link-repeat: " <h3>LO ϟ FI(text-colour:black)[ ⏴]</h3>")[(dialog: " • Printer paper • Recycled print media to collage with (magazines, newspapers, etc.) • Recycled paper • Markers, pencil crayons, pencils or pens • Glue sticks • Scissors • Other found collage materials ", "✓")](link-repeat: "<h3> MID ϟ FI (text-colour:black)[⏴]</h3>")[(dialog: " • Photocopier/Risograph • Manual printmaking methods • Poster paint • Typewriter ", "✓")](link-repeat: "<h3> HI ϟ FI(text-colour:black)[ ⏴]</h3>")[(dialog: " • Smartphones • Computer access • Access to web applications and software • Digital printing • Audio and video equipment • Photo and video editing software ", "✓")]]</div><div class="rightcolumn">(align:"=><=")+(box:"X")[<h3>Methods</h3>][The various methods or 'mediums' listed below link to instructional videos for your own learning, or for sharing with students.] [⏵ <a href="https://www.youtube.com/watch?v=gUOMhVwnQ98"; target="_blank">Collage</a> ⏵ <a href="https://www.youtube.com/watch?v=Ri8pnDsj6y4"; target="_blank">Drawing</a> ⏵ <a href="https://www.youtube.com/watch?v=CCwe1HHCISQ"; target="_blank">Potato Printing</a> ⏵ <a href="https://www.youtube.com/watch?v=52oLoDzUzlo"; target="_blank">Block Printing</a> ⏵ <a href="https://www.youtube.com/watch?v=LAbtlJJhUlY"; target="_blank">Xerox Transfer</a> ⏵ <a href="https://www.youtube.com/watch?v=ro0LuEnHbT0"; target="_blank">Risograph</a> ⏵ <a href="https://www.youtube.com/watch?v=N5K6PVq6jNQ"; target="_blank">DIY Filmmaking</a> ⏵ <a href="https://www.youtube.com/watch?v=ugnhJa_xtTY"; target="_blank">Genially</a> ⏵ <a href="https://www.youtube.com/watch?v=QXXbFM81H-w"; target="_blank">Canva</a> ] </div> <hr> (text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>Examples of Design Principles</h2><img src="https://64.media.tumblr.com/ee80596d808886f2412a0329fe70479a/c479fb4523aa2894-1e/s500x750/14301fa10c1685feb6445b8a35514d79d680dd01.gifv" width="35%">](align:"<==>")+(box:"X")[Outlined below are three sets of design principles that each have very different focuses. Designer, (bg:#ffe3db)[Dieter Rams’] principles are largely centred on design aesthetics and function, the (bg:#ffe3db)[Design Justice Network] is more socially aimed at combatting oppression of marginalized communities, and (bg:#ffe3db)[Universal Design] focuses on accessible design that supports the diverse needs of a wide range of users. (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/9bd9ca49efc50021131c9ae688afed0f/6778e28e4ca87167-64/9ad27d66feb2cdb72081485da08fd9208b0870d9.mp3" controls></audio>]] Explore each set of principles below, and consider checking out the <a href="https://principles.design/"; target="_blank">Design Principles</a> website to explore even more sets of design principles.] (align:"=><=")+(box:"X")+(b4r:"dotted")+(b4r-colour:black)[ (align:"=><=")+(box:"X")[(link-reveal:"Dieter Rams: Ten Principles of Good Design")[=(align:"<==>")+(box:"X")[As a long-time designer for Braun, Dieter Rams is known for his highly minimal design aesthetic. Many of the objects he designed are still in production, and those that are not, are highly sought after. His <a href="https://www.vitsoe.com/us/about/good-design"; target="_blank">Ten Principles of Good Design</a> are renowned in the realms of art, graphic and industrial design. His principles are reflective of his aesthetic and value minimal form and optimal function, as well as aspects that are reflective of the environmental impacts of industrial manufacturing (Rams, 2023). Check out the video below for an overview of the principles.](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/630dd7ff3f3ab2f05d04bc398ac6968a/6778e28e4ca87167-96/0274fcb95d83359678cb91978f9f5d9664c03083.mp3" controls></audio> <iframe width="560" height="315" src="https://www.youtube.com/embed/wChkvofR7Q0?si=ayreStIQoOI5pPmc" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe> <small> (Bauhaus Movement, 2019) </small><hr>]]](align:"=><=")+(box:"X")[(link-reveal:"The Design Justice Network Principles")[=(align:"<==>")+(box:"X")[The Design Justice Network connects designers who aim to practice equitable and inclusive design practices. Their goal is to provide a community and resources to support those that are (bg:#ffe3db)[“marginalized by interlocking systems of oppression” (Design Justice, 2018)]. <a href="https://designjustice.org/read-the-principles"; target="_blank">The Design Justice Network Principles</a> are aimed at supporting and empowering diverse communities. They are in resistance to systems of oppression and instead focus on equitable, collaborative, and distributed structures of power. The diagram below outlines the ten principles. ](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/39f8f29c0495445aaf4041a6374fb119/6778e28e4ca87167-b1/fd73040984114e0624434535f9071e7200c943a3.mp3" controls></audio> <img src="https://images.squarespace-cdn.com/content/v1/5d5d34e927fded000105ccc4/1619199741282-JIXWNEPUSUKV0BELUH1O/DJ-philanthropy-carhartcreative1.jpg" width="100%"> <small>(Design Justice Network, 2018)</small><hr>]]](align:"=><=")+(box:"X")[(link-reveal:"Principles of Universal Design")[=(align:"<==>")+(box:"X")[<a href="https://universaldesign.ie/what-is-universal-design/the-7-principles/#p1"; target="_blank">The 7 Principles of Universal Design</a> (UD) are centred around providing equitable accessibility for all users. UD is cognizant of neurodiversity, physical diversity and disability, and other factors that might affect users’ ability to interact with products and technology (Centre for Excellence in Universal Design, 2020). Below is a diagram that outlines the principles, as well as a short video that provides further context for the principles in action. (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/44381961b81cf9513a9935921e36e76b/ef6669a0f2ceda1b-bc/64bfedd654ed25adfa6ed79817ad56edfd0da6e1.mp3" controls></audio> <img src="https://i0.wp.com/includedbydesign.com/wp-content/uploads/2022/05/Accessibility-is-for-EveryBody-CPHR.jpg?w=1920&ssl=1" width="100%"> <small>(Included By Design, 2022)</small> <iframe width="560" height="315" src="https://www.youtube.com/embed/G-tHuD7R8cs?si=E5br_2lLvPDkOcYJ" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe> <small>(Center for Independent Living – Berkeley, 2019)</small>]]]]] <hr><tw-link onclick="window.scrollTo(0,0)" tabindex="0">Scroll back to top...</tw-link> -or- [[[Check out the Curricular Competencies...->principles-curricular]]](text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>A Critical Look at Digital Spaces & Digital Production</h2>[<img src="https://64.media.tumblr.com/152bb250a99610918a7c818dbca0673d/7998309e05723065-95/s1280x1920/911292f32c06745fe8a39ddec07cfc5f000ad2d5.gifv" width="55%">]](align:"<==>")+(box:"X")[With the integration of digital spaces, and digital media production, comes a strict requirement for a holistic media education. David Buckingham (2019) alarmingly states, (bg:#ffe3db)[“I do not share the rather facile optimism about the empowering potential of digital media. Nor do I believe critical understanding will follow automatically from the experience of creative production or participation” (p. 8).] This statement may be somewhat pessimistic, but his point is that a necessary foundation and continuous integration of <a href="https://davidbuckingham.net/education-and-culture/media-education/"; target="_blank">media education</a> is required for digital media production to come from a place of critical understanding and empowerment. Lauren Berliner (2018) shares this perspective, and states, (bg:#ffe3db)[“I seek to complicate notions of empowerment as a viable process and desirable and pedagogical goal and emphasize how the burden of feeling a sense of belonging and experiencing power is often placed on youth...” (p. 24).]] <hr> Berliner asks us to consider the following: (align:"<==")+(box:"===XXXXXXXXXXXXXXXXXXXX==")[• Are educators pushing youth to become involved in “global networks” (p. 24) without considering whether they want to, or are comfortable doing so? • Are educators ensuring that youth participate in media production from a place of critical understanding? Or are we expecting them to figure that out independently through the process? • Have we made assumptions that overestimate youth’s understanding and skillset in relation to digital media? • Are we not being sensitive enough of the emerging, evolving and possibly sensitive nature of youth identity?] [Berliner advocates for a student-centred media education that is flexible, and responsive of learner wants and interests, that may not be media production //at all//.] (bg:#ffe3db)[What do you think about all of this?] (align:"=><=")+(box:"X")[(link-repeat: "Take a look at these questions to help guide your thoughts.")[(dialog: " • What are your thoughts on Buckingham and Berliner’s statements? • Art education systems pushing digital citizenship //too// hard? Should learners be able to determine their own level of participation when it comes to digital media production? • Are there ways to safely introduce digital media production? • What actions do you take as an educator to ensure critical media literacy is integrated throughout learning? ", "✓")]] (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/061e5310678599b2eb3c71214b048fa0/ef6669a0f2ceda1b-6d/b93c110ba22e5a8705795c3f7679105c4a5ad059.mp3" controls></audio>]] <hr> [[[Continue forward to look at some examples of digital spaces...->digital spaces3]]] (text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>Examples of Digital Spaces</h2>](align:"<==>")+(box:"X")[Educators can choose from a wide variety of platforms to incorporate digital learning spaces into their classroom. Some examples of platforms are as follows: (bg:#ffe3db)[A private site on a learning Management System such as Moodle, Google Classroom or Canvas; a class website; a class blog, Tumblr (individual or class) where various digital artifacts can be shared, Twitter (individual or class), Facebook (individual or class), Instagram (individual or class), a private subreddit; a wiki, YouTube channel, Slack channel, WhatsApp chat; Google chat, etc.] Regardless of the chosen platform, educators should ensure they are incorporating digital learning in meaningful ways that relate to the learning content and reflect curricular goals.](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/c574b5cf2d1df04f8062358f4c6e74fa/ef6669a0f2ceda1b-ea/8ce451531c5dca24430d33e5322d5084802810ad.mp3" controls></audio> [Below are a few more specific examples to consider:]]] (align:"=><=")+(box:"X")[(link-reveal:"A Tumblr About Tumblr")[=(align:"=><=")+(box:"X")[<iframe width="560" height="315" src="https://www.youtube.com/embed/q22C5nmsjXc?si=dutm0nXFM0LPknAG" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe> <small> (Marranca, 2021)</small> (align:"<==>")+(box:"X")[<a href="https://www.tumblr.com/"; target="_blank">Tumblr</a> is a platform where users create their own online sites, which can serve as websites featuring users own work, image repositories filled with collected online images, collections of multimodal digital artifacts, text-based blogs, or combinations of all of the above. Unlike other blogging platforms, Tumblr is very user-friendly and promotes the sharing of others’ work, which leads to the construction of Tumblr communities (Marranca, 2021). Check out <a href="https://affective-vernacular.tumblr.com/"; target="_blank">Affective Vernacular</a>, a Tumblr about Tumblr to learn more.]](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/fc55b2c82db4cfff908a6cd556f47bb1/ef6669a0f2ceda1b-e1/1a54d542c9e71f4a57c0b84b7984227c21e48581.mp3" controls></audio> <hr>]]](align:"=><=")+(box:"X")[(link-reveal:"Collection Collective")[=(align:"=><=")+(box:"X")[<img src="https://blogs.ubc.ca/marranca510/files/2021/08/Screen-Shot-2021-08-14-at-11.04.21-PM-768x593.jpg" width="60%"> <small> (Cheung & Marranca, 2021)</small> (align:"<==>")+(box:"X")[<a href="https://sites.google.com/view/collection-collective/home"; target="_blank">Collection Collective</a> is a website built on Google Sites, with embedded components built in Tumblr. It is a collaborative social space where users can view, learn, share, and participate in the personal and public act of collecting (Cheung & Marranca, 2021). Check out the <a href="https://sites.google.com/view/collection-collective/home"; target="_blank">Collection Collective</a> site to learn more.]](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/8be3901baf579245cd039b78c1052543/ef6669a0f2ceda1b-91/6a0a78dfaaae321d4e350f7b73e440a9512b0a45.mp3" controls></audio> <hr>]]](align:"=><=")+(box:"X")[(link-reveal:"Learning to Love You More")[=(align:"=><=")+(box:"X")[<img src="https://blogs.ubc.ca/marranca530/files/2023/04/Screen-Shot-2023-02-25-at-3.58.21-PM-1536x1023.jpg" width="60%"> <small> (Fletcher, July & Ono, 2009)</small> (align:"<==>")+(box:"X")[<a href="http://www.learningtoloveyoumore.com/"; target="_blank">Learning to Love You More</a> (LTLYM) is a web-based art project created by Harrell Fletcher and Miranda July. This now concluded project ran from 2002-2009 as invitations to the public to participate in and document their completion of regularly posted ‘Assignments’. The LTLYM website, displays the resulting objects and documentation of participant’s completed assignments (Fletcher, July & Ono, 2009). Explore the submitted assignments on the <a href="http://www.learningtoloveyoumore.com/"; target="_blank">Learning to Love You More</a> site to learn more.]](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/3ef5ea4490d0649025c22b2e242e80d4/ef6669a0f2ceda1b-ae/f9f35019a72a06efb50944725734d5cada5bc821.mp3" controls></audio> ]]]<hr> <tw-link onclick="window.scrollTo(0,0)" tabindex="0">Scroll back to top...</tw-link>(text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>The Surprising Truth About Learning in Schools</h2>[<img src="https://64.media.tumblr.com/c4fe789558f71c4d5630be2fdcb52774/fa864cf74185f3e8-ee/s1280x1920/fe1b2c1917c51a92cb4e4edf6bb1278f0c7d9f18.jpg" width="90%">]](align:"<==>")+(box:"X")[Check out the <a href="https://edpuzzle.com/embed/media/656bc607e309b0418921cbc1"; target="_blank">Edpuzzle video</a> below of Will Richardson’s (2015) TEDx Talk, //The Surprising Truth About Learning in Schools//. (align:"=><=")+(box:"==XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX===")[<iframe width="590" height="475" src="https://edpuzzle.com/embed/media/656bc607e309b0418921cbc1" frameborder="0" allowfullscreen></iframe>] (align:"=><=")+(box:"X")[(link-reveal:"What does Richardson say are the 'truths' about current education?")[=(align:"<==>")+(box:"X")[ Richardson (2015) states the following truths about education: 1. Our students will forget most of what they “learn” in school 2. Deep and powerful learning requires a personal interest in what’s being learned 3. Deep and powerful learning is not served by time limits, age groupings, and discrete subjects 4. Kids with access are learning more outside of school than they are inside of school 5. Current grading systems and assessments define our kids and teachers in ways that are counterproductive if not harmful (bg:#ffe3db)[Considering these truths, and everything you’ve learned throughout this toolkit, what can we do as educators to make a radical change in the classroom?] (align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/34ec1b6d4d2d772a3331ea0881917350/ef6669a0f2ceda1b-32/5b024c5b0ec2e8bacb82c150c0f2a46bd121382f.mp3" controls></audio>]]]]] <hr> [[[Continue ahead for some final thoughts...->radical-ed3]]] (text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]

(align:"=><=")+(box:"X")[<h2>Future Reading for a Radical Future</h2>[<img src="https://64.media.tumblr.com/0481fba5bdbe9f75e80106fc19acb448/7998309e05723065-72/s1280x1920/2fbe6fb8018fffc71aafcf924cf965c5c7dbd64d.gifv" width="70%">]]<div class="leftcolumn">(align:"<==>")+(box:"=XXXXXXXXX")[Finally, we leave you with a radical-ed reading recommendation, a book edited by artists and educators Harrell Fletcher and Molly Sherman, titled <a href="https://shapedbythepeople.com/"; target="_blank">//Shaped by the People//</a> (2019). The book contains a series of conversations between artist-educators about alternative education practices they’ve initiated or have participated in. Some hot topics in the book are: Participatory and experiential education; <a href="https://www.ksmoca.com/"; target="_blank">an active modern art museum inside a school</a>, situated learning, the <a href="https://welcometocup.org/"; target="_blank">Centre for Urban Pedagogy</a> (CUP), art classes in prison, the <a href="https://www.reggiochildren.it/en/reggio-emilia-approach/"; target="_blank">Reggio Emilia Approach</a>, <a href="https://livingschoolart.info/"; target="_blank">an art school for kids in an affordable housing complex</a>, and more!](align:"=><=")+(box:"X")[<small>Listen to the audio recording here:</small> [<audio src="https://64.media.tumblr.com/9298a44c427a690322673d0dab49225c/1978162c13147003-40/6c3356744fbee9bf77a9ce4c60580db078c4ad98.mp3" controls></audio>]] </div><div class="rightcolumn">(align:"<==")+(box:"X")[<img src="https://64.media.tumblr.com/5efcea0d690481a108c461a17beb362a/fa864cf74185f3e8-62/s400x600/70c5cf7fefcff2b7555f776cc58d6177c950a0a4.jpg" width="80%">(align:"=><=")+(box:"==XXXXXXXXXXXXXXX=======")[<small> (Sherman & Fletcher, 2019)</small>]]</div> <div> <hr>(text-colour:grey)[(align:"==>")+(box:"X")[[[Home->fluxbox]]]]</div>