My Maker Project Video

 

Design Learning Framework

The framework that I selected for this assignment was design learning.  I chose this framework because I felt that I would be choosing a project that would entail designing prototypes that would need tested in order to solve the problem.

The design learning framework, in a nutshell, combines the design thinking process with project-based learning (PBL) in order to use what we know to develop solutions to problems (Holland, 2016).

The design learning framework contains five phases in the process developed by the Stanford d-School.

Empathize

First, the instructor needs to think about the students wants and needs.  What do they consider important, what drives their curiosity?  In what ways would they want to engage in and demonstrate their learning with the content (Holland, 2016)?

Define

The next step in the design thinking process is to define a problem.  This will be based on the learning goals.  The goals could be based on a necessary skill set, a curriculum, or a community challenge (Holland, 2016).

Ideate

Once a problem has been defined, the next step is to brainstorm ideas that may produce the solution.  The entire scope of the problem should be addressed as the complete solution may not be readily evident (Holland, 2016).

Prototype

These ideas will then be narrowed into the design of prototypes.  Prototypes are simplified versions of design ideas that allow the learner to take chances and make mistakes without the fear of failure (Holland, 2016).  Failure is an expected learning opportunity during this phase and, in my opinion, should be praised for the wisdom that it can generate.

Test

During the test phase of design learning, students use what they have learned from the prototyping phase to create a final version for testing (Holland, 2016).  It is also important for students to understand that failure may still happen, especially if multiple aspects of the design need to be integrated from their prototypes.

While not mentioned, I would add another phase to this learning framework, reflection.  Reflection on a final project’s design can lead the learner to a deeper understanding of why something did or did not work.  Even if there are issues with a design completed for testing, there are still many learning opportunities to be found through reflection.  I write this paragraph after having completed my maker project, and you will soon realize my learning challenges.

Steps in the Process Relative to My Project

Empathize

The entity that created this lesson showed empathy by giving me a broad spectrum of choices to create something that solves a problem, is fun, or is practical.  Because I have the autonomy to create my own problem, I can choose something that interests me, piques my curiosity, and challenges my personal skills and understanding of the content.  This is about as open ended as a project can be.

Define

To define my problem, I began looking through the websites provided for ideas.  I really had none until I came across the image shown below.

This image sparked an immediate response from me and I instantly had the problem that I wanted to solve.  I was drawn to the rubber band and propeller system found on balsa wood rubber band powered airplanes.  I loved these simple kits as a child and a have lots of experience flying single engine aircraft.  I am also an avid sailor, so I decided to merge the rubber band helicopter with a hull to create an airboat!  This is the power of choice (empathy) as I am combining two of my greatest passions for this project!

Problem:  How to create a rubber band powered airboat.

Once I had my epiphany, I immediately discontinued my search for ideas as I did not want to accidentally come across a version of my concept and have it influence my design choices.  I want to keep this project as authentic as I can.

Ideate

During this phase, I am trying to think of what I need to consider for this project to be successful.

Boat

The boat needs to be as light as possible with a wide hull and trying to keep the propulsion system as low as possible.  These two features will help keep the boat stable in the water so that it hopefully will not just tip over.

Hull

The hull needs wide, long, and be “waterproof”.  I first considered a cardboard hull made “waterproof” by using duct tape to hold it together and protect the cardboard from water.  This option just seems like it will not last long in water and might get too heavy. Also thought about using corrugated plastic board.  While this option seemed plausible, I have decided to use the plastic cover of a notebook for the hull held together with hot glue because it is lighter.  I believe the structure will be strong enough once it is glued into shape. For ease of construction, I have chosen a flat-bottomed hull with angled sides, bow, and stern.

Steering

In order to steer the boat, I have been contemplating whether to use an aerodynamic or hydrodynamic system, both called rudders.  At first, I considered placing an air rudder near the propeller like on the airboats you may have seen sprinting through the Florida everglades but could not think of a simple design to implement.  I then considered placing the air rudder on the front of the rubber band propulsion system before deciding to use a regular water rudder at the back of the boat.  This requires me to change my hull design to a vertical stern so the rudder will not loose turning capacity to vertical lift when turned in either direction; a problem that occurs in sailboats when they are heeling over.  The rudder will be made of the same material as the hull, bent to hot glue to the stern so that it projects below the waterline.  It will have the capacity to be set in the position desired to steer the boat straight, left, or right.

Propulsion

The rubber band propeller needs to be high enough to clear the water, but as low as possible to keep the center of gravity as low as possible.  It also needs to have a supporting structure.  I thought about using plastic straws but feel that small popsicle sticks will be stronger and will provide more surface area to attach the propeller system.

I originally thought that the rubber band propeller would be the easiest part of my project.  I was wrong.  I have been unable to find any rubber band powered balsa airplanes at the dozen or so stores that I have checked.  Ordering online was not an option by the time I realized this was an issue. I am even now at the beach and though this would be a no brainer.  I did find a toy with a spinning propeller that I am going to try to make rubber band powered using the structure that I have designed.  It will be modified with an area to secure a rubber band to the bow end and to the center of the propeller at the stern.  This could be a major factor that can make or break this project.

Prototype Before

This is probably the phase of the design learning framework that I feel I will touch the least on as I complete this project.   I believe that each attribute of design touched upon in the ideate phase of this project are pretty much going to be what I use for testing, sans prototypes, although I am sure there will be plenty of tweaking from my original ideas.

Prototype During

I am really wishing I had not chosen do this particular project.  I am not sure if it will even work.   I am having trouble hot gluing everything together.  It is great once it cools off but is messy.  I keep gluing the propeller to the grommet.  They cannot be stuck together but are very close to where I’m gluing.  I’m just going to finish it and see if it works.

Got it together.  It looks similar to my design but the propeller does not spin.  I forgot to add pan spray.  It actually spins well!  Going to fill the sink to test.

Test

During the testing phase, I am taking my completed prototype to the sink.  I was interested in three different aspects of my design’s functionality:  stability (Does it tip over?), forward movement, and steering (straight, left, or right).  The following videos show the results of testing my airboat going straight, turning left, and turning right (2:07 of video).

The airboat tested positively in that it floated, readily moved forward, and seemed like it might have begun turning both left and right had there been more room.  Perhaps it will get a turn the bathtub one day soon.

Most Challenging Aspect to the Process

The most challenging aspect of this process was trying to figure out the propulsion system.  Originally, I planned to buy a rubber band powered balsa airplane to use but could not find one in any of the dozen or so stores that I tried.  I spoke with my dad, who is an aerospace engineer, who told me that I should make sure that the rubber band should attach as close to the center of the propeller as possible to keep it from shaking when it spins.  He also told me to reduce the friction between the propeller and whatever it is spinning against as much as possible so as not to lose power.  I felt like I could accomplish these two by using the plastic “grommet” that came with the propeller toy to hold the propeller in place.  It ended up working, but was very challenging to make some of the connections.  I also had to figure out how to attach hooks for the rubber bands to connect with.  After watching this video  video from YouTube,  I ended up hot gluing modified paper clips to the wooden support frame and the propeller shaft.  Much foul language, burned fingers, and gallons of pan spray oil later, it worked!  I was elated and proud to have found success, as meager as it was.

Supporting my students in the classroom to have this type of experience means observing, questioning, and scaffolding on the fly as I work to ensure students are able to reach their learning goal without giving them a free ride.  By giving them just the right amount of push to keep them going.  This could be through questioning or just plain old encouragement that they are learning and to keep trying.   When they do find success with creative learning, it will stick, deeply embedded in their minds, for a long time to come.

Papert’s and Couros’ Perspectives

Both Papert and Couros’ have similar perspectives given that Papert’s personal thinking displays the in depth workings of his own way of thinking. While vaguely similar to how I think in some ways, Papert was very different in his curiosities, decision making, and his prior experiences which served to motivated him.  The very fact that his story of learning about flowers is completely unique falls directly in line with Couros when he states, “We have to remember that people are always a variable, and we have to realize that people have different experiences, as well as wants and needs for their own personal growth.”  I have my own set of experiences, wants, and needs.  I love to fix things.  Not anything, but certain things.  I have experience with boats and airplanes.  Not just casual experience, but vast experience.  I studied mechanical engineering for three years.  I am certain that I am unique in my lifetime of experiences, passions, and knowledge.  Everyone is.  But I found something on my own that worked for me, just me.  Perfect.

My Feelings as a Maker

I really loved the challenge of being a maker during this assignment.  I was engaged, had fun, got frustrated, and learned.  I feel that finding assignments with this much ownership, because of the empathy sought during the 1^st stage of the creative learning framework gave this project most of its meaning for me.  Giving students in the classroom a vast array of choices will help them be naturally engaged and curious. I ended up choosing a project that ended up being much more vigorous than I had planned, but it ended up pushing me just enough to be successful.  Translating this to the classroom means that students may do the same.  I will need to observe and scaffold when appropriate to help students overcome obstacles that they may not be prepared to overcome without support.  Caution needs to be taken to make sure that they stay within their zone of proximal development to help them push for optimal engagement and understanding.