Saturday, January 21, 2017

EDUC 660 Teaching for Creativity and Innovation: The Maker Culture and Makerspaces

Teaching for Creativity and Innovation: The Maker Culture and Makerspaces

Online Course 3 semester hours graduate credit
Instructor: Shannon Mersand
Spring: January 30 - March 24, 2017
Summer: June 5 - July 28, 2017

You Will Learn How to

  • Build a Makerspace in your school, library or classroom
  • Guide students through design challenges, and explore fixed stations versus workshops
  • Unleash your creativity with innovative tools and maker project ideas that support learning.

Who should enroll?

  • PK-12 classroom teachers
  • School library media specialists
  • Teacher-librarians
  • STEM educators
  • Tech integration teachers
  • Educational technology teachers


Learn evidence-based instructional strategies and how to use tools (physical or virtual) to support building models, prototypes, inventions and innovations and encourage creative problem solving and team collaboration across a wide range of subject matters and all grade levels.
Applications of learning theory and assessment strategies will be employed to create K-12 interdisciplinary inquiry-based maker experiences.
This course is an approved elective in the Master of Science in Education online degree program. 
You may enroll in this course for
  • professional development
  • license renewal
  • graduate credits
  • transfer credit to another university

Our Students Say ...

"This was one of the best courses I have taken in YEARS  - and I have taken quite a few online courses from a variety of institutions. The course content was excellent, the activities were relevant, rigorous and thought provoking."
"This was the most interesting and applicable elective course that I have taken--time and money well spent!"
- Molly Dall'Osto, Milwaukee, Wisconsin
"I like how we got to submit work product in different formats - infographics, cartoons, presentations, podcasts, etc. I never have time to learn those things during the school year and this course gave me the freedom to do that. I was able to take what I was doing for this course and apply it to my classroom during this school year!
"I have been looking for a course like this to engage students in learning while doing hands-on fun activities!Highly recommend this course to anyone involved with students!"
~Terri Lee Pocernich, Ashland, Wisconsin

Textbook to Purchase

Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press. ISBN: 978-0989151108
You will be provided a second book as an e-textbook. When you login to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet capable device. It is not compatible with a Kindle Reader. If you prefer to have a hard copy, you may purchase the book used or new, or rent the textbook from an online book source such as or
Honey, M., & Kanter, D. (2013). Design, make, play: Growing the next generation of STEM innovators. New York, NY: Routledge. ISBN: 978-0415539203
Additional web-based readings, virtual field trips, and videos will be available within the course.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Articulate an understanding of K-12 interdisciplinary maker movement characteristics and differentiate between emerging “maker,” “digital fabrication,” hacker spaces, entrepreneurial spaces, and collaborative learning spaces.
  2. Research and distinguish between hands-on, inquiry-based learning and traditional K-12 instructional design and teaching strategies.
  3. Examine the relationship between inquiry-based maker experiences and academic disciplines.
  4. Analyze and identify opportunities, barriers, options and alternatives to incorporate the maker mindset.
  5. Establish a process-driven curriculum based on student interest that is adaptable to a variety of grade levels.
  6. Evaluate examples of maker projects that are integrated with curriculum across grade levels and disciplines and designed for a diverse group of K-12 learners.
  7. Evaluate, select, utilize and apply materials and technologies with the maximum learning impact to encourage interdisciplinary creative problem-solving when designing functional prototype projects.
  8. Examine the roles of the teacher and school media specialist as collaborators and leaders in the school-based maker movement.
  9. Utilize online social platforms that assist learners in finding, joining, and interacting with their own personal learning communities including other students and professionals, both within and outside of their school.
  10. Analyze and demonstrate appropriate teaching behaviors that support student reflection about an open-ended process, failure as part of the process, resourcefulness, and sharing work with others.
  11. Apply learning theories that support making principles when designing learning activities.
  12. Align instructional goals with flexible and customizable curricula and differentiate the appropriate and inappropriate use of assessment of inquiry-based learning projects.
  13. Synthesize the principles of learning by making with teaching strategies, instructional technology, and effective authentic, ongoing and continuous feedback and summative assessments.

Alignment with Standards

Course objectives are aligned with the following:
  • Wisconsin Standards for Teacher Development and Licensure (WI DPI) 3, 4, 7, 9
  • National Board for Professional Teaching Standard 3 and 4
  • Next Generation Science Standards
  • Common Core State Standards for English and Math
  • International Society for Technology in Education, National Educational Technology Standards for Teachers, (NETS-T) 2 - Design and Develop Digital-Age Learning Experiences and Assessments
No travel to campus is required. 
This class is asynchronous and open to you 24/7.
Participate from your home or work computer during hours that are best for your work and family schedule.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. 
Activities are conducted according to a schedule with specific due dates each week. This is not a self-paced class.

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Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

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