# The Makeathon Manual The MTF Labs guide to organising and facilitating a Makeathon. {% embed url="" %} At MTF Sparks in Rijeka, MTF trained teachers from across Croatia to run Makeathons {% endembed %} ### MTF Makeathons Welcome to the **MTF Labs Makeathon Manual**. This guide is designed to very simply get you up and running your own Makeathon, with some examples and tips from our experience with our own Makeathon events. It provides an overview of our Makeathon program, including our pedagogical approach, educational goals, and methodology for engaging and educating young people. Based in Sweden, **MTF Labs** has been organising and hosting Makeathons, **MTF Sparks** creative technology events for teens, and **MTF Kids** hack camps as part of its larger events around the world and as part of multi-national EU-funded Erasmus+ education programmes since 2012, including the **Mind Over Matter** project, based on our MTF Sparks methodology and reviewed at **100/100** by Erasmus evaluators. Our Makeathons are designed as an experiential learning opportunity for young people to engage in collaborative problem-solving through the integration of **Science**, **Technology**, **Engineering**, **Arts**, and **Mathematics (STEAM)**. We also teach organisations and educators how they can run and facilitate Makeathons in the way that we do. To support that training, this guidebook provides detailed information on **how to run a Makeathon**, including step-by-step instructions, best practices, and helpful tips. It also includes a variety of resources and tools that teachers can use to design and implement their own Makeathon program.

Making simple electric guitars at MTF Sparks in Liège, Belgium

MTF Labs brings together brilliant educators, experts and facilitators to give young people a fun and educational experience where they build things together to help solve some of the world's biggest problems, learn about science and technology, including robotics, physical computing and AI - as well as principles of physics, chemistry, biology and mathematics, develop important skills like teamwork, creative problem-solving and idea generation, and create music and art along the way. It's helpful to keep in mind that the purpose of a Makeathon is generally not to deliver a specific learning outcome or teach to a standardised test but instead to meet everyone wherever they're at right now and help to lift them to the next stage of their development. Makeathons are not about *what* to learn but *how* to learn. We hope that this guidebook will inspire educators to embrace the power of experiential STEAM education and empower young people to become creative problem-solvers and lifelong learners. # MTF Makeathons Here are some highlights videos from our MTF Sparks Makeathons and MTF Kids Hacks events. {% embed url="" %} {% embed url="" %} {% embed url="" %} {% embed url="" %} {% embed url="" %} {% embed url="" %} {% embed url="" %} # What is a Makeathon? A brief introduction to the methodology and approach.

Mind Over Matter National Makeathon in Umeå, Sweden

## **What is a Makeathon?** Makeathons are an innovative and engaging way to empower young people with the skills and knowledge needed to succeed in the 21st century. These intensive, multi-day collaborative workshops provide an immersive learning experience that encourages creativity, critical thinking, and problem-solving skills. By working together on real-world challenges, participants gain hands-on experience with the principles and practices of STEM and STEAM fields while learning to communicate their ideas effectively and work in interdisciplinary teams. The goal is to provide a supportive, challenging, and fun environment that inspires young learners to explore their interests and passions while fostering the development of critical thinking, problem-solving, and collaboration skills. During MTF Makeathons, participants work in teams to solve real-world challenges using STEAM concepts and tools. They have access to a wide range of resources, including expert mentors, prototyping technologies, micro boards and sensors, and craft/maker materials. Our program emphasises hands-on learning and encourages participants to experiment, take risks, and learn from each other. Our pedagogical approach is based on the principles of experiential learning, which emphasise the importance of **active engagement**, **reflection**, and **integration of knowledge**. Makeathons are grounded in **constructivist learning theory**, which posits that learning is an active and collaborative process that involves the construction of knowledge and understanding through interaction with the environment and peers. The educational goals of our Makeathons are to foster the development of STEAM literacy, including the acquisition of knowledge, skills, and attitudes necessary for success in the 21st-century workforce. Through the integration of STEAM concepts and tools, we aim to promote critical thinking, creativity, problem-solving, and collaboration skills. We also strive to instil in young learners a passion for lifelong learning, as well as a sense of social responsibility and global awareness. The interdisciplinary nature of Makeathons is a key factor in their effectiveness. By bringing together individuals with different backgrounds, expertise, and perspectives, Makeathons can generate a wide range of ideas and solutions to complex problems. This collaborative approach also allows participants to learn from each other and develop a deeper understanding of different fields and perspectives. In addition to their educational benefits, Makeathons are also a lot of fun! They provide a unique opportunity for participants to immerse themselves in a creative, high-energy environment and collaborate with like-minded individuals on projects that they are passionate about. The sense of accomplishment and camaraderie that comes from successfully completing a Makeathon can be a powerful motivator for participants to continue pursuing their interests and expanding their skills beyond the event itself. By engaging in Makeathons, young people are not only gaining valuable skills and knowledge, but they are also developing a passion for learning and problem-solving that can stay with them throughout their lives. Makeathons are a powerful tool for fostering innovation, creativity, and critical thinking skills, and we believe they are an essential component of education and skills development in a world of rapidly emerging digital technologies. # What's the idea behind it? Makeathons are rooted in contemporary educational philosophy, and put into practice some of the main ideas of the world’s leading theorists.

**Constructivism** is an educational philosophy that emphasises the importance of active, hands-on learning and the idea that knowledge is constructed by the learner rather than simply transmitted from the teacher. In a makeathon, kids and teens are encouraged to engage in hands-on, experiential learning and to create their own knowledge through the process of making. *"It was concluded at the end of the research that a constructivist learning approach has a positive effect on learners’ academic success, retention and attitude scores." (Semerci & Batdı, 2015)* *"This paper contrasts contemporary traditional and constructivist educational models to show that constructivist models have invaluable advantages over and are more effective than more traditional models." (Pagán, 2006)* *"It can be deduced from the findings that the constructivist teaching-learning process improved the learning outcomes of the students." (Reyes, 2013)*

Image: https://www.instructionalcoaches.com/portfolio/constructivism/

The Wikipedia entry on [**Constructivism** ](https://en.wikipedia.org/wiki/Constructivism_\(philosophy_of_education\))has some further details and links, if this is of interest. In addition to the educational philosophy of **Constructivism**, there are some other, more simple ideas that have been central to the creation of the Makeathon as an educational methodology. These elements are fundamental in the MTF Makeathon approach. 1. **Play**: This is such an important aspect of human development and learning, and yet it is often undervalued in traditional education settings. Makeathons can provide a fun, playful environment that allows young people to explore their creativity and imagination and to take risks without fear of failure. 2. **Collaboration**: Makeathons often involve collaborative learning, where kids and teens work in teams to tackle a problem or create a project. Collaboration not only enhances learning but also fosters important social and interpersonal skills such as communication, negotiation, and teamwork. MTF Labs always encourages collaboration rather than competition in the Makeathon context. 3. **Innovation**: Makeathons are often centred around the goal of creating something new and innovative. This encourages young people to think outside the box and to approach problems creatively, which can be a valuable skill in many areas of life. 4. **Empowerment**: Makeathons can be empowering for young people by giving them the opportunity to take control of their own learning and to make decisions about what they want to create. This can help to build confidence and a sense of agency, which can be carried over into other areas of their lives. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 1. **Semerci, Ç., & Batdı, V.** (2015). A Meta-Analysis of Constructivist Learning Approach on Learners' Academic Achievements, Retention and Attitudes. *Journal of education and training studies, 3*, 171-180. 2. **Pagán, B.** (2006). Positive Contributions of Constructivism to Educational Design. *Europe’s Journal of Psychology, 2*. 3. **Reyes, P.B.** (2013). Implementation of a Proposed Model of a Constructivist Teaching-Learning Process – A Step Towards an Outcome Based Education in Chemistry Laboratory Instruction. *Asia Pacific Journal of Multidisciplinary Research, 1*, 174-187. # Why are Makeathons useful? Makeathons add prototyping to the educational toolkit, and provides a hands-on way of extending and applying traditional classroom knowledge to real-world scenarios.

### **Preparing for a complex world** Today’s students will require a broad range of complex skills and understanding. They will face severe global societal challenges as well as an entirely new technological environment. Prepared students will be able to apply transferable skills, creative problem-solving and interdisciplinary understanding in new kinds of jobs. They will be able to apply technologies like robotics and AI in contexts we can’t predict. A good education is, of course, critical in that preparation, but our approach must adapt to meet the needs of these students so they will be ready to innovate and tackle the challenges of the emerging circumstances. Makeathons can help in this regard by complimenting existing curricula with the following key elements. 1. **Hands-on learning**: Makeathons provide a hands-on learning experience where participants can apply what they have learned in a practical setting. This type of learning can be more effective than traditional classroom learning because it allows participants to see the real-world application of what they have learned. 2. **STEAM skills**: STEAM education uses the students’ own creativity to apply abstract and theoretical scientific knowledge to real-world problems. In a Makeathon, you will never hear a student say: “What’s the point of studying this? We will never use it in real life!”. 3. **Collaboration**: Makeathons require participants to work in teams, which promotes collaboration and communication skills. These skills are essential for success in many careers and are difficult to learn in a traditional classroom setting. 4. **Innovation**: Makeathons encourage participants to think creatively and come up with innovative solutions to real-world problems. This type of creative problem-solving is essential in many industries, including science, technology, engineering, and math (STEM) fields. 5. **Networking and making friends:** Makeathons provide an opportunity for participants to connect with others in new ways and make new friends outside of their usual classroom or school context. Making connections with new people and being able to move between different social contexts is a key skill for future careers and broadens a student’s experience and horizons. 6. **Fun and motivation**: Makeathons are often fun and exciting events that can motivate participants to continue learning and pursuing their interests. This can lead to increased engagement in STEM fields and, ultimately, more innovation and progress in these fields. # What are the benefits for educators? For Makeathons to become part of mainstream education, they must improve on what already exists… and not just for students.

### **What’s in it for teachers and schools?** It isn’t just the students who benefit from a fun and hands-on learning environment. While it’s important to help young people understand complex concepts, gain a deeper understanding of technology and societal challenges, and develop problem-solving skills, Makeathons can also offer a lot to the educators and facilitators who work with them. More than simply providing a more informal and interdisciplinary pedagogical approach, incorporating Makeathons into the teaching toolkit provides educators and schools with a range of benefits. 1. **Enhanced teaching methods**: Makeathons offer educators an opportunity to use alternative teaching methods that can help engage and motivate students. 2. **Professional development**: Makeathons can serve as professional development opportunities for educators, allowing them to learn new skills and stay up-to-date on the latest technologies and teaching practices. 3. **Collaboration**: Makeathons can provide educators with an opportunity to collaborate with other teachers and experts in their field. This can lead to new ideas and teaching strategies that can benefit both educators and students. 4. **Curriculum alignment**: Makeathons can be designed to align with curriculum standards, allowing educators to integrate these events into their lesson plans and reinforce key concepts. # Why doesn't everyone run them? Makeathons are an incredible educational tool. So why are they so uncommon in schools?

There are several reasons why Makeathons are not yet common in educational contexts. One of the most common obstacles is a strictly scheduled curriculum that teachers must adhere to, which can’t be changed without significant administrative work involving many people at different levels of the school system. There is also often a lack of resources, such as funding, space, or materials. Running a successful Makeathon requires significant planning, coordination, and resources, and not all schools may have the means to support such an initiative. Another reason that schools do not routinely run Makeathons for their students is simply a lack of awareness or understanding of the benefits of Makeathons and the constructivist educational philosophy that underlies them. Some educators may be more traditional in their teaching methods and may not see the value of a hands-on, collaborative approach to learning. Additionally, some schools may have competing priorities, such as preparing students for standardised tests or meeting other academic requirements, which may leave little room for more open-ended and creative learning experiences like Makeathons. Finally, some schools or teachers may simply prefer other educational approaches that they feel are more effective for their students. Outside of the school context - for instance, in afterschool or extracurricular programmes - a criticism of Makeathons that could be raised is that they may not be accessible to all young people, particularly those from disadvantaged backgrounds and those who live in remote locations or with limited access to technology and resources. This could result in a lack of diversity and representation among participants, which could limit the range of perspectives and ideas generated during the event. Another potential critique could be that Makeathons may not be effective for all types of learners. Some students may not thrive in collaborative and interdisciplinary settings and may require more structured, individualised learning experiences. In addition, the open-ended nature of Makeathons may not provide enough guidance for some learners, who may struggle to identify problems and develop solutions without more structured guidance from educators. Finally, critics of the constructivist educational philosophy argue that the emphasis on student-led learning and exploration may not provide students with a strong enough foundation of basic knowledge and skills. Without a structured curriculum, students may not acquire the foundational knowledge necessary to succeed in higher-level learning and career opportunities. In order to get buy-in and support from schools, local government, sponsors or other stakeholders, it is important to bear these critiques in mind and develop mitigation strategies that make your event more inclusive, diverse and integrated with a more formal curriculum. # Planning a Makeathon

A successful Makeathon requires some planning and preparation to ensure its success. It involves coordinating a range of logistical details such as recruiting participants and facilitators, securing a suitable venue, gathering technology, craft materials and tools, and communicating clear instructions to everyone. The following tips will help you plan and organise a successful Makeathon event. #### ### # Purpose and Goals

### **Identifying the purpose and goals of the Makeathon** Working out the reasons for your Makeathon and what you'd like to get out of it is an essential first step in planning a successful event. Here are some steps you can take to help you identify the purpose and goals of your Makeathon: 1. **Determine the audience**: The first step in identifying the purpose and goals of your Makeathon is to determine who the event is for. Will it be for students, educators, professionals, or a combination of these groups? Knowing your audience (or your class!) will help you determine the specific goals and objectives of the event. 2. **Identify the problem or challenge**: Next, you'll need to identify the problem or challenge that your Makeathon will focus on. This should be a real-world issue that is relevant to your audience and can be solved using the skills and knowledge of the participants. You may decide that students should be able to select a challenge that is important to them rather than have one assigned to them, but it is important to provide a structure and framework, such as the UN Sustainable Development Goals, so that they are not paralysed by infinite options. 3. **Define the objectives**: Once you've identified the problem or challenge, you'll need to define the objectives of your Makeathon. What specific skills or knowledge do you want participants to gain from the event? Do you want them to develop new products or solutions, learn new technologies, or improve their collaboration and communication skills? 4. **Establish the criteria for success**: To ensure that your Makeathon is successful, you'll need to establish criteria for success. What are the specific outcomes you're hoping to achieve? Will you measure success based on the number of new solutions developed, the quality of the solutions, or some other metric? MTF always prioritises personal development in this regard, rather than a scoring system or competitive approach. Success is not when one group of students ‘wins’, but when all students progress and grow. 5. **Create a timeline**: Finally, you'll need to create a timeline for your Makeathon. This should include specific milestones, such as the date by which participants must register, the date of the event itself, and the deadline for submitting final solutions. A well-planned timeline will help you stay on track and ensure that your Makeathon runs smoothly. # Location and Timeframe

### **Choosing a place, time and duration** Choosing the right location and timeframe for your Makeathon is crucial to the success of your event. While it is entirely possible to host a Makeathon in the same classroom that students attend every day, taking them out to a new environment and connecting them with other students (including different age groups) that they don’t normally associate with gives the Makeathon a sense of occasion and novelty that encourages students to think differently. Here are some factors to consider when selecting a location and timeframe: 1. **Accessibility**: Choose a location that is easily accessible to your target audience. This could be a local community centre, school, or university. Make sure the location is accessible by public transportation and has ample parking - and consider wheelchair users and others experiencing disability. 2. **Space**: Make sure the location has enough space to accommodate all participants and their equipment. You'll need enough space for workstations or tables for groups, tools, materials, and other equipment. 3. **Amenities**: Look for a location that has amenities such as bathrooms, power outlets, and Wi-Fi. These are essential for a successful Makeathon. For multi-day events, having a separate area for students to work quietly, away from the noise of multiple groups all speaking together, can be extremely helpful. A separate area for meals and breaks is also a good idea. 4. **Cost**: Consider the cost of the location. Make sure it fits within your budget and doesn't require too many of your resources. If you have access to your own premises, that makes a big difference - but often other organisations will be happy to provide space for an educational event for young people. 5. **Timeframe**: Choose a timeframe that works for your audience. Consider factors such as holidays, school breaks, and other events that may conflict with your Makeathon. 6. **Duration**: Consider the duration of your Makeathon. It's important to provide enough time for participants to work on their projects but not too much that it becomes exhausting. A typical timeframe for a Makeathon is between 1-3 days, though MTF Makeathons can range from 3 hours to an entire week. 7. **Timing**: Consider the time of day that your Makeathon will take place. Choose a time that works for your audience and allows for optimal productivity. Starting too early in the morning can be counterproductive, and so can going on for too long. Makeathons are fun, but they can be intense. Students’ minds are constantly engaged in ways that they might not be used to. Mental fatigue destroys creativity and productivity. By considering these factors, you can choose a location and timeframe that is convenient and suitable for your Makeathon, making it more likely to be successful. # Finding participants

### **Recruiting and selecting participants** If you do not already have a group of students in mind, or you wish to cast the net wide in your community to bring people together for your Makeathon, here are some steps you can take to recruit and select participants: 1. **Define your target audience**: Identify the target audience for your Makeathon. This could be students, professionals, or a mix of both. Define the level of expertise needed for participants to attend the event. 2. **Reach out to potential participants**: Reach out to potential participants via social media, email, and word of mouth. You can also partner with schools, universities, and relevant organisations such as youth groups and after school programmes to reach a wider audience. 3. **Create a registration process**: Create a registration process that allows participants to apply to attend your Makeathon. Collect information such as their name, contact information, and expertise level. You can also ask about their interests and what they hope to gain from the Makeathon. It’s important to also check for food allergies and any accessibility needs. \ \ 💡 *For registration, we create a database in* [*Notion*](https://www.notion.so/product) *and design an online questionnaire that allows applicants to fill in their information using a third-party application called* [*NotionForms*](https://notionforms.io)*.*
4. **Select participants**: Review the applications and select the participants that best fit your target audience and goals for the event. Make sure to communicate the selection process clearly to applicants. If possible, you should aim for a diverse group of backgrounds, expertise, gender and ability. 5. **Provide instructions**: Once participants have been selected, provide them with instructions on what to bring, how to prepare, and what to expect during the Makeathon. Be sure to also provide information on any necessary safety protocols or materials. It is also helpful to create and share a code of conduct that explains how students are expected to behave, particularly with regard to respecting others. 6. **Confirm attendance**: Confirm the attendance of selected participants to ensure that you have the right number of participants and that the event can proceed smoothly. 7. **Keep participants engaged**: Engage with your participants leading up to the event by sharing information on the challenge, the location, and any other details they need to know. This will help to keep them excited and motivated to attend. By keeping these steps in mind, you can effectively recruit and select participants for your Makeathon, ensuring a diverse group of individuals who are motivated and ready to tackle the challenge at hand. # Resources and Materials

### **Gathering necessary resources and materials** Gathering the tech, building materials and craft supplies for your Makeathon is essential to ensure that participants can work on their projects effectively. Here are some tips on how to gather the necessary resources and materials for your Makeathon: 1. **Determine what materials are needed**: Consider the type of projects that will be worked on during the Makeathon and create a list of necessary materials. This could include craft supplies such as paper, scissors, and glue, as well as tech supplies such as laptops, microcontrollers, and sensors. Students may be able to bring laptops from home. 2. **Estimate quantities**: Estimate the quantities of each material needed based on the number of participants, the number of teams, and the expected duration of the Makeathon. It's better to have too much than too little, so be generous with your estimates. 3. **Source materials**: Look for suppliers that can provide the materials you need. You can also ask for donations or partnerships with local businesses, schools, or organisations. Consider borrowing materials or renting them if needed. 4. **Ensure proper equipment**: Make sure that all equipment and tools are in good condition and work properly before the Makeathon begins. Check the equipment and tools regularly during the event to ensure that they continue to function properly. 5. **Organise materials**: Organise materials so that they are easy to find and use during the Makeathon. Use clear labels and storage containers to keep everything organised. 6. **Provide safety equipment**: Provide appropriate safety equipment for any hazardous materials or tools used during the Makeathon. Make sure that all participants are aware of safety protocols and that they follow them. 7. **Provide technical support**: Provide technical support for any tech equipment used during the Makeathon. Make sure that participants are aware of the technical support available to them and that they know how to access it. # Designing a Makeathon

Once you've done your planning, it's time to design your programme, challenges and activities for the participants to engage in during your makeathon. It's not enough to simply provide some technology and ask the students to simply make something - it's important to create a collaborative and fun culture, get the creative juices flowing, and encourage the students to help each other to create the best possible project they can. # Programme and Schedule

### **Developing a program and schedule for the event** 1. **Define the challenge**: Start by defining the broad challenge that participants will be working on during the Makeathon. Be clear about the problem that needs to be solved, the resources available, and the expected outcomes.\ \ 💡 ***Note:** At MTF makeathons, designing the specific challenge is typically a central part of the activity for students. This way, they can come up with a problem to work on that engages them and addresses their interests directly.*
2. **Set a timeframe**: Set a timeframe for the Makeathon based on the challenge and the number of participants. Consider the amount of time needed for ideation, prototyping, testing, and presentation. Make sure to also include breaks and time for participants to rest and recharge. 3. **Define the program**: Define the program for the Makeathon, including any workshops, talks, or activities that will take place. Short, inspirational talks from relevant experts and aspirational figures can prompt the students to expand their thinking in new directions and can inject energy into the ideation and prototyping phases. Consider the level your participants are currently and design the program accordingly. It should be challenging, but not frustrating or too advanced. Make sure to also include time for team building and networking and bear in mind that presentations will ALWAYS take longer than you think they will.\ \ 💡 *If student groups are each to be given 5 minutes to present their project, then allow for 10 in the schedule. It ALWAYS takes longer than you think. Changeovers are slow, people need time to plug their laptops into the projector, and so on.*
4. **Create a schedule**: Create a schedule for the Makeathon that outlines the program and the timeframe. Be sure to communicate the schedule to participants before the event and provide them with a copy of the schedule at the start of the Makeathon. This doesn’t need to be too detailed, but students find it helpful to know when to expect things to take place. 5. **Be flexible**: Be prepared to be flexible with the schedule and program during the Makeathon. Participants may need more time than anticipated for a certain activity, or they may want to skip a certain aspect of the event. Be ready to make adjustments to the schedule to accommodate their needs. 6. **Communicate regularly**: Communicate regularly with participants during the Makeathon to keep them informed about any changes to the schedule or program. Use announcements, emails, and chat programmes such as Discord to keep the participants up-to-date. 7. **Provide support**: Provide support to participants throughout the Makeathon. Have mentors and experts available to help with any technical or creative challenges - or simply provide a sounding board to listen to ideas and make suggestions. Make sure they have access to the necessary resources and materials. # Creating Challenges Deciding on the problem can be as much of an educational experience as creating the solution.

### **Creating challenges or prompts for participants** 1. **Identify a real-world problem**: Start by identifying a real-world problem that participants can work on during the Makeathon. This problem should be relevant to the theme of the event and should be something that participants can work on using their skills and resources. The UN Sustainable Development Goals (SDGs) provide a useful framework for this as they articulate specific challenges that need urgent addressing in the world, and the students can select issues that they feel strongly about so that their projects can have a meaningful impact.\ \ 💡 *It's helpful (and fun!) to have a way in which students can co-design their own real-world problem to address. See the Mind Over Matter case study to see how we did this using a card game we invented.*
2. **Define the challenge**: Once you have identified the problem, you should ensure that the challenge created is Specific, Measurable, Achievable, Relevant, and Time-bound (SMART). Make sure that the challenge is well-defined and that the participants clearly understand it. 3. **Set guidelines:** Set guidelines for the challenge, including any constraints or requirements that participants need to adhere to. These guidelines can include technical requirements, resource limitations, and any other constraints that are relevant to the challenge. 4. **Encourage creativity**: Encourage creativity by allowing participants to approach the challenge in their own unique ways. Provide opportunities for participants to brainstorm, ideate, and experiment with different solutions. One way that we have done this in the past is to introduce a random element by using a card game methodology that guides students to consider topics or societal challenges that they might not otherwise have thought of. 5. **Provide support**: Provide support to participants throughout the Makeathon. Have mentors and experts available to help with any technical or creative challenges. Ask students to explain the problem. Getting them to articulate it in their own words helps them understand it more fully and imagine more creative solutions. Make sure that participants have access to the necessary resources and materials. 6. **Focus on the outcome**: Focus on the outcome of the challenge rather than the process. Make sure that participants are aware of the expected outcome of the challenge and are working towards achieving that outcome. Ensure you set realistic and achievable goals. 7. **Be open to pivots**: Be open to pivots and changes during the Makeathon. Participants may come up with unexpected ideas or solutions that require adjustments to the challenge. Be ready to adapt and make changes as needed. The challenge should provide a springboard into creative projects - not a restriction or constraint that the participants must work within. By following these tips, you can create a challenge for your Makeathon (or help the students design their own) that is engaging, relevant, and productive. # Brainstorming and prototyping Prototyping is a hands-on way of ‘thinking out loud’ with materials and technologies.

### **Providing opportunities for brainstorming, ideation, and prototyping** Setting up creative opportunities is crucial to the success of the Makeathon. Here are some great ways to create opportunities for these activities: 1. **Brainstorming sessions**: Conduct brainstorming sessions with participants to generate ideas and solutions for the challenge. Encourage participants to think outside the box and come up with as many ideas as possible. Provide a safe and non-judgmental environment for participants to share their ideas. We provide some brainstorming activity ideas in the next section, *Facilitating the Makeathon*. 2. **Design thinking workshops**: Organise design thinking workshops that help participants understand the problem, empathise with the user, define the challenge, come up with possible solutions, prototype, and test. Design thinking workshops can help participants think creatively and systematically about the problem and come up with innovative solutions. Even an introduction to just the very basic principles of design thinking can have a significant impact on how students creatively approach their challenge. 3. **Idea Stations**: Set up *Idea Stations* where participants can share their ideas and get feedback from others. Provide tools such as whiteboards, sticky notes, and markers to facilitate idea generation and sharing. 4. **Prototyping areas**: Set up areas where participants can use tools to build and test their ideas. Provide access to sensors, microboards, electronic kits, soldering irons, craft knives, 3D printers, and laser cutters to facilitate the prototyping. 5. **Collaboration spaces**: Create collaboration spaces where participants can work together on their ideas. Provide comfortable seating, tables, and power outlets to facilitate collaboration and productivity. Having a breakout room or quiet workspace can be very helpful for some students. 6. **Mentor sessions**: Provide mentoring sessions where participants can get feedback and guidance from experts, coaches and facilitators. Mentors can help participants refine their ideas, troubleshoot technical challenges, and provide insights into the industry. Peer mentoring is also an important aspect of the MTF Makeathon methodology. 7. **Work In Progress presentations**: Organise ‘show-and-tell’ sessions where participants can showcase their prototypes and ideas to the rest of the group. This can be a great way to foster collaboration, inspire others, and get feedback on the ideas. By setting up these opportunities, you can create a collaborative and supportive environment that fosters creativity, ideation, and prototyping, and helps participants develop innovative solutions to their challenge. # Surprise and Play

### **Incorporating elements of surprise, play, and humour** In order to get into a creative mindset that approaches problems in new ways, it’s helpful to incorporate elements of surprise, play, and humour into the Makeathon. Not only does it help make the Makeathon more engaging, enjoyable, and memorable, it also lets our brains know that it’s ‘playtime’ - and so we can have fun with ideas and not just follow the more conservative and logical approaches that we might think of in more serious contexts. Here are some ways you can incorporate these elements: 1. **Surprise challenges**: Introduce surprise challenges or mini-competitions throughout the Makeathon to keep participants engaged and energised. For example, you could challenge teams to create a prototype using only recycled materials or give them a timed challenge to create a solution in a limited amount of time. 2. **Playful environment**: Create a playful environment by adding fun and interactive elements to the Makeathon. For example, you could set up a photo booth with props or have a game corner where participants can take a break and play a quick game. We often give students balloons or bubble mixture to all participants without explanation so that they switch into a more playful mode. They may not immediately see the connection with the serious global challenges they are working on, but it makes a tremendous difference to the kind of thinking they bring to those challenges. 3. **Humorous elements**: Add humorous elements to the Makeathon to lighten the mood and keep participants engaged. For example, you could create a funny mascot for the event, or provide participants with a range of silly costume hats to wear. Naming their groups provides a simple way to inject fun and humour into the event. 4. **Breakout sessions**: Incorporate short breakout sessions where participants can take a break from the challenge and participate in fun activities like a game of charades, or a scavenger hunt. At the very least, have them move around from time to time. One activity we use is to have the students see how far away they can get from where they are sitting, and return to it within 30 seconds. They should try and get further each time you do this. 5. **Music**: It’s often helpful to have music on in the background while students work to keep them energised and engaged. In breaks, you could even have a dance-off competition or an informal karaoke session. 6. **Prizes and rewards**: While we consider it important that the Makeathon is not seen as a competition, you can offer spot prizes and surprise rewards for the most creative, innovative, or successful solutions. We always find something in each team’s work that is worthy of an award - even if it’s something absurd (eg: “largest prototype” or “most colourful solution”). You can be creative and also reward the teams for the things they seem to be most proud of as they develop their work. Prizes can be symbolic and silly - such as a found or recycled object (MTF students have won old lamps and umbrellas) or you can create a trophy or customised t-shirts. By incorporating surprise, play, and humour into your Makeathon, you can create a fun and engaging environment that encourages participants to be creative, take risks, and enjoy themselves. # Collaboration and Mentorship

### **Fostering collaboration and mentorship among participants** Designing collaboration into the Makeathon is essential to its success, as it helps to build a strong sense of community and allows participants to learn from one another. Here are some ways to promote collaboration and peer mentorship among participants: 1. **Team formation**: Encourage participants to form teams with diverse skills and backgrounds. This can help to foster collaboration and promote peer mentorship among team members. It helps with knowledge sharing and upskilling and introduces the students to new ideas they might not have encountered if they had simply stuck with their friends. 2. **Icebreaker activities**: Start the Makeathon with icebreaker activities that help participants get to know each other and build trust. This can help to create a positive and collaborative environment and it can also build empathy among students. 3. **Mentorship program**: You could create a mentorship program where more experienced participants can mentor and guide newcomers. This can help to build a sense of community and promote peer mentorship. 4. **Collaboration spaces**: Set up collaboration spaces where participants can work together on their projects. This can help to facilitate collaboration and peer mentorship among participants. 5. **Work-in-progress sessions**: Organise regular show-and-tell sessions where participants can share their progress and get feedback from others. This can help to promote collaboration and peer mentorship among participants. 6. **Group Mentoring**: This is something that we always do in MTF Makeathons and is a great way to build a whole team culture. Assign each group to mentor another group (for instance, Group 1 mentors Group 2; Group 2 mentors Group 3; and Group 3 mentors Group 1). Arrange times during which each group can present to their mentor group, remembering that you cannot mentor while you are being mentored, so these have to be scheduled at separate times. The task of the mentoring group is to listen to the group that they are mentoring and learn about their project - then do whatever they can to improve their project. You should emphasise that this is not a competition and that everyone wins when all projects are as good as they can possibly be. 7. **External games and activities**: If possible, it is a great idea to organise activities for the students outside of the Makeathon. This can include field trips, visits to a science museum, games and picnics or an evening meal together. This helps build a great team culture that creates a positive atmosphere and improved results during the makeathon itself. By fostering collaboration and peer mentorship, you can create a supportive and inclusive environment that encourages participants to learn from one another and work together to create innovative solutions. # Case Study: Mind Over Matter Creating simple tools for idea generation.

For the EU Erasmus+ project **Mind Over Matter (MOM)**, we created a deck of cards for idea generation and a series of games with those cards to help the students to identify a challenge linked to the UN SDGs, real-life jobs, and creative practices.

The four types of MOM cards. Students draw from each pile to create a challenge.

The card game consists of four piles: **Arts**, **Careers**, **UN SDGs** and **Concepts**. In the MOM project, the cards were accompanied by explanation text and video teacher's guides that explain different iterations of the card game. These are available at [the project website](https://steamproject.eu). We developed several activities designed to enhance the game with different levels of complexity and duration, depending on the age and skill level of the Makeathon group. The MOM cards are user-friendly and very easy to deploy in a Makeathon as an idea generation tool and a springboard into conversations about what sorts of challenges the students might want to address in their group projects. The cards are available in English, Croatian, Italian, Lithuanian, Spanish and Swedish. In the MOM Makeathons and Pilots, students were challenged to use the words on the cards to develop research questions. For instance, they might draw an **Arts** card that said SCULPTURE, a **Career** card that read ARCHITECT, an **SDG** card that said SUSTAINABLE CITIES AND COMMUNITIES, and a **Concept** card that read CREATE. Here is how a group of students responded to that particular group of cards in one of our pilots in Sweden. {% embed url="" %} Another group drew the following cards: **Arts:** VIDEO **Career:** ENVIRONMENTAL SCIENTIST **SDG:** RESPONSIBLE CONSUMPTION AND PRODUCTION **Concept:** RECYCLE Here was their idea. {% embed url="" %} We wanted to make sure that the MOM cards were not something restrictive that forced students down a particular path but one that opened up new ideas and had them talking about the kinds of challenges that were most important to them. As our project progressed towards the final international makeathon event, we developed activities and challenges within the event to have the students think more deeply and laterally than simply the sticking to the words that appeared on the cards. The cards are a fun tool for arriving at ideas that the students may not have come to on their own. We printed the MOM cards to use in our pilots and Makeathons but also developed an online version of the cards available [on the webpage](https://steamproject.eu), as well as a ready-to-print version free for download in 5 languages. *NOTE: If you decide to use the MOM cards in your own Makeathon, you may wish to sort through them and remove the cards that you think might be too challenging for the age group of the students you will be working with. Or you can create your own cards and add to the pile!* # Facilitating a Makeathon

Now that you've come up with a plan and designed your activities, it's time to get in a room with your participants and take them through the process. They may have made things with technology before (though not always) but they probably haven't participated in a Makeathon before so you will need to talk to them and help them navigate this unfamiliar territory in a way that is engaging and interesting. The role of the facilitator is not to ‘teach’ the students, but simply to guide them through a learning process of discovery and invention. The facilitator provides the structure and keeps the students engaged and on task with interventions and injections from time to time that keep the event moving forward. You will find that the facilitator is most active and vocal at the beginning and towards the end of the Makeathon, providing guidance and rapid-fire activities for group formation and icebreaking, as well as hosting the presentations at the event finale. # Setting the scene

**Creating the right environment for creativity** As the facilitator of the Makeathon, you play a critical role in setting the tone and atmosphere for creativity and innovation. Since the role of the facilitator is to guide the students through the process, rather than simply to stand up in front and tell them things, creating the right context for that learning to happen is one of the most important things you can do. Here are some ways you can create a positive and supportive environment that encourages participants to be creative and innovative: 1. **Set clear expectations**: Make sure that participants have clarity regarding the goals of the Makeathon, the timeline, and the judging criteria. This can help to create a sense of structure and clarity that encourages participants to be focused and productive. 2. **Create a positive atmosphere**: Create a positive and supportive atmosphere by being enthusiastic and encouraging towards participants. Offer ways that their work might be improved and set high expectations, but also remember to celebrate any small successes and progress made towards the goals of the Makeathon. 3. **Celebrate diversity**: Make a point of highlighting the benefits of diversity of perspectives that the different participants can bring. Asking students about something that people might not know about them, or a surprising thing that they know a lot about can be one way of approaching this. 4. **Encourage risk-taking**: Encourage participants to take risks and try new things. Let them know that failure is an important part of the innovation process and that it's okay to make mistakes. 5. **Celebrate creativity**: Celebrate and recognise creativity and innovation throughout the Makeathon. Highlight interesting ideas and unique approaches, and encourage participants to share their work with the group. 6. **Emphasise collaboration**: Emphasise the importance of collaboration and teamwork throughout the Makeathon. Encourage participants to share ideas and work together to solve problems. 7. **Provide mentorship**: Provide mentorship and support to participants throughout the Makeathon. This can include one-on-one coaching, group feedback and informal conversations. # Encouraging Collaboration

### **Encouraging participants to share ideas and work together** Fostering collaboration is not only crucial for a successful Makeathon, it’s the intersection of different perspectives that can provide the most creative solutions. By encouraging collaboration, particularly with others that the participants might not ordinarily associate with, you open up new possibilities for the students. Here are some tips that can help: 1. **Create a safe and inclusive environment**: Ensure that everyone feels welcome and respected, regardless of their age, gender, race, or background. Encourage participants to listen to each other, be respectful of different perspectives, and avoid interrupting others. It is good practice to ask students for their preferred pronouns (he / she / they, etc.) when they introduce themselves - and then make sure you use those pronouns when talking about that person - to make everyone feel valued and to ensure that nobody feel excluded. 2. **Break the ice**: Plan icebreaker activities at the beginning of the Makeathon to help participants get to know each other and build trust. This can include team-building exercises or games that encourage collaboration and communication. Getting students to tell stories about themselves that they might not ordinarily think to share is one good way of doing this. There are some ideas for icebreaker activities later in this manual. 3. **Encourage teamwork**: Encourage participants to work in teams and assign specific roles to each team member to ensure that everyone is contributing equally, without duplicating each other’s contribution. Encourage them to delegate tasks and communicate effectively to complete their projects. 4. **Provide feedback and recognition**: Provide constructive feedback throughout the Makeathon to help participants improve their ideas and projects. Celebrate their successes and achievements, no matter how small, to motivate and inspire them. The chance to focus on collaboration and the sharing of ideas is, in itself, a great reason to run a Makeathon. Many educational environments focus on solo work and individual problem solving. It’s important that students get the opportunity to work in a collaborative way, which is increasingly common - and even necessary - in the workplace. # Guiding Participants

### **Taking participants through the ideation and prototyping process** In addition to creating a great environment and encouraging the students to work together, a key role of the facilitator is to act as a guide for the students through the Makeathon process. That doesn’t mean that you need to hold their hands or prevent them from experiencing any moments of uncertainty. The journey of discovery is an important part of the Makeathon’s educational process. However, demonstrating that there is a process and making it clear both that the journey has a destination and that the uncertainty has a purpose is an important part of the facilitator’s role. Here are some ways to guide participants through the ideation and prototyping process: 1. **Start with a clear mission**: Make sure the participants understand the problem they are trying to solve and guide them to articulate it as a clear statement, challenge or research question. This will help them focus their ideation and prototyping efforts. Get them to work in their groups on nailing down the clearest expression of their challenge. 2. **Ensure divergent thinking**: Encourage participants to generate as many ideas as possible during the ideation phase. This will help them explore a wide range of possible solutions. It helps to assign specific roles to the group members so that everyone feels they have some agency within the process. 3. **Use brainstorming techniques**: Introduce and explain brainstorming techniques like mind mapping or group ideation sessions to help participants generate creative ideas. 4. **Prioritise ideas**: Once the participants have generated a large number of ideas, help them prioritise them based on feasibility, impact, and other criteria. 5. **Create a prototype plan**: Help the participants create a plan for prototyping their solution, including identifying the materials and tools they will need. Mapping or drawing these ideas out on paper can be very helpful in this regard. 6. **Provide feedback and guidance**: As the participants begin prototyping, provide feedback and guidance to help them refine their ideas and improve their prototypes. 7. **Encourage iteration**: Encourage the participants to iterate on their prototypes and refine their solutions based on feedback from their peers and mentors. 8. **Celebrate progress**: Celebrate the progress the participants make throughout the Makeathon, and encourage them to keep pushing themselves to create the best possible solution. By guiding participants through the ideation and prototyping process, you can help them turn their ideas into tangible solutions that can make a real difference. More importantly, you will be there to help them progress from where they start to the next level in their own personal development. # Group Roles

### **Assigning Group Roles** In the last section, we talked about assigning roles to each member of the group. This helps each individual feel like they have agency in the process and that they are contributing to something greater than themselves. Here are some ideas for assigning and managing roles for participants in a Makeathon. Each group should have between three and five members and each member has a role in the group throughout the Makeathon. One way that we have structured the group roles is to assign the titles **Sheriff**, **Scribe** and **Mayor**. If there are more people, the roles of **Professor** and **Jester** can also be assigned. Each person in the group gets a role, and they should decide that role allocation amongst themselves. Nobody should be forced to do a role they don’t want to take, but everyone should be encouraged to select one. The roles do not dictate what the participant will be doing for the whole event or prevent them from doing other things, but they are additional extra responsibilities that keep the group operating as a team. You can remind people of their roles at certain points throughout the Makeathon. After group formation, but before the prototyping begins, you can introduce the roles of ***Sheriff***, ***Scribe***, ***Mayor***, ***Professor***, and ***Jester*** to the groups. Explain each role and give examples of what each role entails. ***The Sheriff*** is in charge of keeping time and making sure that everyone is staying on track. This includes keeping an eye on the clock during timed activities and ensuring that people aren't getting distracted by non-essential tasks. **The *****Scribe*** takes notes during brainstorming sessions and ensures that their notes are well-organised and detailed. These notes should capture all ideas and discussions that take place during the Makeathon. ***The Mayor*** should take charge of leading presentations and making sure that the best ideas are being worked on. They should be assigning tasks to the other group members and monitoring things to ensure that the project is progressing. ***The Professor*** should be in charge of researching the challenge and finding technical solutions to problems that arise during prototyping. They should be knowledgeable and able to provide technical guidance to the group. ***The Jester*** is in charge of encouragement and motivation, keeping everyone's spirits up and generating creative ideas. They should aim to be the most creative (and funny) during brainstorming sessions, providing provocations and 'what if' scenarios. Some quick tips to make the role assignment run smoothly: 1. Provide each participant with a clear understanding of their responsibilities within their assigned role. Ensure they understand that their role is essential to the success of the group. 2. Allow participants to express their interest in a specific role and assign them accordingly. Try to ensure that each person is assigned a role that matches their interests and strengths. 3. Encourage participants to work collaboratively and help each other out when needed. Everyone should feel comfortable asking for help or guidance from other group members, regardless of their assigned role. 4. Finally, ensure that everyone understands the importance of their particular role in the success of the Makeathon. You can even give them a name badge, a sticker or even a hat to remind them of their role within the group. Encourage them to work together to create the best possible outcome. By following these guidelines, you can help ensure that the Makeathon runs smoothly and that each participant is able to contribute to the group's success. # Providing Resources

### **Providing access to necessary resources and tools** Having a range of resources that participants can use is crucial for the success of any Makeathon. It’s not simply a case of providing the expected technologies that the students will need, but also making a range of different and unexpected materials that might inspire them to take their projects in interesting directions. The affordances of the different materials open up new possibilities and creative opportunities. Here are some ways you can ensure that participants have access to the resources they need: 1. **Inventory:** Before the Makeathon begins, make a list of all the resources and tools you could provide. This might include things like raw materials, hardware, software, tools, or equipment - but it can also include surprising elements, found objects and recycled material. 2. **Participant’s own:** Determine what resources and tools you can provide yourself and what participants will need to bring with them. Communicate this information to participants well in advance so they can plan accordingly. 3. **Third parties:** Consider partnering with sponsors or organisations that can provide additional resources and tools. For example, a hardware store might be willing to donate some supplies, or a software company might offer access to a particular program. 4. **Info desk:** Create a space within the Makeathon that can act as a resource hub where participants can access any necessary information and documentation. This might include instructions, tutorials, or technical specifications. 5. **Wizard:** In keeping with the roles created in the previous section, we also assign the role of *Wizard* to a technical member of the teaching/facilitation team who can be approached at any time by the students to help them solve a technical issue. In the past, we have allocated two ‘Wizard Cards’ to each team that they can exchange for extra help at strategic points in the Makeathon. 6. **Training and maintenance:** Make sure that any tools or equipment provided are in good working condition. Ensure that participants are trained on how to use any equipment that requires special knowledge or expertise. 7. **Shared resources:** Consider setting up a central space where participants can access tools such as 3D printers, laser cutters, or other specialised equipment. The *Wizard* can assist with these. By providing access to the necessary resources and tools, you can help ensure that participants are able to focus on the creative process of the Makeathon and produce their best work. # Case Study: MicroBit vs SDGs A Makeathon example in which students use creative technology to address grand societal challenges

The **UN Sustainable Development Goals** (SDGs) provide a framework for global efforts to end poverty, protect the planet, and ensure prosperity for all. Getting students to understand the SDGs, and the challenges they describe is a great starting point for a Makeathon as it sets a series of possible problems to address and overcome. The SDGs are well-described online and easy to research, and the targets and measures for each are clear. The **BBC Micro:Bit** is a simple but powerful technology that students can use to build complex machines and processes that respond to different inputs and sensors. Students are often very quick to learn how to use and programme the Micro:Bit and it is a wonderful tool to get them started with physical computing without limiting their creativity or ambition. A simple Makeathon can be structured around the challenge of selecting and addressing an SDG using one or more Micro:Bits to prototype and demonstrate a proposed solution. Here are a few ways in which students could use the Micro:Bit to explore and start to address some of the SDGs: 1. **Climate Action**: Students can use sensors attached to the Micro:Bit to measure environmental factors such as temperature, humidity, and air quality. The data can be communicated through lights on the Micro:Bit or generated sounds. These can be used to identify areas where action is needed to mitigate the effects of climate change. 2. **Quality Education**: The Micro:Bit can be used to create educational games and tools that help students learn in new and engaging ways. By creating these tools, students can help to improve access to quality education for everyone. 3. **Affordable and Clean Energy**: Students can use sensors to monitor energy usage in their homes and schools, and then use this data to identify areas where energy consumption can be reduced. They can also use the Micro:Bit to create renewable energy projects, such as solar-powered devices. 4. **Good Health and Well-being**: Sensors can be used to monitor vital signs and other health metrics, which can help people stay healthy and identify potential health problems early. Students can use the Micro:Bit to create wearable health monitoring devices that are affordable and accessible to everyone. 5. **Industry, Innovation, and Infrastructure**: Students can use the Micro:Bit to create innovative solutions to infrastructure challenges, such as improving transportation and logistics systems. They can also use sensors to monitor the performance of industrial equipment, which can help to reduce waste and improve efficiency. By participating in the Makeathon, using the Micro:Bit and other emerging technologies to address these and other SDGs, students can develop the skills and knowledge needed to create a more sustainable and equitable future for all. # Presentations

The Makeathon works towards its final moment when the students come together to present their group projects to each other and, if possible, to an external audience. That audience may include teachers, parents or other interested stakeholders. An important consideration is that the students are encouraged both to explain their project and demonstrate it in action. Having students present their work provides them with a target and encourages them to make something that is both ambitious and presentable. We do not grade the students’ work or assign a pass/fail result. The presentation is simply the opportunity for the students to use their prototype to communicate their idea: the problem they have identified and their proposed solution. Some students may wish to create a PowerPoint presentation that supports their demonstration. This is perfectly acceptable (assuming the presentation technology is available), but it should not be a requirement. Some important considerations: 1. **Set clear expectations**: Before the Makeathon begins, make sure that all students understand what will be expected of them during the final presentations. Provide guidelines for the format, length, and content of their presentations. Encourage them to be creative and to showcase their projects in the best possible way. 2. **Create a schedule**: Set up a schedule for the presentations, allowing each group enough time to present their project and answer questions from the audience. Make sure that the schedule is realistic and allows for breaks between presentations. 3. **Provide necessary equipment**: Make sure that all necessary equipment and technology is available for the students to use during their presentations. This may include tables or floor space for robots to navigate, laptop computers, projectors, microphones, and other audiovisual equipment. It helps to test all of the equipment beforehand to avoid any technical difficulties. 4. **Encourage engagement**: Encourage the audience to ask questions and provide feedback to the presenters. This will help the students to understand what worked well and what could be improved in their projects. 5. **Celebrate success**: Celebrate the hard work and creativity of the students by highlighting their achievements and acknowledging their successes. You might even award prizes, but it is a good idea to have all groups receive them. The Makeathon is not a competition and prizes are to recognise progress and success for each group - not to declare one project better than the others. Celebrating every group’s success will help boost confidence and inspire them to continue to pursue their passions and interests. By keeping these considerations in mind, you can help to ensure that the student group presentations at the end of your Makeathon are engaging, informative, and enjoyable for everyone involved. # Case Study: MTF Makeathon presentations Here are some examples of student Makeathon presentations from an MTF National Makeathon event in Sweden in 2022. {% embed url="" %} {% embed url="" %} {% embed url="" %} {% embed url="" %} # Activities and Games Makeathons benefit from the inclusion of a series of games and fun tasks.

One of the best ways to get teams of students working together is to create challenges, games and activities for them to work on. These can be mini-goals along the way to the finalisation of their overall Makeathon challenge, or they can be adapted so that they form the entire Makeathon. One example of this, called ‘Save Humanity!’, is a game that shapes the whole Makeathon. The types of games that you might want to include as part of your Makeathon could include **brainstorming** activities, **design** games and **prototyping** challenges. We will outline some of these on the next pages, and give you the instructions for our own **Save Humanity!** Makeathon game. Always make sure your games and activities have clear instructions, time limits, a research component and a reporting or presenting aspect, so that your *Sheriff*, *Scribe*, *Mayor*, *Jester* and *Professor* all have specific things to do along the way. If they need technical assistance, they can always *consult the Wizard*. Consider giving each team two WIZARD cards that they can redeem throughout the Makeathon for specific technical help (see [Group Roles](/facilitating-a-makeathon/group-roles)) so that they are not always reliant on that assistance, but bring it in only when needed. Groups might also exchange WIZARD cards for peer assistance or other favours. # Brainstorming activities

Idea Generation at the MTF MOM National Makeathon

Here are some creativity games for idea generation that students can play before they even get their hands on prototyping technologies: 1. **Word Association**: In this game, one person says a word, and the next person has to say a word that is associated with it. For example, if the first word is "dog," the next person might say "leash." This game can help students to think creatively and make unexpected connections between ideas. 2. **Random Word Generator**: Students can use online tools or a deck of cards to generate random words. Once they have a word, they can use it as a prompt for brainstorming ideas. For example, if the random word is "banana," students might brainstorm ideas for a banana-themed game or app. 3. **SCAMPER:** SCAMPER is an acronym that stands for Substitute, Combine, Adapt, Modify, Put to Another Use, Eliminate, and Reverse. It is a brainstorming technique that encourages students to explore different ways of thinking about a problem or challenge. 4. **Reverse Thinking**: In this game, students try to come up with the opposite of a given idea. For example, if the idea is to create a game that involves running, students might brainstorm ideas for a game that involves sitting still. This game can help students to think creatively and break out of their usual patterns of thinking. 5. **What If?**: This game involves asking "what if?" questions to encourage students to think creatively and outside the box. For example, "what if we could teleport instead of using cars?" or "what if we could breathe underwater?" 6. **Improv**: Improv games can help students to think on their feet and come up with creative ideas quickly. Games like "Yes, and..." or "Fortunately/Unfortunately" can be a fun way to get students thinking creatively. 7. **Evil Brainstorming**: Evil brainstorming involves thinking about a problem from a different perspective. Instead of thinking about how to solve the problem, students think about how to make the problem worse. They can then brainstorm solutions to prevent these negative outcomes and defeat the evil! 8. **Mind Mapping**: Students can create mind maps to explore different ideas and connections between them. They can start with a central idea (like "games for the Micro:Bit") and branch out to explore different possibilities and variations. These games can help students to generate creative ideas and think outside the box, which can be helpful when it comes to designing and building creative solutions to grand societal problems. You could even try using the [MOM Cards](/designing-a-makeathon/case-study-mind-over-matter) that we developed. There are specific idea generation games for those cards outlined in the [Youthworker Resource Pack](https://steamproject.eu/project/). Check it out! # Design games

The design phase of the Makeathon is a critical stage where students can refine their ideas and develop detailed plans for their projects. Here are some design phase activities or games that you can incorporate into your Makeathon: 1. **Paper Prototyping**: Provide students with paper, scissors, and other materials to create a paper prototype of their project. This can help them visualize their design and identify any potential problems or challenges. 2. **Storyboarding**: Have students create a storyboard of their project, outlining the user experience and identifying any potential pain points or areas for improvement. This can help students develop a clear vision of their design and ensure that all team members are on the same page. 3. **User Persona Development**: Encourage students to develop user personas, fictional characters that represent the target audience for their project. This can help students understand the needs, preferences, and behaviours of their users and design a solution that meets their needs. 4. **Design Review**: Organize a design review session where students can present their plans to their peers and receive feedback and suggestions for improvement. This can help students identify potential problems or challenges and refine their designs before starting the building phase. 5. **Role-playing**: Have students role-play different scenarios that might occur during the use of their project. This can help students identify potential issues and design solutions that anticipate user needs and behaviours. 6. **Lego Serious Play**: This is a facilitated process using Lego bricks where participants build models that represent their ideas and concepts. It can help students think more creatively and explore different perspectives on their projects. These activities and games can help students refine their designs and develop a clear plan for their projects before starting the building phase. They can also promote collaboration and communication among team members, leading to a more successful Makeathon experience. # Prototyping activities

Prototyping is an important phase in any Makeathon as it allows students to bring their designs to life and test their ideas in a hands-on way. It's a good idea to get them working on trial projects and challenges just to become more familiar with the technology before they get to work on their project ideas. Here are some prototyping activities and games that students can try during the Makeathon to get to know the technology better: 1. **Micro:Bit Challenge**: Provide students with a BBC Micro:Bit and a set of challenges to complete, such as controlling a motor or LED light. This can help students learn the basics of programming and electronics and gain confidence in using the technology. 2. **3D Printing Challenge**: Give students a design challenge to create a 3D printed prototype, such as a toy or a piece of jewellery. This can help students learn how to use 3D modelling software and understand the capabilities and limitations of 3D printing. 3. **Code Breaking Challenge**: Provide students with a set of coded messages and challenges to decipher them using programming skills. This can help students learn programming languages and understand how they can be used to solve real-world problems. 4. **Virtual Reality Challenge**: Have students design and build their own virtual reality experiences using software such as Unity. They can then use VR headsets to experience their creations. 5. **Robotics**: Students can work on building robots using kits such as LEGO Mindstorms or VEX Robotics. They can then program the robots to perform tasks such as following a line or picking up objects. MTF frequently sets activities for students that involve building robots using Micro:Bits, servo motors and sensors. 6. **Game Design**: Teach students how to design and program their own video games using platforms such as Scratch or Construct. They can then playtest their games and refine them based on feedback. 7. **App Development**: Introduce students to app development using tools such as App Inventor or Xcode. They can then design and create their own apps for mobile devices. These activities and games can help students develop their technical skills and gain hands-on experience with various technologies. # Save Humanity! A Makeathon Game by Tom Fox, MTF Labs

***Save Humanity!** is a Makeathon game that takes a little preparation but is well worth it. Makeathons are not meant to be competitive, so it was important to come up with a game in which everyone could win together. It's not just a game that you can play during a Makeathon - it can be the whole point of the Makeathon, in which teams work together throughout the event to create robots that can help win the game and help every other team to achieve their common goal... to Save Humanity!* ### Aim You are representing all of humanity. The purpose of the game is for each of the Makeathon groups to build a Micro:Bit robot that will work with all of the other teams' Micro:Bit robots to retrieve all of the **Action** **Tokens** from the playing field and place them in a designated area in order to complete the **Goals** and save the world. ### Items needed before play: * 2 microbits per team * 3 continuous servos per team * Wheels * Assorted Lego bricks (optional) * 3 x AA Battery Pack per team * 17 x 3D printed Tokens per Game ([download here](https://drive.google.com/file/d/1OyNQPipmfKPKz8-Pfpshj9IvVZMJfEvs/view?usp=sharing)) * 1 printout of board ([download here](https://drive.google.com/file/d/1SN-PraEn1gHoxW_OS_HcxRqm-ffoXi5Z/view?usp=sharing)) * 17 numbered hexagons * 1 pack of ‘goal update’ cards ([download here](https://drive.google.com/file/d/1gm06Z52UrWj_5b0eAx8hNon3RodfjrAT/view?usp=sharing)) **Attachments for the tokens** * Velcro * Magnets * String **Crafting materials to build robots** * Coloured cardboard * Glue * Sellotape * Scissors * Sticks (wooden skewers) * Drinking straws * Wood (light pieces eg: balsa) * Etc…
### Playing the Game The game consists of tokens, and a deck of cards. There are two types of token. * **Goal tokens** which are placed face-down in a central area (on a table) in a randomised honeycomb pattern. These are linked to the UNSDG’s and numbered.

* **Action Tokens**, which are also numbered and scattered at random points across the playing field (floor or large table). They have different attachments on them which we will explain later.\ \

The purpose of the game is for Humanity to build microbit robots to retrieve the Action tokens from the playing field and place them in a designated area in order to complete the Goals. ### Playing the game The board of Goal tokens are placed face-down in a central area. In each turn, a Goal token is flipped over to reveal which Action token needs to be retrieved.

If your robot cannot retrieve that action token, it is considered ‘incomplete’ and the goal token remains face down with some sort of temporary marker to indicate it is out of play. We will call these **Barriers**. The next team then takes their turn.

If the robot can retrieve the token and place it in a designated area, the action token is placed on the goal token and is considered ‘achieved’.

Action token placed on top of goal token

If a goal is achieved, a card can be drawn from the pile of **Goal Updates** cards. These cards can either be helpful to the teams or a hindrance. ### Winning If all of the action tokens become achieved, humanity wins! ### Losing If there are Goal tokens left incomplete and have been marked as out of play, and there are no more goals to flip over, humanity loses! ### Mechanisms: Each Action token will have either: * Some Velcro * A Magnet * A loop of string or wire It may also be placed in/behind/under an obstacle that is related to that specific UN SDG (e.g., Life Under Water: the token may be placed in a bowl of water). Students will have to design the robots to be able to pick up the tokens in any way they see fit. They could either try to design a robot that can pick up ANY token (with something like a scoop, or grabbing mechanism) or they can focus on just one specific attachment, which will require cooperation and coordination with other teams so that their robots may complement each other. ### Goal Update Cards **Receive a new partnership** \ Use this card to allow one other robot to help you retrieve a token. **Severe weather event**\ A monsoon has caused disease to spread, place an action related to health back onto the board. **Funding boost**\ Remove one of the barriers on the goal tokens. **Community involvement** \ Your project gains the support of local communities. Move one action token from the board to the designated area. **Government funding**\ You've received additional funding from the government to support your project. Remove a barrier. **Funding cut**\ Your funding has been cut. Move one goal token back to the incomplete area. **Technical difficulties** \ Your robot experiences technical difficulties, making it unable to pick up an action token. Skip your turn. **Environmental hazard**\ An environmental hazard, such as pollution or flooding, has made it difficult to access an action token. Place an additional barrier on the corresponding goal token. **Political interference** \ A political decision has interfered with your project, causing setbacks. Move one goal token back to the incomplete area. **Power cut** \ The driver of your robot must be blindfolded and guided to their next token by their teammates’ commands. ## Robot Resources

Wiring diagram for 1 Micro:Bit and 3 servo motors. They all share one battery pack and so have a common ground and common power connection. The orange cables from the servo connect to pins 0, 1 and 2. ### **Micro:Bit code** [**https://makecode.microbit.org/\_VxK3xLdFg0qv**](https://makecode.microbit.org/_VxK3xLdFg0qv) Download this code to TWO Micro:Bits; one that is connected to the servos on the robot, and one to act as the controller. **IMPORTANT: Make sure each team changes the number for the radio group**, otherwise every controller in the room will be trying to control every robot in the room. Which could be fun, but also very chaotic. **This code allows for:** * **Button A** - Move forwards * **Button B** - Move servo that isn’t a wheel * **Button A+B** - Stop all motors * **Tilt microbit to the left** - Turn Left * **Tilt microbit to the right** - Turn Right * **Tilt microbit upwards** - Reverse Code and connections should be edited by each team to suit their robot design. ## Token Obstacles You can increase the challenge by placing obstacles that make each token more difficult to retrieve. This can include things like placing the token in a bowl of water, at the top of a ramp, in a small obstacle course of boxes, etc. It would be fun to relate each token to their corresponding UNSDG but that might take a lot of time and resources to set up! However, here are some suggestions for more obstacles, courtesy of ChatGPT: 1. **No Poverty**: Goal token could be placed in an area with limited resources, and the action token could be attached to a small object that represents a basic need, such as food or water, which the robot needs to retrieve and bring to the designated area. 2. **Zero Hunger:** Goal token could be placed in an area with a lot of food waste, and the action token could be attached to a small container that the robot needs to fill with leftover food and bring to the designated area to be donated to a food bank. 3. **Good Health and Well-being**: Goal token could be placed in an area with obstacles that represent health challenges, such as barriers that represent diseases or infections, and the action token could be attached to a small object that represents a treatment or cure, such as a syringe or pill, which the robot needs to retrieve and bring to the designated area. 4. **Quality Education**: Goal token could be placed in an area with obstacles that represent educational challenges, such as walls that represent barriers to access to education, and the action token could be attached to a small object that represents a tool for learning, such as a book or a tablet, which the robot needs to retrieve and bring to the designated area. 5. **Gender Equality**: Goal token could be placed in an area with obstacles that represent gender-based discrimination or stereotypes, such as walls that represent gender barriers or toys that represent gender stereotypes, and the action token could be attached to a small object that represents empowerment, such as a badge or a key, which the robot needs to retrieve and bring to the designated area. 6. **Clean Water and Sanitation**: Goal token could be placed in an area with obstacles that represent water pollution or scarcity, such as barriers that represent water contaminants, and the action token could be attached to a small object that represents water filtration or purification, such as a filter or a purifier, which the robot needs to retrieve and bring to the designated area. 7. **Affordable and Clean Energy**: Goal token could be placed in an area with obstacles that represent energy scarcity or environmental pollution, such as barriers that represent fossil fuels or waste, and the action token could be attached to a small object that represents clean energy, such as a solar panel or a wind turbine, which the robot needs to retrieve and bring to the designated area. 8. **Decent Work and Economic Growth**: Goal token could be placed in an area with obstacles that represent unemployment or low wages, such as barriers that represent job discrimination, and the action token could be attached to a small object that represents economic growth, such as a coin or a dollar bill, which the robot needs to retrieve and bring to the designated area. 9. **Industry, Innovation and Infrastructure**: Goal token could be placed in an area with obstacles that represent technological challenges, such as walls that represent lack of access to technology or outdated equipment, and the action token could be attached to a small object that represents innovation, such as a 3D printer or a robot, which the robot needs to retrieve and bring to the designated area. 10. **Reduced Inequalities**: Goal token could be placed in an area with obstacles that represent social inequality, such as walls that represent discrimination or prejudice, and the action token could be attached to a small object that represents inclusivity, such as a puzzle piece or a heart, which the robot needs to retrieve and bring to the designated area. 11. **Sustainable Cities and Communities**: Goal token could be placed in an area with obstacles that represent environmental challenges, such as barriers that represent pollution or waste, and the action token could be attached to a small object that represents sustainability, such as a plant or a recycling bin

### Make the game your own! 1. **Add more variety to the action tokens**: Consider adding more types of attachments to the action tokens to make the game more challenging and interesting. For example, you could include tokens with wheels or rolling mechanisms, tokens with slippery surfaces, or tokens that need to be balanced or stacked. 2. **Increase the difficulty level**: To make the game more challenging, you could add more barriers or obstacles on the playing field or require the robots to retrieve the action tokens in a specific order. You could also add a time limit for completing each goal. 3. **Include more goal update cards**: You could add more goal update cards to keep the game unpredictable and engaging. Here are some suggestions: * **Innovation award**\ Your team has received recognition for the most innovative robot design. You may remove one barrier from any goal token. * **Collaborative effort**\ Another team has agreed to collaborate with you on a goal. Choose one goal token and allow the other team's robot to work with yours to achieve it. * **Natural disaster**\ A natural disaster has occurred, making it more difficult to retrieve an action token. Place an additional barrier on the corresponding goal token. * **Surprise donation**\ Your team has received an unexpected donation. Remove one barrier from any goal token. * **Robot malfunction**\ Your robot has malfunctioned, and you must spend one turn repairing it before continuing the game. * **Environmental protection**\ Your team has received recognition for its efforts to protect the environment. You may remove one action token from the playing field and place it in the designated area. * **Power surge**\ The driver of the robot experiences a sudden power surge, causing the robot to move faster for one turn. 4. **Consider adding a bonus round**: If all the action tokens are achieved, you could add a bonus round where the teams have to work together to create a special robot that can complete a final challenge. The challenge could be to move a large object or to navigate an obstacle course.

# Evaluating a Makeathon

### How did it all go? After your Makeathon - and sometimes even before it's finished - it's a good idea to get some feedback about how it went and what you can improve for next time. It pays to document the process and create a record of both the work and the experience of the participants as you go. You’ll have noticed photos and video clips from MTF Makeathons throughout this manual. We consider it really important to capture every event on video and in photographs so that participants and educators can look back on the event and reflect on it. It also helps tremendously (as it has here) to tell your story. Feedback and quotes from participants are also helpful tools. It takes just a little more thought at the outset, but it makes a big difference. What follows are some tips for how you can get the best information and how you can build that into your toolkit for future Makeathons. # Collecting Feedback

### **Collecting feedback and data from participants** Collecting feedback from participants is essential to evaluate the success of a Makeathon and to make improvements for future events. It helps to let students know in advance that you will be looking for feedback, and that they should pay attention to the things and the people that make the event special, as well as what they would like to see improved. Here are some good ways to collect feedback from participants: 1. **Surveys**: Use a survey tool, such as Google Forms, to create a questionnaire that participants can fill out after the Makeathon. Include questions about their overall experience, what they liked and didn't like, and suggestions for improvements. It can also be a good idea to ask them if anyone (especially a fellow student) stood out as deserving recognition for making their experience a good one. 2. **On-site questions**: Ask questions of the participants at or toward the end of the event. You can do this in a very informal manner. Ask the students if they are enjoying themselves, what they have learned along the way and what they wish had been part of the experience. It’s good to get this when it is still fresh in their minds. 3. **Observation**: Observe participants during the Makeathon to see how they interact with each other and the activities. This can provide valuable insights into how they are experiencing the event and can help identify areas for improvement. 4. **Social media**: Monitor social media channels for feedback from participants, including comments, posts, and messages. Encourage participants to use a specific hashtag when posting about the Makeathon, so that it's easier to track feedback. If you solicit feedback directly, make sure that you thank participants for their answers and take their suggestions into consideration when planning future Makeathons. # Assessing Success

### **Assessing the success of the event based on goals and objectives** Evaluating the success of a Makeathon is essential to making improvements for future events, and building on the good work you have already done. **KPIs** (Key Performance Indicators) can be a useful tool for assessing the success of the Makeathon based on established goals and objectives. These should be measurable and achievable, and you should set modest goals first time out (eg: 4 working prototypes by student groups) so that you set yourself up for success. Here are some steps you can follow to use KPIs to assess the success of the Makeathon: 1. **Define your goals and objectives**: Establish clear and measurable goals and objectives for the Makeathon. These should be specific, realistic, and aligned with the overall mission and vision of the event. 2. **Identify relevant KPIs**: Identify KPIs that are relevant to your goals and objectives. For example, if one of your goals is to increase participation, your KPIs might include the number of participants, the number of new participants, and the diversity of participants. 3. **Collect data**: Collect data on the identified KPIs before, during, and after the Makeathon. This can be done through surveys, attendance records, social media metrics, or any other relevant data source. 4. **Analyse the data**: Examine the results to determine how well the Makeathon performed based on the established goals and objectives. Compare the actual with the desired outcomes to identify areas of success and areas for improvement. 5. **Use the results to improve future events**: Use the insights gained from the analysis to improve future Makeathons. Adjust your goals and objectives as needed, and identify new KPIs that will help you measure progress. By using KPIs to assess the success of the Makeathon, you can gain valuable insights into the effectiveness of the event and make data-driven decisions to improve future events. # Future Development

### **Identifying areas for improvement and future development** Building on your success and working to constantly improve is an important step in ensuring the success of future Makeathons. Here are some ways to specifically identify these areas: 1. **Collect third party feedback**: In addition to the feedback you collect from participants, you can also ask partners, colleagues, sponsors, and other stakeholders about their experience of the Makeathon. Look for common themes and areas of concern that emerge from the feedback. 2. **Analyse your KPIs**: Identify areas where the actual results fell short of the desired outcomes and consider what changes could be made to improve these metrics in the future. 3. **Evaluate the program**: Evaluate the program of the Makeathon, including the activities, workshops, and speakers. Look for areas where improvements could be made, such as incorporating more diverse speakers, offering more hands-on activities, or providing more guidance to participants. 4. **Review the images**: Have a look at the photos and videos that you took. Do people look happy? Engaged? Is it the right environment? Does it need more colour? Would bright t-shirts, coloured lighting or decorations have added creative flair? What would you like to see in the background during the presentations? 5. **Review the budget**: Review the budget of the Makeathon and identify areas where savings could be made or where additional funding could be allocated to improve the event. 6. **Benchmark against other events**: Benchmark the Makeathon against similar events you are aware of. Look for areas where the Makeathon fell short in comparison and consider what changes could be made to improve its competitiveness. By specifically identifying areas for improvement and future development, you can make targeted changes that will improve the success of future Makeathons. # Celebrating Success

Final **Day, MOM International Makeathon 2022**

Celebrating the achievements and successes of young participants in a Makeathon is a great way to encourage and motivate them. Here are some ideas for how to celebrate their achievements: 1. **Host an Awards Ceremony**: Just because Makeathons are not competitive, that doesn't mean you can't give out prizes! Organise a public awards ceremony at the end of the Makeathon, inviting parents and teachers. Create categories such as "Best Invention," "Most Innovative Design," and "Best Use of Technology". You can also invent some humorous or absurd categories, such as “Largest Prototype” or “Loudest Group”, and give awards to the winners. 2. **Showcase the Inventions**: Display the inventions of the participants in a public space, such as a museum or library, so that the community can see their creations. You can also create a website or social media page to showcase their work. 3. **Interview the Participants**: Conduct interviews with the participants to learn more about their process and what inspired them. Share their stories on social media and in local publications. 4. **Create a Video**: Bring in a professional filmmaker to create a video highlights reel or a short documentary showcasing the process and highlighting the participants' achievements and share it on social media and with local media outlets. This serves as a great memento, it can help spread the word about the Makeathon and inspire other young people to get involved in future. It’s also a great chance to showcase the work of your organisation or project. {% embed url="" %} # Conclusion

### So what did we learn? Makeathons are a great way to learn new ideas, prototype solutions to grand challenges, create new things, work with people you might not otherwise have encountered, and develop new skills. To make them work, it's important to plan them well, design the activities, work with the participants closely and get them to take on roles and responsibilities within the group to keep on track, keep it fun and help everyone reach the best possible result. What follows are the key takeaways and some further reading that will give you a much deeper insight into how and why to run a Makeathon. Good luck! # Key Takeaways

### Key points to keep in mind Here are some important takeaways that you should keep in mind when planning and facilitating Makeathons: 1. Makeathons are immersive, collaborative, and hands-on learning experiences that encourage creativity, critical thinking, and problem-solving skills. They are particularly effective for engaging students in STEM and STEAM fields. 2. By working on real-world problems, students gain practical experience with the principles and practices of science, technology, engineering, art, and mathematics. They also learn how to work in interdisciplinary teams, communicate their ideas effectively, and iterate on their designs based on feedback and testing. 3. The interdisciplinary nature of Makeathons allows participants to learn from each other and develop a deeper understanding of different fields and perspectives. This collaborative approach can also generate a wide range of ideas and solutions to complex problems. 4. Makeathons require careful planning and preparation to ensure their success. This includes defining the purpose and goals of the event, recruiting participants and facilitators, securing a suitable venue, gathering necessary materials and tools, and developing a clear schedule and agenda. 5. Providing clear instructions and guidelines to all participants and facilitators is essential for a successful Makeathon event. This includes communicating expectations, guidelines, and rules for the Makeathon, as well as providing feedback and support to participants throughout the event. 6. Guest speakers can add inspiration and new ways of thinking. Invite specialists or people from the local community who work in STEAM-related fields to talk about what they do. You can also find relevant videos on YouTube that can spark the students’ creativity. 7. Focus on making it fun and engaging. Students are more likely to learn when they are enjoying themselves. But given a choice between the students learning something and them enjoying their time together, always choose the latter. 8. Capture and celebrate the results. It’s so important that students have something to remember their time together and something to show for all their hard work. By keeping these key points in mind, you can effectively plan and facilitate Makeathons that engage and empower young people with the skills and knowledge they need to succeed. # Further reading Here are some books and reference materials you may want to check out. There are lots of resources, both online and offline, that you can consult for further inspiration and knowledge that will help you design and deliver Makeathons. You will also find a lot of academic research that underpins the value of a methodology like this. Here are some of our favourites. ### Books ![](https://1717524569-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2F8sERioyoZkq6kgGHGold%2Fuploads%2FwtBD1LVcz5NspD5V79AU%2Fi2l_cover-3D-front-cropped-white-bckgrd-800px-wide.png?alt=media\&token=50895830-e8be-4c5e-a425-b09fda415ac0) "**Invent to Learn**: Making, Tinkering, and Engineering in the Classroom" by Sylvia Libow Martinez and Gary S. Stager\ "**Tinkering**: Kids Learn by Making Stuff" by Curt Gabrielson\ "**The Maker Movement in Education**: Designing, Creating, and Learning Across Contexts" by Kylie Peppler, Erica Halverson, and Yasmin B. Kafai\ ![](https://1717524569-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2F8sERioyoZkq6kgGHGold%2Fuploads%2FuDnxqC9l3DLbHvqKjz1A%2F1260142833.01._SCLZZZZZZZ_SX500_.jpg?alt=media\&token=d7940ff4-e183-4e44-a363-1279c1d51b44) "**The Crafty Kids Guide to DIY Electronics**: 20 Fun Projects for Makers, Crafters, and Everyone in Between" by Helen Leigh\ "**Design Thinking for Educators**" by IDEO and Riverdale Country School \[TOOLKIT]\ "**Design, Make, Play**: Growing the Next Generation of STEM Innovators" by Margaret Honey and David E. Kanter\ ![](https://1717524569-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2F8sERioyoZkq6kgGHGold%2Fuploads%2F4MqTFxa3GQnAphlO7kJq%2FAOT-StorePod-760x426.jpg?alt=media\&token=95d73a9a-ef31-4518-a202-c3caece240af) "**The Art of Tinkering**" by Karen Wilkinson and Mike Petrich\ "**STEM to Story**: Enthralling and Effective Lesson Plans for Grades 5-8" by 826 National and Educators from the University of California, Berkeley Graduate School of Education\ "**Maker-Centered Learning**: Empowering Young People to Shape Their Worlds" by Edward P. Clapp, Jessica Ross, Jennifer Oxman Ryan, and Shari Tishman\ ![](https://1717524569-files.gitbook.io/~/files/v0/b/gitbook-x-prod.appspot.com/o/spaces%2F8sERioyoZkq6kgGHGold%2Fuploads%2Fd9I8FdBDxatjgUnGkoqv%2F71yRPXI5ygL._AC_UF1000%2C1000_QL80_.jpg?alt=media\&token=0baede5b-3b50-4d90-86a0-cdd80b607a68) "**Making Makers**: Kids, Tools, and the Future of Innovation" by AnnMarie Thomas\ "**Makeology**: Makerspaces as Learning Environments (Volume 1)" by Kylie Peppler, Erica Halverson, and Yasmin B. Kafai\ "**Top 12 Tips for Setting Up a School Makerspace**" by Makers Empire\ ### Academic articles **Bevan, B.** (2017). The promise and the promises of Making in science education. *Studies in Science Education*, *53*(1), 75–103. **Blikstein, P., Kabayadondo, Z., Martin, A., & Fields, D.** (2017). An Assessment Instrument of Technological Literacies in Makerspaces and FabLabs. *Journal of Engineering Education*, *106*(1), 149–175. **Drayton, T.** (n.d.). Beyond the Maker Movement: A Preliminary Partial Literature Review on the Role of Makerspaces in Engineering Education. *2019 ASEE Annual Conference & Exposition Proceedings*. **Fornasari, A., & Conte, M.** (2023). What kind of teaching in the post-digital era? The challenges of schools and universities after the pandemic: An explorative survey at University of Bari Aldo Moro. *Research on Education and Media*, *15*(1), 88–94. **Gratani, F., & Giannandrea, L.** (2022). Towards 2030. Enhancing 21st century skills through educational robotics. *Frontiers in Education*, *7*. **Gratani, F., Giannandrea, L., & Rossi, P. G.** (2023). Learning in the post-digital era. Transforming education through the Maker approach. *Research on Education and Media*, *15*(1), 111–119. **Halverson, E. R., & Sheridan, K.** (2014). The Maker Movement in Education. *Harvard Educational Review*, *84*(4), 495–504. **Hudson, M.-A., Baek, Y., Ching, Y., & Rice, K.** (2020). Using a Multifaceted Robotics-Based Intervention to Increase Student Interest in STEM Subjects and Careers. *Journal for STEM Education Research*, *3*(3), 295–316. **Riley, D., McNair, L., & Masters, A.** (n.d.). Board # 128 : An Ethnography of Maker and Hacker Spaces Achieving Diverse Participation. *2017 ASEE Annual Conference & Exposition Proceedings*. **Timotheou, S., & Ioannou, A.** (2019). *On Making, Tinkering, Coding and Play for Learning: A Review of Current Research* (pp. 217–232). **Weiner, S., Lande, M., & Jordan, S.** (n.d.). Making Identities: Understanding the Factors that Lead Young Adults to Identify with the Maker Movement. *2017 ASEE Annual Conference & Exposition Proceedings*. # Thanks!

This Manual was written by Andrew Dubber, director of MTF Labs, with assistance from Tom Fox, Maia Toots and Michela Magas. The Manual was supported by a Makeathon training project commissioned by CTK Rijeka, with special thanks to Zagorka Prce-Veseli. Thanks for reading! For more information about MTF Labs, [**visit our website**](https://mtflabs.net).