6 Steps to Mobile Makerspace Success

(Image credit: Bonny Eagle Schools)

Given ever-constricting budgets and the growing need for hands-on STEM experiences, getting the most out of makerspace investments is critical. So what better way to get more hands on a tool than having it available to more than one school?

Enter Maker Spaces Go Mobile.

“When we housed individual machines in schools, they operated in very much of a silo mentality due to the size of our district,” says Susie Simmons, Instructional Technology Coach at Bonny Eagle Schools in Maine. “Our vision with the mobile makerspace was to cut back on isolating components and increase our collaboration across the district. It empowered us to bring a larger number of pieces of equipment into a building at any given time when they need it, which helps make any projects move faster than if they were trying to accomplish it on one stationary machine.”

With the help of collaborator/partner and fellow instructional technology coach Stephen Avery, the program was thoroughly considered before launching.

“We really wanted to have kids interact with the technology and use it, rather than putting in the gatekeeper of an adult who is really the one using the tech and undermining the educational experience,” says Avery. “We worked it into not just CTE-style STEM courses, but for all students.”

Simmons was recently recognized with an Innovative Leader Award for Most Innovative Learning Spaces Award at the Tech & Learning New England Regional Leadership Summit.

Simmons and Avery discuss their impressive Maker Spaces Go Mobile project, offering six tips for districts wanting to connect such spaces with curriculum on a deeper level.

The Making of a Mobile Makerspace

As mentioned, the main focus of the project was to provide students with hands-on, creative opportunities.

“3D printing was still a big piece of the goal,” says Avery. “It was known technology and something we’d been doing for a while. Three years ago, we were also fortunate to add a set of GlowForges, one in each of our middle and high school buildings. GlowForge, a laser cutter and engraver, is very quick technology by comparison to 3D printing. It has great applications for design thinking, prototyping, and problem solving.”

Being able to spread need across the use of multiple machines also has clear benefits.

“Back in the day, a project could take several weeks and a few overnight hours of 3D printing,” says Simmons. “With our new system, the same project can be done within the course of a school day. It’s been really gratifying to work with teachers used to the old methods and now we just show up with a mass supply of pieces of equipment to get things done.”

The “mobile” element of a mobile maker lab space proved interesting.

“We actually moved a laser around a couple of times,” says Avery. “That particular machine was quite heavy and very prone to damage. In search of a more mobile solution, we selected two different types of lasers from a company called xTool. One is a bed-style diode laser called the S1.”

The team also purchased a small, portable engraving unit called the F1, ideal for speedy, small projects with students.

“While we were shooting for the moon, we added a Cricut Venture system,” says Avery. “This large-scale, industrial-sized and output-ready Cricut machine is capable of doing vinyl and other thin substrate work, to be able to cut and design for staff and student use.”

The bonus was should one elementary school need a project completed, without a hands-on piece of tech physically in the room, they could send files and jobs to be printed and delivered as a type of a processing center.

Cutting Class is Encouraged

One makerspace project featured students making physical currency in a social studies class to understand setting up their own little countries and the economy that goes with it. Other efforts have been more practical.

“One of my favorite projects was helping a student in special education with a physical limitation in art class,” says Avery. “The tech made a carving project to make linoleum stamps accessible, despite the student’s lack of physical control needed to manipulate the tools. We created digital designs and used the laser for the physical carving so that the student was able to fully participate. We continue to look for ways that we can support through meaningful opportunities to remove obstacles.”

The program has “earned its keep” further, making gifts for celebrations and staff presents, stencils for the facilities department, even manipulatives for a math class. It helps when it comes time for budget decision to justify expenses.

“We’ve been doing laser work during reading challenges or family engagement nights,” says Simmons. “Students design their own keychain or bookmark. Because of the speed at which we're able to produce those items, the kids walk away with their creation in their hand, which is awesome.”

Simmons notes that there’s even a plan for a major waste issue districts struggle with—recycling 3D printer scraps.

“We ended up buying a wood chipper off Amazon of all things,” says Avery. “We used it to break down our failed models, our scrap, and then melt it into sheets that we can actually cut with the laser to make new products.”

Money Matters

Like many districts, Bonny Eagle benefited from regional partnerships and grants.

“After receiving a grant from the Perloff Family Foundation in Maine, Bonny Eagle Schools expanded the existing 3D printing system across the district,” says Simmons, “The technology in those buildings was beginning to show its age. It no longer worked at the quality or speed we needed to support our programs.”

Located in Maine, the DoE Learning Through Technology Team at the state level offered a Teach with Tech grant. The duo decided to apply with the goal of supporting makerspace youth across K-12.

“We hoped to replace the aging 3D printing technology across the district and provide other methods of creation,” says Simmons. “Our larger vision was for the two of us currently on paper supporting grade 6 to 12 to support K to 12 instead.”

“We were very fortunate in our district to be able to have professionals support embedded professional development,” says Avery. “It's essentially a peer who can support-teach with the teachers. We created a train-the-trainer model and are actively brainstorming projects to avoid introducing technology as a toy. We want to identify it fits as part of the teaching strategy and instructional style to help further and deepen student learning. Those abilities are great for kids moving on into an engineering program, design thinking . . . but the creative problem-solving is really just a great overall life skill.”