Maker Centered Education (MakerEd) draws from Constructivism and Constructionism and as such is well suited for the IB PYP inquiry and concept based learning. MakerEd students see the world as malleable and are empowered to take action.

At Renaissance College we use Harvard Project Zero Agency by Design research findings to guide our implementation of MakerEd.

MakerEd incorporates the practices and the ethos of the Maker Movement into various education settings:

  • Sharing and learning from others
  • Working with one’s hands
  • Within a transdisciplinary environment
  • Combining a variety of tools and technologies
Developing agency

  • Proactive orientation towards the world – students see themselves as people who can effectively take action by making, hacking or redesigning objects and systems
  • Seeing world as malleable
Building character:

  • self reliance, courage
  • Creative confidence to envision the world differently and take action towards

Harvard Project Zero defines Maker Centred Learning as teaching and learning that exhibits some/most of the following characteristics grouped in three constellations:


  • transdisciplinary
  • curiosity driven
  • rapid prototyping
  • flexible and agile


  • tools and media rich
  • open and accessible spaces


  • diversity of skills and expertise
  • distributed teaching and learning
  • expectation to share tools, spaces and experiences

MakeShop at Children’s Museum of Pittsburgh identifies the following Learning Practices of Making: An Evolving Framework for Design


Learners’ openness and curious approach to the possibilities of the context through exploration and questioning of its material properties.


Learners’ purposeful play, testing, risk taking, and evaluation of the properties of materials, tools, and processes.

Seek & Share Resources

Learners’ identification, pursuit/recruitment, and sharing of expertise with
others; includes collaboration and recognition of one’s own not-knowing
and desire to learn.

Hack & Repurpose

Learners harnessing and salvaging of materials, tools and processes to modify, enhance, or create a new product or process; includes disassociating object property from familiar use.

Express Intention

Learners’ discovery, evolution, and refinement of personal identity and interest areas through determination of short and long term goals; includes learners’ responsive choice, negotiation, and pursuit of goals alone and with others.

Develop Fluency

Learners’ development of comfort and competence with diverse tools, materials, and processes; developing craft.

Simplify to Complexify

Learners’ demonstration of understanding of materials and processes by connecting and combining component elements to make new meaning