Abstract In this paper, rather than consider how fabrication technologies and maker activities can be directly matched to existing standards or allow for more efficient content coverage, I position making as a network of powerful ideas and perspectives that are highly connected to other ideas, personal and syntonic to the learner, and are immediately useful for solving problems of personal importance. Furthermore, I argue that creating learning environments where learners encounter and take ownership of these powerful ideas requires instructors, coaches, administrators, and designers that are committed to creating space for the learner to make meaningful choices, to tinker and explore, and to collaborate. Bots for Tots, a project that engages children in making toys for members of their community, is briefly described to highlight the affordances and challenges of implementing design features that focus on engaging learners with powerful ideas.
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机译：摘要在本文中，我没有将制造技术和制造商的活动直接与现有标准相匹配或允许更有效的内容覆盖，而是将制造定位为具有强大思想和观点的网络，这些思想和观点与其他个人，思想和观念密切相关对学习者而言是和谐的，并且对于解决个人重要问题非常有用。此外，我认为，要创建一个让学习者能够遇到并掌握这些强大思想的学习环境，需要教师，教练，管理人员和设计师，他们致力于为学习者创造空间，以做出有意义的选择，进行修补和探索以及进行协作。简要介绍了Bots for Tots这个项目，该项目旨在让孩子们为社区成员制作玩具，以强调实现设计功能的能力和挑战，这些设计功能旨在使学习者具有强大的想法。
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