Makers Empire Learning Program

Makers Empire Learning Program

Makers Empire Learning Program

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Learning goals

What is Makers Empire Learning Program?

Makers Empire is a fun and easy to use 3D Design & Technology program to support primary and elementary school teachers in effectively implementing Design & Technology curriculum. With Makers Empire, teachers can confidently plan, teach and assess against Design & Technology curriculum and integrate a contemporary technology - 3D design and 3D printing.

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CompanyHQ Location: Australia
Founded: 2014
Age Range5-7, 8-10, 11-13
FeaturesTeach 3d DesignTeach 3d PrintingTeach StemGive Student FeedbackAdminister AssessmentsProfessional DevelopmentLesson PlansTeach Design & Technologies CurriculumTeach Problem SolvingTeach Design Thinking
LanguagesArabic, English
AccessibilityRobust features
PoliciesTerms of ServicePrivacy PolicyGDPR
RequirementsAvailable OfflineInternet - Low BandwidthInternet - High BandwidthDesktop - MacDesktop - WindowsDesktop - ChromebookMobile - iPhoneMobile - iPadMobile - WindowsMobile - Android

Students need access to computers or devices that have the Makers Empire app installed on them. Makers Empire can be used in offline mode where internet connectivity is an issue. Makers Empire school products includes: - Makers Empire 3D design software - Makers Empire teacher dashboard - training and professional development for teachers - unique school product key - onboarding assistance - how to get students set up with their own accounts, learning how to use the tools in the app etc - 150+ curriculum-aligned lesson plans - in built challenges, competitions and tutorials - ongoing support

Set Up

Students can start designing in 3D in minutes. For teachers, onboarding and getting set up and ready to teach your first class would take a couple of hours. The professional development course takes another 1.5-2 hours.

TrainingIn PersonLive OnlineWebinarsDocumentationVideos

Makers Empire school products include a 2-hour online professional development course for teachers. We also provide free tutorials, videos, webinars, lesson ideas and how-to guides for all teachers. See https://www.makersempire.com/free-resources/ and https://www.makersempire.com/blog

SupportEmailFAQs/ForumKnowledge BasePhone Support24/7 Live Rep

Makers Empire is renowned for its excellent and highly responsive customer support service.

Home LearningParent Access

Teacher must create the account.

https://www.makersempire.com/for-parents-guardians/

Makers Empire Learning Program Pricing


Pricing Plans

Free VersionFreemiumFree TrialPaid Subscription

Makers Empire Learning Program pricing starts from $299 / year

Please visit https://dash.makersempire.com/shop

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Pedagogy

Certified Pedagogical Quality

Certified by Education Alliance Finland, 03/2020

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
Passive
Active
Maker's empire supports various ways of learning design thinking and innovation skills. Makers Empire provides plenty of pre-curated material - lesson plans, models and ready-made tasks. At the beginning of the use, ME gives a clear linear path in Training Lab for starting the use and plenty of instructions and encouragement to move forward. This makes the start of use easy and meaningful. The user has a sense of progression right from the beginning.
Rehearse
Construct
Makers Empire supports learning new things through creative tasks. The solution requires utilizing learned in open-ended problem-solving. These approaches are really well justified considering the solution's learning goals. Activities are mainly very relevant and aligned with the learning goals and therefore student's long-term success is based on the ability to adapt knowledge that the solution delivers.
Linear
Non-linear/Creative
The solution follows non-linear, progressive, user progression, but in classroom projects and when using lesson plans the learning progress is directly comparable between users and progress can be scheduled accurately. This makes it easier for the teacher to ensure every student is learning and going in the right direction. Learning progress is individual and not tied to group activities which makes it easier to use the solution after school as well.
Individual
Collaborative
Makers empire software is used by the students individually for their designs. The solution allows the learner to make all the decisions individually and act and progress autonomously. However, social interaction is a part of the learning experience, since it is possible to connect with other users through the solution and see the other people's designs and give them likes. This allows the user to act openly and show their own activity and provides an open learning community to share information

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

  • Learning to build information on top of previously learned
  • Connecting subjects learned at school to skills needed at working life
  • Practicing versatile ways of working
  • Practicing decision making
  • Learning to plan and organize work processes
  • Learning consumer knowledge and smart economics
  • Encouraging positive attitude towards working life
  • Enabling the growth of positive self-image
  • Practicing to give, get and reflect feedback
  • Practicing to express own thoughts and feelings
  • Practicing communication through different channels
  • Practicing to work with others
  • Encouraging to build new information and visions
  • Learning to face respectfully people and follow the good manners
  • Learning to combine information to find new innovations
  • Encouraging to build new information and visions
  • Practicing strategic thinking
  • Practicing to notice causal connections
  • Encouraging the growth of positive self-image
  • Learning to face failures and disappointments
  • Apply their understanding of computing to program, monitor and control their products.
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
  • Investigate and analyse a range of existing products.
  • Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].
  • Design purposeful, functional, appealing products for themselves and other users based on design criteria.
  • Critique, evaluate and test their ideas and products and the work of others.
  • Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
  • Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  • Practicing to notice causal connections
  • Developing problem solving skills
  • Practicing to use arts as a way to express
  • Practicing to use imagination and to be innovative
  • Practicing to use imagination and to be innovative
  • Encouraging students to be innovative and express new ideas
  • Practicing to improvise
  • Practicing creative thinking
  • Creating requirements for creative thinking
  • Learning to find the joy of learning and new challenges
  • Practicing to find ways of working that are best for oneself
  • Practicing persistent working
  • Learning to notice causal connections
  • Practising visual recognition
  • Practicing categorization and classification
  • Practicing fine motor skills
  • Practicing memorizing skills
  • Using technology as a part of explorative process
  • Using technology for interaction and collaboration (also internationally)
  • Using technology to express one’s emotions and experiences
  • Using technology for interaction and collaboration
  • Practicing logical reasoning, algorithms and programming through making
  • Understanding and practicing safe and responsible uses of technology
  • Using technological resources for finding and applying information
  • Using technology as a part of explorative and creative process
  • Understanding technological system operations through making
  • Using technology resources for problem solving
  • Building common knowledge of technological solutions and their meaning in everyday life
  • Learning to plan and design own written content and textual representations
  • Practicing to find, evaluate and share information
  • Practicing to use information independently and interactively
  • Practising to understand visual concepts and shapes and observe their qualities
  • Learning to acquire, modify and produce information in different forms
  • Using technology as a part of explorative and creative process
  • Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
  • Produce creative work, exploring their ideas and recording their experiences.
  • Practicing to look things from different perspectives
  • Practicing to create questions and make justifiable arguments based on observations
  • Practicing to notice causal connections
  • Developing problem solving skills
  • Practicing to use arts as a way to express
  • Practicing to use imagination and to be innovative
  • Practicing to use imagination and to be innovative
  • Encouraging students to be innovative and express new ideas
  • Practicing to improvise
  • Practicing creative thinking
  • Creating requirements for creative thinking
  • Learning to find the joy of learning and new challenges
  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture.
  • Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.
  • Use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses.
  • Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations.
  • Identify and solve their own design problems and understand how to reformulate problems given to them.
  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
  • Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
  • Build structures, exploring how they can be made stronger, stiffer and more stable.
  • Evaluate their ideas and products against design criteria.
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
  • Design purposeful, functional, appealing products for themselves and other users based on design criteria.
  • Critique, evaluate and test their ideas and products and the work of others.
  • Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
  • Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  • Practicing to plan and execute studies, make observations and measurements
  • Using technology as a part of explorative process
  • Understanding and practicing safe and responsible uses of technology
  • Using technology as a part of explorative and creative process
  • Understanding technological system operations through making
  • Using technology resources for problem solving
  • Practising to understand visual concepts and shapes and observe their qualities
  • Using technology as a part of explorative and creative process
  • Connecting subjects learned at school to skills needed at working life
  • Learning to plan and organize work processes
  • Encouraging positive attitude towards working life
  • Practicing to give, get and reflect feedback
  • Learning decision-making, influencing and accountability
  • Learning to listen other people’s opinions
  • Practicing to notice links between subjects learned
  • Learning to combine information to find new innovations
  • Encouraging to build new information and visions
  • Learning to build information on top of previously learned
  • Practicing to notice causal connections
  • Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups.
  • Produce creative work, exploring their ideas and recording their experiences.
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
  • Design purposeful, functional, appealing products for themselves and other users based on design criteria.
  • Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
  • To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
  • Learning to find the joy of learning and new challenges
  • Using technology as a part of explorative and creative process
  • Practicing to look things from different perspectives
  • Practicing to use imagination and to be innovative
  • Practicing to use imagination and to be innovative
  • Encouraging students to be innovative and express new ideas
  • Practicing creative thinking
  • Creating requirements for creative thinking
  • Using technology as a part of explorative and creative process
  • Encouraging to build new information and visions
  • Learning to combine information to find new innovations
  • Encouraging to build new information and visions
  • Learning to build information on top of previously learned
  • Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.
  • Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations.
  • Identify and solve their own design problems and understand how to reformulate problems given to them.
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
  • Build structures, exploring how they can be made stronger, stiffer and more stable.
  • Evaluate their ideas and products against design criteria.
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Last updated 26th January 2023
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