Targeted to Intermediate English (B1+) speakers.Read more
This is the standard requirement for most courses. Participants at this level can participate actively in discussions and manage everyday and professional situations. If they are unsure about their English level, they can test it here or explore our courses facilitated in Basic English.
Intermediate ICT required.Read more
Intermediate computer proficiency courses are designed for individuals who already have good understanding of technology. Participants will build upon their skills by learning how to use a variety of resources, including learning apps, Microsoft 365 apps, and photo and video editing platforms.
Science Teachers, VET Trainers.Read more
The listed audiences are those for whom the course is especially recommended, but courses are not exclusive to them and are open to everyone. In fact, most of our workshops are built around the collective sharing of participants’ experiences and having a variety of profiles enriches the learning process and is highly encouraged!
Description
In many schools nowadays, “makerspaces” already exist. The room is there, the equipment has already been purchased, and the intention to take STEAM education seriously is clear.
However, once the initial enthusiasm fades, teachers need to face new challenges: equipment that is underused, activities that lack depth and remain superficial, and difficulties in implementing these advanced tools into everyday teaching reality.
This course intends to respond to this growing need for new technical competencies, and is designed as a practical “next step” for educators who want to move beyond basic makerspace concepts and develop a functional and well-structured STEAM learning environment in their schools.
The course will not be focused on abstract models or ideal scenarios. On the contrary, it will draw on long-term experience of working in active school makerspaces, where robotics, coding, digital fabrication, and electronics are part of normal teaching contexts.
During the course, participants will work inside a fully equipped STEAM lab, exploring how different technologies can support one another and stimulate creativity, problem-solving, and a more advanced “engineering thinking”.
They will experiment with, for example, robotics, coding, engineering, video game design, VR, drone programming, 3D printing and scanning, laser cutting and engraving, in addition to basic electronics.
Throughout the course, thanks to practical demonstrations and hands-on workshops, particular attention will be paid to practical questions teachers regularly face: how to organize the lab space, how to choose the right equipment, and how to structure engaging projects aligned with the curriculum.
Most importantly, all activities will take into account real workflows, real time limits, and real classroom needs.
By the end of the course, participants will have developed the confidence and practical know-how to develop, refine, or rethink a STEAM makerspace that truly works, transforming it into a dynamic learning environment where meaningful STEAM learning can fully grow.
What is included
Learning outcomes
The course will help participants to:
- Plan and design a functional school makerspace aligned with curricular and pedagogical goals;
- Select appropriate makerspace equipment based on age group, learning objectives, and budget constraints;
- Organize safe and inclusive makerspace workflows, including tool management and lab safety;
- Design hands-on STEAM activities integrating robotics, coding, digital fabrication, and electronics;
- Apply project-based learning (PBL) approaches to manage student-led makerspace projects effectively;
- Evaluate how different technologies can be combined into coherent STEAM learning experiences;
- Reflect on their role as facilitators of creativity, experimentation, and problem-solving.
Tentative schedule
Day 1 – Introduction to the course
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools.
From vision to reality: what a makerspace really is
- Analyzing existing school makerspaces: what works, what doesn’t, and why;
- Exploring different makerspace models and layouts in relation to school context, curriculum, and student needs;
- Overview of tools, technologies, and functional learning pathways.
Day 2 – Tools, equipment, and workflow
- Designing makerspace layouts: zones, furniture, safety, and accessibility;
- Hands-on exploration of the makerspace and workbench setup;
- Managing tools, materials, and student movement;
- Adapting spaces and workflows for primary, secondary, and VET contexts.
Day 3 – Digital fabrication and creative technologies
- Hands-on sessions with 3D printing, 3D scanning, and modelling;
- Introduction to laser engraving and laser cutting for education;
- Using VR, video game design, and creative coding in STEAM projects;
- Discussing sustainability, maintenance, consumables, and long-term planning.
Day 4 – Robotics, electronics, and engineering thinking
- Educational robotics and coding workflows;
- Drone coding and applied problem-solving activities;
- An overview of electronics: soldering, oscilloscopes, and prototyping;
- Designing age-appropriate engineering challenges.
Day 5 – From activities to curriculum integration
- Designing makerspace projects linked to curriculum outcomes;
- Assessment strategies in makerspace-based learning;
- Inclusion, differentiation, and teamwork in STEAM projects;
- Action planning: building or improving a makerspace in participants’ educational context.
Day 6 – Course closure and culture activities
- Course evaluation: round-up of acquired competencies, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
- Excursion and other external cultural activities.
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