Start Making!: A Guide to Engaging Young People in Maker Activities - Martin, Danielle; Panjwani, Alisha
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"The Clubhouse Network is a global network of community-based centers led by Boston's Museum of Science in collaboration with the MIT Media Lab"--Back cover.

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"The Clubhouse Network is a global network of community-based centers led by Boston's Museum of Science in collaboration with the MIT Media Lab"--Back cover.
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Autorenporträt
Danielle Martin served as Knowledge Manager and led the Start Making! program across the global Clubhouse Network. She started her Clubhouse career as a Coordinator at the Charlestown, MA Boys & Girls Club and previously served as an AmeriCorps VISTA supporting community-based media and technology programs. After obtaining a Master in City Planning degree from MIT, she co-created a research group within MIT's Center for Future Civic Media, Department of Play, mapping mobile technologies and youth activism methodologies. Now she manages programs for Team4Tech.org, focused on advancing 21st century education in underserved communities by engaging U.S. based technology volunteers and IT solutions in collaboration with local non-governmental organizations. Alisha Panjwani is a designer and educator interested in exploring experiential and experimental ways of integrating storytelling, craft, wellness, play, and interactive technologies to create participatory learning practices. Her practice centers on nurturing children's creative confidence with new technologies and encouraging their involvement in creative acts within their communities. She completed her Master's degree in Media Arts and Sciences at the Massachusetts Institute of Technology and worked as a research assistant in the Lifelong Kindergarten group at the MIT Media Lab. Before coming to the MIT Media Lab she was working as a Design and Research associate at Project Vision, an international research initiative based in India that focuses on developing appropriate instructional strategies and technology-related tools that foster creative cognitive architectures in young children from urban poor communities.