Transcript
https://otter.ai/u/7jn2ZdmZReRawKl15RbMI8v_Rec?view=summary
The meeting involved participants from various backgrounds discussing educational reforms and the importance of student engagement. Maria, a 17-year-old from Cultural High School, expressed her interest in engineering. Mashia, a first-year student at the Autonomous University of Barcelona, highlighted the opportunity to connect globally. Cristina Lambon, a lab technician at Universitat Politechnica de Catalunya, emphasized the need for different educational approaches. Alicia, with nine years of experience in educational improvement, stressed the importance of student voice and creativity. The discussion concluded with a focus on creating a more student-centered learning environment, reducing bureaucracy, and fostering curiosity and initiative in education.
Action Items
- Write down suggestions for improving the program, such as offering more hands-on workshops or providing more structured guidance.
- Explore the possibility of incorporating more project-based learning elements into the curriculum at the participants' home institutions.
- Follow up with the organizers to discuss ways to further collaborate and share best practices.
Video Excerpt:
AI Chat:
Transcript as edited by Chat GPT:
Mashia shares her reasons for attending and her initial motivation.
I'm Mashia, and I'm currently in my first year at the Autonomous University of Barcelona. I came here because Alicia sent me an email—she said she believed in me, and I trusted her. It seems she’s here because someone encouraged her too. When asked why I decided to come, it’s because I saw this as a great opportunity—not just to learn, but to connect with people from around the world. I believe that kind of exposure is important, especially for those of us interested in engineering.
Cristina explains her background and educational philosophy.
I'm Cristina Lambon, and I come from Barcelona. I work at UPC Industrial College as a lab technician, supporting laboratory practices for both bachelor’s and master’s level students—not high schoolers, but university-level learners. I'm here because, like Jordana mentioned, I believe in doing things differently, particularly in education. I think our values align with a new project our school is trying to implement.
A university professor explains their goals and interest in project-based learning.
I’m a professor at the University Politechnica de Catalonya, currently serving as the deputy director of the school. I’m responsible for student projects, and we’re hoping to implement something like what you have here. We’re very curious to see how this model works and what its impact is on students. That’s why we’re here—to understand how we can bring this ambition to life at our school.
Ed Moriarty discusses the purpose behind this initiative and its broader vision.
I’m Ed Moriarty, and I work here, which is partly why I’m involved. But I’ve also interacted with many of you, even meeting some of you in Barcelona. We’re still figuring out what exactly this initiative is—we’re exploring what makes it different and more meaningful than traditional education. We’re hoping this idea can grow in places like Spain, Italy, Peru, and beyond. We believe that what’s missing in school is joy, curiosity, and meaningful engagement. Education shouldn’t be so stressful or bureaucratic—it should be inspiring.
Ed describes the core problem he is trying to solve in education.
To me, the problem lies in how we teach—it's stressful and bureaucratic, and it’s hurting everyone: teachers, students, and even parents. I think the current system serves itself rather than the people in it. What we need is systemic change. Students should have a voice and collaborate with teachers to create a better system. My goal is to reduce the unnecessary bureaucracy and stress.
Jonathan Dietz reflects on the need for autonomy in teaching and learning.
I feel similarly. I mostly work with younger students—middle schoolers—and the problem we’re tackling is that many kids hate school. I’ve been a biomedical engineer and a middle school science teacher, and now I teach online courses for teachers. Even for teachers, when they're told exactly what to do—like “be on page 23 on Tuesday”—they lose enthusiasm. The more control teachers and students have, the more engaged they become.
Alicia discusses her commitment to transforming education in Barcelona.
My name is Alicia. I used to be a believer, but now I take action. I’ve spent the last nine years working to improve education. In Barcelona, we do a good job preparing university students for their careers. But along the way, they lose something—curiosity and creativity—because they are forced to focus only on passing tests and accumulating knowledge in rigid ways. That’s what I’m working to change.
Alicia reflects on why the group has gathered and introduces the idea of serendipity.
You might be wondering why I invited you here today. Honestly, it was just to talk to a couple of people in an informal way. But I’m really glad everyone showed up—serendipitously. Do you know what serendipity is? It’s when something good happens by chance, without being planned. The word comes from ”Serendip" which refers to an old Persian name for Sri Lanka. It is also the name of the 18th-century fairy tale, "The Three Princes of Serendip", which inspired the word "serendipity". The word "serendipity," meaning "the occurrence and development of events by chance in a happy or beneficial way," was coined by Horace Walpole in 1754. . And that’s what this gathering feels like—unexpected, but good.
A student shares her motivation for participating and her evolving perspective.
I joined this program to confirm whether I truly wanted to study engineering. I’ve taken physics and done paper engineering, so this felt like a good next step. I also thought this experience would help with my college essays and help me build connections—maybe even get a recommendation letter. But beyond that, I’ve come to value the new perspectives here. I originally expected something more bureaucratic, where we’d just follow commands. But instead, I’ve realized how important it is to find a balance and to reflect on what’s working and what’s not.
The student offers thoughtful suggestions for improving the experience.
One issue I’ve noticed is that sometimes mentors are stretched too thin, and YouTube tutorials aren’t enough. Maybe for future programs, we could provide more structured support—like a basic manual or step-by-step tutorials. That way, even if mentors are busy, students can keep learning independently. Small seminars on electronics would also help. Overall, I’ve enjoyed the experience, but I think we could improve the structure for next time.
The student reflects on personal growth and how the experience has challenged her.
At times, I’ve felt frustrated—not because I was stuck, but because I lack patience. I have a bit of attention deficit, so I like to finish things quickly and keep moving. But being here has taught me the value of slowing down and reflecting. It’s not always about rushing. Sometimes, it’s okay to pause and appreciate the process.
She is encouraged to share her ideas and help co-create solutions.
I was asked to write down my suggestions, and I’m happy to do that. It wouldn’t take long—maybe just a few minutes when I’ve finished a task and I’m wondering what to do next. I think we could have short seminars, tutorials, or training modules. On my website, https://www.engineeringdesignworkshop.com, I already have lots of resources on Microbits, Arduinos, and electronics projects.
The group considers how other institutions provide structured preparation.
At MIT, for example, project design courses, such as 2.00B Toy Product Design, include training workshops before the final project. They’ll have students do a small Arduino project, then a machine tool project, and an art project—before launching into the big one. It’s more structured. Maybe we could try something similar here. For instance, what if we combined something like the "beaveralis soldering and circuit" exercise with programmable components?
She concludes with a humorous reflection on learning from mistakes.
I remember trying the beaver project and messing it up because I forgot LEDs are directional. But that’s part of learning too. Even mistakes teach us something.
Pre-course preparation and project differentiation could improve the learning experience.
There’s another approach—there’s a program called Beaver Works (https://bwsi.mit.edu/ ) that will have their show this weekend. Before students arrive, they take online courses during the semester prior. Maybe your program could adopt a similar model, with more projects available at the beginning. You could offer five different projects at varying difficulty levels so students can choose based on their comfort and skill. I noticed a wide age range among participants—for example, one student was 21 while another, Amelia, was just 13. That kind of diversity creates challenges, but it also opens opportunities.
Age is not a limiting factor when it comes to capability in STEM fields.
It’s important to recognize that age doesn't necessarily correlate with ability. A 14-year-old can be incredibly talented in electronics, while someone much older might just be beginning. In my physics class, I did similar research, and that’s why I’m thinking about this now. I realize that physics isn’t always taught in middle school, but that doesn't mean students aren’t doing physics. Even in kindergarten, stacking blocks and watching them fall teaches basic physics concepts.
Personal academic journeys often involve indecision and discovery.
Listening is very important. I have a question: you said you’re here to see if you want to study engineering. Did you decide this yourself, or was it influenced by others? I wasn’t always sure—I was interested in anthropology and psychology before I realized I liked science. Eventually, I became about 90% certain I wanted to study mechanical engineering. I still think biology is fun and may minor in it, but mechanical engineering feels more practical.
Trust and group dynamics play a key role in collaborative learning.
It can be strange being placed in a group and having to trust someone you’ve never met. If a decision is made and I don’t agree, sometimes I just sit and let it happen. Ideally, we can suggest rotating responsibilities, but it’s hard when everyone’s doing different things. When I disagree, I speak up, though sometimes my voice feels like it doesn’t matter. Still, I try to listen and understand others’ points of view—that’s important too.
Mentorship helps bridge age and experience gaps within diverse groups.
I understand what she means about the challenge of different experience levels. Lucas is 14 and knows more about Raspberry Pi than I do. But that’s okay—Amelia might not know much about fixing things, but she’ll learn through mentorship. We’re not official mentors, but as college students, we can help guide the younger ones. It’s great that these kids are getting opportunities we didn’t have at their age. We can share knowledge across age groups, and that’s one of the coolest things about this program.
Experience, not age, is what prepares people for collaborative environments.
What really matters is experience—not age. You can’t introduce a program like this in a school with no one who has experienced it before. Teachers are often trained to control everything, and they follow what they know. For example, at UPC, something like this could work. But for schools in Catalonia, the idea of student-led environments is still foreign. We need to expose more people to these models to get the bureaucracy to change.
Inspiring student voices and leadership are key to transforming education.
This is why we need students like the ones here—they’re the resource that can help spread these practices. My plan is to "infest" people with the idea that school can be like this. When others hear student voices and see how invested they are in their own learning, it’s inspiring. Students like the ones here show more initiative than many university students. That’s why they should be invited to speak in Barcelona.
Letting go of control in education is both necessary and difficult.
I like the phrase about teachers needing to "let go." From a traditional education standpoint, it may feel like a leap of faith. But now that we’ve seen students empowered and taking ownership, we know it works. Ram and I have discussed how we’ll explain this experience back in Barcelona. It's very different to hear about it than to see it firsthand. Teachers who haven't been here may be skeptical about letting students choose their own projects, but that’s exactly what we need to do.
Shifting perspectives on student autonomy requires direct experience.
Remember when I said students use the lathe, and your eyes popped out? Your mental model of students comes from those in your current system—ours comes from students who’ve been trained and supported in hands-on environments. Until teachers see this model in action, it’s hard for them to imagine it working. But it does. The system we’ve seen here is resilient and collaborative. It draws on multiple perspectives and keeps learning current and relevant.
Barcelona is already seeing progress, but broader cultural change is still needed.
In Barcelona, we’ve already been doing tech projects for seven years. Now, two more schools have joined us after seeing the results. That’s the best marketing strategy—show the impact. We can’t bring every teacher from Catalonia to witness it firsthand, but we can let them experience it secondhand through student stories. That’s where universities like UPC come in. They can help us communicate and explain the structure, including assessment, grading, and other logistics.
The shift to student-centered education must begin in universities.
When I explain what we do in Barcelona, people ask how it works—how do we grade, assess, and structure it all? That’s why I’m focusing on universities now. If we can bring this model to university, it undercuts the common excuse: “But we must prepare students for college.” If college itself starts using this model, that argument collapses. Then students can be asked: what do you want to try? What experience do you want?
Empowering students means offering real choices and trust.
As Maria said, she didn’t know whether to be a biologist, anthropologist, or engineer—they’re all about exploring and understanding. What we need to do is let students explore. Give them the opportunity to choose, to try, to experience. That’s how they grow, and that’s how we build a better education system.
Encouraging discovery and responsibility helps students grow.
When you walked down the hall to see the material science and archaeology exhibits, that was part of giving students the opportunity to discover new ways of doing things. But it’s also about helping them grow—giving them the responsibility to develop into more capable individuals. We try to do that by offering trust and autonomy.
Gaps exist between school levels that hinder continuity.
You're talking about your own students, right? You’re recruiting them from the middle schools, but there’s often a disconnect. Middle schools complain that colleges expect too much, while colleges complain that students aren't ready. Clearly, someone must bridge this gap. Instead of passing blame, we need open communication and collaboration to build a better, unified system.
Project-based learning requires integration across disciplines.
There are many forms of project-based learning. One example is High Tech High, a network of project-based public charter schools in San Diego. These aren't elite schools—they're open to everyone. Teachers work as teams, meeting every morning to plan interdisciplinary projects that integrate English, math, science, and even theater with physics—and it works.
Real-world learning often transcends traditional subject boundaries.
In traditional K-12 schools, standards exist, like nonfiction reading in English. Yet most schools don’t let students read or write about engineering projects in English class. Subjects remain siloed. But real-world projects inherently involve multiple disciplines. For example, putting on a Shakespeare play involves physics—stage design, lighting, acoustics, voice projection, and movement. Understanding physics improves performance quality.
School systems often prioritize memorization over problem-solving.
In high school, students are taught to memorize a method. On exams, they get the same problems with different numbers. But in university, problems are unfamiliar, and students struggle to apply what they know. That’s a result of being taught answers, not how to think. They aren’t being trained to solve problems independently.
Teaching methods that promote inquiry are often misunderstood.
In my physics class, I ask students to figure out how to calculate gravity themselves. I don’t just give them formulas. I ask them to use tools like ChatGPT to research different methods, choose materials, and justify their approach. Other teachers question this method because it's not how traditional tests work. But while students may not be learning to pass conventional exams, they are building reasoning, teamwork, and real-world skills.
Education systems often prioritize grades over personal growth.
Many schools focus more on high marks than on teaching students as individuals. They aim for prestige—good rankings, high test scores—rather than ensuring students truly understand. But standardized tests like the SAT don’t reflect everything.
Ed Moriarty:
Despite having average scores, I got into MIT not because of grades, but because of what I built, explored, and cared about.
Curiosity and hands-on exploration matter more than test scores.
I’ve always been curious. I built a 14-foot wind tunnel in high school and tested the lift and drag of different wing shapes. That curiosity led me to understand engineering in a deep way—not by answering questions on a test, but by asking and investigating my own. That’s what stood out in my MIT interview: my initiative and passion, not my GPA.
Experiential learning creates lasting educational impact.
Hands-on projects, like science fairs, give students the chance to demonstrate more than just academic knowledge. My engineering project won a science fair and gave me something meaningful to discuss during interviews. These experiences allow students to explore and express their interests in ways standardized tests can't measure.
Access to structured creative opportunities is crucial.
What made my project powerful was not just the work itself, but the interaction. I was a shy kid, but going to the state science fair and meeting other passionate students pulled me out of my shell.
Peer interactions can spark unexpected personal growth.
On that science fair trip, I sang in a car with students from the school play. They encouraged me to audition, even though I had no prior experience. I sang “Battle Hymn of the Republic” and was later asked to sing bass for “Goodnight, Ladies.” I didn’t even know what “bass” meant at the time—but I got the part and became the only bass in the show. That experience helped me overcome shyness and find my voice—literally and figuratively.
Engagement in creative communities builds confidence and identity.
Getting involved in the school play led to more community participation. The last time I performed was just weeks ago, singing at MIT’s commencement. People often think engineers are one-dimensional, but I’ve been paid to sing. I'm not just an engineer—I’m a multifaceted person, and it all started with that science fair project and the community that welcomed me.
Environments like EDW foster cross-disciplinary, student-driven learning.
What we’re doing here at EDW is a larger version of that kind of learning. Students explore their own questions, not just the teacher’s. That’s how I began—with a book on flight and a homemade wind tunnel. I still have the book, my notes, and even part of the tunnel. These personal experiences are what ignite lasting interest in STEM.
Passion-driven projects should be community-oriented and inclusive.
Environments like hackathons and collaborative maker spaces help students feel part of something. They should be fun and intellectually engaging. Most importantly, everyone should feel welcome and valued. It’s not about teacher control—it’s about setting the stage and creating an environment where learning naturally happens.
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