Design and Build - STEM Learning (B.Voc.) - Offered at Bangalore


“Teaching means creating situations where structures can be discovered.” - Jean Piaget


The ability to build understanding is crucial in any learning.  This involves experience, making, tinkering with ideas and objects and the stating of hypotheses based on exploration. This program looks at designing education from this viewpoint.

The aim of this course will be to develop the ability of “supporting children as they build their own intellectual structures with materials drawn from the surrounding culture” (- Seymour Papert)


This course will teach you to:

• Create and innovate with materials and technology like graphic design software, 3d printers, laser cutters and programmable objects in educational settings.

• Work with physical materials and see how combining them with technology leads to stronger learning experiences.

• Set up technology and systems including programing for robotics, digital modeling and fabrication, physical computing.

• Use and make tools which allow us to observe, analyze and learn from the environment.

• Develop materials that can be used for STEM education using text, video, audio and tactile media.

• Use facilitation strategies and techniques while working with learners.

Vocational Practice

This course will equip you to:

  • Facilitate in maker spaces, which are rapidly gaining popularity in India. Such spaces will require STEM educators as this is a new and growing field in this country.
  • Design, facilitate and curate in museums, science centers, interpretation centers, zoos - designing and making exhibits, and organizing activities to engage visitors.
  • Create educational materials and products, both working for organizations as well as an entrepreneur.
  • Plan and organize learning expeditions, field trips and camps (both in schools and independently).
  • Be an independent artist and inventor.

Course Structure

This course is designed to be modular with entry and exit points at the end of each year, with each year aiming to give students a definite set of capabilities as outlined below. The structure of the course is designed to train students to design, implement and deliver an idea – be it an activity, an experience, a kit or any other artifact. They might need to learn new technology (high or low), make choices on appropriateness of material for age, source components, and test activities with children and document outcomes.

  • Theory sessions, which includes master classes and interactions which could be face-to-face, on Skype or as webinars.
  • Tutorials where students will learn by working on given tasks, with short periods of instruction to learn specific techniques or ideas.
  • Practical sessions in a studio setting– where students will manipulate materials and gain experience with how they work, make objects and learn to use tools (both physical, electronic and code).
  • Self-study sessions where students will need to use documentation, online resources and forums to learn specific topics. This would include taking short online courses (when such are available) and working on open-source projects.
  • Attending events in the education community to gain an understanding of the landscape in the education sector.
  • Spells of working in the field, working with other organizations. Students will be required to document their learning in the form of a field dairy.
  • Apprenticeships with people working in various areas pertaining to STEM education.
  • Projects at the end of each year, where students may be required to organize and work with small groups of learners. Projects could require students to collaborate and take different roles.

Exit Criteria

Year 1 (Diploma)

This course expects participants to ‘make’ things themselves (the DIY or ‘do-it-yourself’ phase), reflect on the process and gain insights into the possibilities of learning/teaching this way and then facilitate making with learners (the ‘DIWO’ or ‘do-it-with-others’ phase). The first year introduces a wide variety of ideas and tools that play a role in ‘learning by making’ and in facilitating it. This includes using materials, both soft and hard, and the processes needed to mould, shape, cut and join them, the beginnings of computer programming, and digital modelling and fabrication techniques that are appropriate in an educational setting. The course also engages with using materials with children, the materials and processes that are appropriate at different ages and ways in which these can be used safely and effectively.
The diploma leads to being able to

  • Assist in organizing sessions in learning camps and work with small groups of learners
  • Setup and use technology (computers / simple devices / tools) with learners, and facilitate their making of artifacts, both physical as well as in code
  • Know how to test an activity or kit with a group of learner, with a view to improving it and seeing if it works.

Year 2 (Advanced Diploma)

In this year, we will look at how technology in a more formal sense can be used in a learning context. Here examples will not focus on technology from the point of high or low tech, but rather on ways in which various kinds of technology (from paper, wood and clay to electronics and code) can be integrated in learning projects – so that the maker learns from a spectrum of experiences, that inform each other.
This year will also begin to look at ways in which nature and the ’outdoors’ are contexts in which learning happen. This year also looks at how learning materials can be made, how to convey and communicate ideas and the basics of manipulating media.
The Advanced Diploma builds the capabilities required to

  • Conduct a ‘making’ activity, starting from making an ‘instructable’ for it to organizing and documenting it,
  • Set-up computing infrastructure keeping in mind educational needs and finding FOSS options where possible.
  • Set-up and operate digital fabrication tools.
  • Use sensors and data-logging tools in outdoor and expedition scenarios.

Year 3 (Degree)

The fifth semester introduces way of looking at facilitating learning by making for groups of learners. This includes ways of facilitating learning processes in groups, including peer sharing and learning. It also looks at how spaces can be set up and systems put in place to enable ‘making’ spaces to be implemented in a variety of situations, both formal and non-formal, planned as well as impromptu. Communicating ideas and processes as well as other ways of looking at information and mapping will be looked at.
The final semester will consist of a Capstone with clear phases marked along a timeline.
Completion of the degree builds the capabilities required to:

  • Facilitate in a maker space – while taking care of both logistic issues and learning needs.
  • Design learning kits that use appropriate materials.
  • Teach coding (including basic physical computing) and facilitate independence in learners working on projects
  • Build and facilitate learners making of objects that integrate mechanisms and code.
  • Work in outdoor situation using ideas of GIS and mapping.





Employment Opportunities

After 1st year


Understand the basics of manipulating materials.

Use computer code as a learning tool.

Prepare material relevant to an educational activity.

Assist in makerspaces in school settings

Work with subject experts / teachers to facilitate workshops.

Execute the making of material to support learning.

After 2nd year


Setup and use appropriate technological tools in educational settings.

Plan educational experiences involving ‘making’; anticipate and provide support in these.

Facilitate educational outdoor experiences

Conduct and document “learning by making” sessions.

Setup computing and technical equipment to use in an educational setting.

After 3rd year

Bachelor’s degree


Work with a group of students, supporting them in planning and making objects involving the use of materials and code.

Plan and organise spaces and systems to facilitate making for learning.

Use tools like GIS and mapping, sensors in outdoor settings to build more learning

Facilitate in a maker space.

Design activities / exhibits for a museum / science centre.

Work in formal and non-formal schools to facilitate project-based learning / learning by making.


For further information, kindly email Gautham Dayal at

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