 So for the last lesson today is led by Vita Wills. Vita runs the culture of repair project that was California USA. Coming from a background of organizing community repair events, Vita has over recent years dive deep into the question of how to embed repair in educational settings such as schools. For this final session, Vita has invited a wide range of speakers who were pioneering different project approaches to teaching repair in both formal and educational settings and beyond. Vita, over to you. OK. Good morning. Coming from California. And it's good afternoon in some places and good evening other places. So welcome to this session on education and repair. And we're focused principally on the K through 12 levels. And I guess everybody's here. So I'm super excited. We have some great presenters and some incredible programs that they're going to speak about. So this is a session that's really geared to educators or to repair in an educational setting. And I want to just say that the number one hope for this session and really my aspiration is that, and I'm going to read this so I get it exactly the way that I mean to say it, excuse me, is that through these discussions and through this question answer, we're going to broaden our vision of how repairing objects can be gateways for learning. So that's really what it turns around. All these programs are looking at repairing objects and then by way of that repair, opening up possibilities in learning. So I'm super excited to explore that with them and with you. So we're going to hear from these four programs. And in those, you're going to see the range of objectives and processes and formats and settings that where we can see this phenomenon of repairing objects and being different ways that people deploy that in educational settings. And then we're going to hear from a scholar researching repair and educational settings. And so then that will be the meat and potatoes that then is explored by way of our question and answer session. And then our second hope is that, and I think this is inevitable, there's going to be some momentum coming out of this session, some real excitement about what are the possibilities of repair in education. And then we'll couple that with helping you understand or know about some various resources for actually creating programs and then exploring how repair can work in your various settings. And then let's see. So after the presentations, as I mentioned, we're going to take the questions and answers and explore what your specific take is. And then I want to just mention that. So in the chat, we're going to ask you to do two things. One is put your questions. And the other is that we're going to put a link to the website, Cultural Repair website, where I have a lot of information about who the presenters are, links to their various programs, access to different resources, the things that have been published, and a link to the forum on the restart project. We think that this forum, we have an area for educators, and it'll be a great place where people can continue the conversation, exchange resources, and so on and so forth. So with that introduction, I'm going to turn to our first presenters, who are Bonnie Baruki and Linda Curry, transition Berkeley, coming from Berkeley, California. They've organized a terrific program for high schoolers called Essential Repair Skills Training. It's a 12-week program, meaning once a week for repair skills. And so I will turn it over to you. I see Linda, and there's Bonnie. Great, so please. Hi, thanks, Vita, for inviting us to present today. And hello to everybody from California. I'm Linda Curry, and Bonnie Baruki and I are the co-directors of Transition Berkeley. And we're right across the bay from San Francisco. That's where we're located. We are part of the transition network in the US. As you probably might know, there's groups in Europe and actually across the world. The transition movement is about communities stepping up to address the really big challenges that we all face by starting locally. And by coming together, we feel that we're able to create solutions together. OK, this is Bonnie. In bringing neighbors together, we host a number of community building activities throughout the year. The crop, swap, and share is one example of our longtime community events, drawing 15 to 40 people each week. Next slide, please. Well, one of our most successful events has been our community repair cafes. In 2018, we met Vita Wells, our host here today. And Peter Mui, founder of the Fixit Clinic, and they connected us with this incredible community of repair experts locally. So the same year, we hosted our first repair cafe in a local church with help from Vita and the culture of repair. The event was so successful, we applied for grants and organized a number of repair cafes in 2019. Here's a picture from one of those events where we fixed them with the help of 30 repair coaches and 15 volunteers. We went on to host several more large and successful events that year. Next slide. So here we are in 2021, 22. So what we noticed from the repair cafes was there were a lot of old, older, I'm in that category, older repair volunteers. And we weren't finding that there were any younger people helping out. And repair skills just aren't being encouraged or taught in schools anymore. So we decided that we would create a repair training class for young people aiming at high school age. So here you see in this picture, this was our virtual repair training. We had intended to do it live, but then COVID came. And so we developed working with two University of California engineering students, our community repair volunteers and nonprofits. We created this 12-session repair skills training class for high school students, which we did online because of COVID. And surprisingly, students showed up on Friday afternoon and they seemed to really get something out of it. It was very difficult teaching this class online, but overall, we got great feedback. And nearly all the students, I think they were about 12, so that they would try to repair things on their own in the future and would love to take the class if offered again. So then in the following year, building on what we learned from the online version, we offered the repair training again from February to May 2022. And this time it was in person on the school campus. So these are some of the logistics of the class. It was held at Berkeley Technology Academy. That's a public alternative school campus. It was a standalone class for academic credit. About 12 students, grades 8 through 12, attended this 12-week class held Fridays, 2 to 3.30 PM, in the Independent Studies Science classroom. The objectives of the class are, as you can see here, students learned repair skills helpful in their daily lives, thus making repair a possibility rather than throwing things away. And let's see, about, yeah, we teamed up with our community of repair experts and local organizations to teach repair skills, including clothing, bicycles, electronics, and appliances. So our goals were really just starting with basic problem-solving skills. We also wanted to include the bigger picture, things like ecology, waste stream, circular economy, and repair concepts. And we especially wanted to focus on the hands-on learning about diagnosis and repair, and having the students be able to perform simple repairs on their everyday items. We also wanted to teach how existing products are made and analyze how they could be better designed and constructed. And then at the end, and throughout and at the end of the class, we talked a lot about internships, education, job, and career opportunities in fields of repair, but also things like the trades. So the program was designed by Bonnie and myself as part of Transition Berkeley, along with the two UC Berkeley students for the first class, anyway. And then we incorporated our community repair volunteers that we had gotten from the Repair Cafe work to join us. And the class was supported by the school administrator and three teachers in the school and facilitated completely by Bonnie and myself. The classes were actually taught by the community repair volunteers and staff from the local nonprofit groups. And this project was funded by the Chancellor's Community Partnership Funds, Stop Waste, and the Altamont Education Advisory Board. So now we're going to give you sort of a brief snapshot of the repair classes themselves. The first class shown here was to help the students to understand really what the problems were with waste. So we have the Ecology Center staff on the right talking about waste and recycling from a local standpoint, but also a big picture. And then Peter Mui, which many of you may know from Fixit Clinic, came in and talked about repair skills being potentially a superpower that the kids could all have as part of the solution. So here you can see our sewing class. This is our repair coach, C.C. Clark on the left. We met with our repair coaches prior to each class to go over the tools and supplies and activities for each class. These two classes covered basic hand sewing, and they also got to use a sewing machine in the second class and learn about sewing machines. But besides teaching these essential skills, we also discussed the problems of fast fashion causes with waste piling up and other countries having to deal with a lot of our waste and fabrics. So the classes on bike repair that you see in the pictures here were taught by coaches from two nonprofits, the Alameda County Bike Mobile and Waterside Workshop. Waterside also offers internships. The classes covered how to use tools, fix flat tires, adjust brakes, maintain chains, and more. And we also talked about biking being a cheap and clean transportation versus driving a car. I think our gas prices are around $6 a gallon now. So the kids could relate to that. OK, we also taught electronic repair, computer repair. Students learned how to use their iFixit kits, online resources, how to disassemble and reassemble the laptops and phones. Here they're working with MacBooks and identify parts of the devices. We also dove into the problems with e-waste, all the mineral extraction and other, like we saw before, how a lot of the waste goes to other countries, and right to repair legislation. We talked about that. This is the photos from the lamp repair class where we covered just a real basics of electricity, how to use a multimeter, covered the parts of the lamp, and common things that can go wrong. And they were actually rewiring and fixing lamps here. We also covered energy-efficient light bulbs. So one of the most fun classes was where students brought their own things to repair. So we have some students here repairing an iPad, a go-card engine, let's say a game console. And they brought several other things. So they learned diagnostic skills to look at the problem and investigative skills to find solutions. What you see in this picture was a walking field trip from the school to our local tool lending and teen library. The staff showed the resources available about the library, the tools that can be borrowed, and the various support that the library has for teens. What's interesting is most students didn't even know the library has existed. And it's been around for 40 years or more. And they hadn't been to a library, most of them, since about middle school. So it was a fun class. This is in a final class. Not everybody was in the picture, stuck around for the picture. But anyways, we discussed the next steps, which could be internships, jobs, and careers, other educational opportunities, and our local repair resources. Completed the class requirements, took an end of the class survey, and received the certificate of completion. So the main accomplishments were achieved in that every student gained knowledge of repair and actual hands-on repair skills. We had surveys both at the start of class, end of class, and when asked at the end of the class, what steps do you think you'll take after this class? 90% of the students said, I will take what I learned so far and try to fix things on my own. Students also gained a greater understanding of the environment and why repair is really an important component in conserving valuable resources, solving problems that are caused by waste. The challenges were just hosting the class during COVID. We had to practice safe protocols and really couldn't have more than about 12 students. And in working with the school, getting the administration on board and the teacher support, actually scheduling when the class would happen. It was a standalone. And finding classroom space were some of the things. So we had, like I said, we had 12 students and three teachers helping out. And these are a few quotes from some of the students and teachers. And Corey, he was one of our 12th grade students, said, I would absolutely recommend this class to anybody. It was the most fun and engaging class I've ever taken. And useful because we got to fix things in class and learn so many things, literally all the repair skills. Teachers and coaches were wonderful and helpful. And one of our teachers, Rebecca Gross, she had been with this. She was one of our largest advocates, which is important. She said, every one of our students said that it was one of the best classes they had ever taken in high school because it was hands-on. There was never a chance to get bored because there was always something that to work on and learn. They loved the personal attention from the facilitators and the community experts. They also loved how useful in the real world it was. And they appreciated the practical tools they got, like sewing kits, computer fixing kits, and the tool kits. So thank you so much for allowing us to present today. We are in the process of making the materials available and packaged to share with you all, but we don't have them quite ready yet. So if you have any questions or want to talk to us about it, you can email us or ask during the next, at the end of this session. Thank you so much. Great, thank you, Linda and Bonnie. So exciting. I really, really respect what you all have accomplished. And the engagement of the depth of engagement with the community, both in terms of drawing on the local nonprofits and drawing on the volunteers from the Repair Cafes, it was really an impressive bringing together of all those resources to present something that was just really powerful. And I look forward to seeing the material that you'll make available and then making sort of deploying out into the world. So super, congratulations and thank you. Moving to our second presenter, the Student Repair Workshop was developed by Walter Krause. And let me just say in advance, my German is non-existent and I regret my pronunciation of all your names and I hope that you will reintroduce yourselves properly. The Student Repair Workshop was designed by Walter Krause at the Rudolf Scheiner School in Munich. It's a regular year round class taught through the year, through the regular class day, combining hands-on, technical hands-on learning integrated into the broad understanding of all the various aspects of our lives from the environment, social studies, even citizenship, a sense of values relative to oneself and the community. We have Felix Losen, one of the teachers. He teaches math and is involved. There he is, waving, great, thank you. And then we also have two students. We have Björn Schneider-Hann. You can help me with that, thank you. And Carl Moe, who is there, great, super. Thank you so much. And then also speaking, so one of the fantastic things about this extraordinary program is that a few years ago, they put together a guidebook for how others can create their own student repair workshop and fresh off the press. It's been translated into English. So this is a fantastic resource and Claudia Muntz will speak about that. Here you are, great, Claudia. So I will hand it over to you all. Yeah, do I want to introduce myself? Yeah, so, hello, we are fixing for future from Munich, Germany, swimming today from Fixes in Brussels. The student repair shop is a lesson in the Kudde-Steiner-Schule-Münch-Schwabe from grade seven to grade 11. So it's around the age of 13, 14 to around 17, 18 years. And it's up to two in the higher classes, even four lessons per week. And it's so students have the possibility to learn how to repair broken devices. And everyone can bring his or her old or broken device to the student repair shop. And we start to repair it in our lessons, in our school lessons. And the main idea is just to learn by yourself, learning by doing how to repair devices. We also have the ability, if it really doesn't work to look in the internet or if it's still don't work to ask some teachers or volunteers being in the classroom and they say, okay, maybe try this or try this, try this way, try that way, so this will help. And so we are responsible for the devices of the, you can say, clients, because they bring their broken device to us and we learn to repair it. And for me, there are two reasons why repair, coffee, repair shop in schools are so important. So for the first reason was, of course, the environmentalism aspect. And the second is also you really learn something in school that you really, really need for your whole life and everyday life. And you can really take something out of this class, what you will need your whole life. To get everyone to have this experience at their own school. We set up this guidebook fixing things for the future and which is now newly translated into English, as you already said. And the guidebook mainly has three parts. The first part is about our experience and about the philosophy of repairing things, how you do it. As we had said, it's mostly experiential and discovery learning. So you learn from the process and don't get much instructions from teachers or experts. And then we have kind of a set of a list, what tools you need, how much space you need for all the students at your student repair shop. And the best way to set one up and then you also have real good instructions just on the most important parts like which pliers to get, which, yeah. Am I missing something? No, I'm not really. I don't think, yeah. So maybe Claudia, you know. Hmm? Yeah, I will show you this book. You can see it, not so good, but a little bit and it's available quite freshly, as you told already. And I want to say we did not, we asked the man to do the translation and the initiative for this came from Vita. And this is why we all want to say very, very much. Thank you for this initiative because this gives us the opportunity not only to give this book to the German speaking countries, but also to the English speaking world. And maybe you three, Felix, Karl and Beard, maybe you want to talk a little bit about what happened this morning in Brussels when you offered these things. What are your impressions? I mean like, I'm not quite sure if everyone is aware what is happening here. We have perhaps 100 people or 150 people and here are a lot of courses where you can hear different experiences kind of like here. And we took the books with us and showed them to everyone. And I think most of the people are very interested, of course. And I mean, I'm not quite sure if I can tell or should tell any more things about it because the basic is how to set up a cafe at a school. I mean like that's the thing. We also have with us the mindset book. It's about, of course, even more basic it starts with repairing itself, but rather with making curious about repairing and also trying to teach the skills or to trigger the skills which are useful for repairing and to open the mind for repairing which can also be used in classes with younger students and every class like French, German, English, math with little tasks. And the good thing is I think it's already it has already been set but you can also download it for free, it's all online. And I think that's enough information because yeah. So I would like to add that there was a very huge interest in this book or in this project at all because when you're looking at repairing community there are often more older people, I would say or it isn't there in this teenage generation or in the younger generations and this is what makes our project so special and it also shows that there is a huge interest in bringing repairing repair culture to schools because in my eyes schools are one of the most important places for learning how to repair because we can found the confidence in the students to just say, okay, I have a broken device I want to repair it by myself and not just throw it away and I think this is very important. And what we are hoping for is just like starting a movement or bringing this culture of repair to even more schools and in my eyes every school should have this lessons of learning how to repair devices because it is like I already said, very important and just to answer the question, no, we are there very few but it's like I already said, it's something very special and we hope to like bringing the idea to more schools so that even more schools will take the repair culture in their timetable with students but it is difficult, yeah, but we keep fighting. That's great and perhaps that's a, Claudia did you have something more you wanted to say? No, just one half sentence because they did it wonderful to talk about the book what is important to us is to say this book is not meant as a recipe or a cookbook it is meant as an impulse or a inspiration for others who are interested to do anything in this way and to do it in their way. So we give some examples we have six years of experience with this form but this is not the only right form, this is our form and we want to inspire everybody else to find their own form. Great, thank you all so much. This is just super exciting. I do wanna qualify one thing you said, Claudia I think you gave me a little too much credit. I would say that the only thing that I did was download the German version send it through Google translate and say to myself, wow the English speaking people of the world need to have access to this. So I'll take credit for that and you all are just phenomenal. So thank you so much. And as folks said, it is available right now for download. I have links on the culture repair website where you can do that as well as one of our future the fourth presenter and very shortly those links for download will be available on the school's website. So and as was said, it's fresh off the press and we'll have hard copies available very soon already in Brussels. So thank you all so much. We did one second please because Walter Krauss the founder and the spiritus vector of the student repair shop, he is here but we cannot see him and we cannot hear him. Ah, yes, hello. Now it's working. Great thanks to my, to Carl and Bert very good explained the workshop as a lesson in school. So we will, I'm so glad you could come online so we could thank you virtually in person and celebrate what you've accomplished and thank you. Thank you all so much. You've done a great job of presenting a really strong powerful program and I like Beats finishing words we will nothing more important in fighting for installing repair workshops in schools everywhere. So our thanks. So I'm going to move on. We're starting to run short on time. So Charles Aikam is the founder and executive director of Policy Lab Africa. He's established a vocational class for girls in hardware repair. All right, thank you very much you guys. Thank you for the intro right there. I wanted to share with you guys our program here in Lagos, Nigeria. We are running a gifted hands training program in Lagos, Nigeria from Policy Lab Africa. I wanted to share a little bit of background about our program. I mean sometime after the COVID so we were trying to collect data to open source the data for, for locating you know repair businesses and shops. So people can also take their stuff there without having much of physical contact within the repair market that is usually seen in Lagos, Nigeria. So after we mapped about 5,500 repair businesses within the city, I mean we did it physically. So we didn't see any woman captured in the data. There was no woman that was a repairer within the data base. And I mean this was coming at a time where we are trying to kind of bring initiatives to be able to kind of empower more repairers and give them more knowledge to be able to fix different kinds of devices. And that's kind of stuck to us that coming up with an idea of repair training for young girls would be an important addition to our right to repair movement. I think the one thing that is also important that we believe that building sustainable and inclusive features, a lot of things are kind of eluded in terms of the economic gap between the different classes of people. And I think that repair is one way that we can kind of bring everybody into kind of the digital economy in some way. So we wanted to be able to capture that, to be able to give people the skills as well as the opportunity to be able to earn money. And that led us to be able to start a program, a free training program for girls alone. So the training program designed for girls to venture into the repair and maintenance industry in Nigeria. So our vision is to empower more Nigerian girls to learn and end. We are looking at the both the economic, the social and the environmental aspect of raising girls that are kind of aware of repair and can be advocates of repair in the long run. So our goals, so we want to train young girls in professional phone repair. I mean, in our capacity, that is what we kind of thought about. We wanted to also kind of help them to improve their employment and their entrepreneurial aspects so they can end some money at the long run. I think that in terms of reducing inequities, I think that the data was so glaring for us, that no woman was kind of available to take up this job within the industry. So we want to be able to kind of reduce those kind of inequities within the sector. Yeah, we want to also dismantle stereotypes. We feel that there are jobs that are meant for men, there are jobs that are meant for women. But in the digital age as we have seen, anybody can be anything really, if you go on YouTube, you can learn a skill and you rock it. So that is what we also want to be able to promote young girls that could be proud, technicians and fix stuff for a living. So in doing that, we kind of started to research. We went to the restarts website. We went to culture of repair. We went to iFixit. We tried to put together a curriculum that could be able to address a lot of the repairs that we have seen in our own market. So we designed this curriculum, an eight-week intensive program that involves introduction to mobile phone and GSM engineering. We have practical repairs, looking at the OS of the phone. We have things like fittings, accessories and replacements, how to reheat and change the chips. We also have assembling different types of mobile phone, unlocking, repairing the IMEI through online operation, such as unlocking through software. And then at the end of this eight-week intensive course, each student will come up with a capstone project. So we have different spare parts of phones. So you could be able to kind of assemble them, fix them together. And we have, we are kind of in partnership with iFixit. So you kind of upload whatever you worked on on the iFixit repair guide. So each student will create a profile there throughout their eight weeks. Anything you repair, you kind of upload it there. So that becomes an avenue for us to kind of evaluate their ability and what they've learned so far. And then we have the final tests and the certification. We give them a certificate and that helps them to maybe, if they want to find a job, they can. But apart from all this, we also kind of give them a practical business class, where we teach them how to kind of price your repair and how to kind of set up, have an online presence if you want to be an independent technician. We have given about 80% of our students' opportunities to go to further their internship. So we partner with local repair shops where we kind of attach them to kind of learn apprenticeship for another three months to be able to deepen their knowledge of repair. Be able to deepen their knowledge of repairing different varieties of devices. Also, a large percentage of them has set up their own businesses, fixing things from their homes. And I'm putting themselves out there to be able to kind of, for people to kind of wish them to fix something for them. We are also running a community repair workshop, community repair workshop is we choose a day in a month, we go into a particular community and we fix their stuff for free. And that helps them to be able to learn quickly on the spot as they go through these eight weeks of intensive classes. So this is a snapshot. I think this should be like the second week of the classes with the girls and learning to use multimeter and for the first time and stuff like that, see how to read those circuits. So yeah, for us, our program is educative, but the intention is to be able to empower people to make a living out of it. So it's more like on the spot, it's quite kind of different from other programs that we have seen. So we want to make sure that they get the right market-driven skills that will be able to get them jobs at the end of these eight weeks. Many of them have gone on to get jobs. Some of them, majority of them are kind of staying on their own and they're fixing phones and laptops and stuff like that. And also kind of continuing to learn more about repair and the process. I mean, we have built an army of repair advocates and I think that was one of our intentions to be able to have more voices, to be able to kind of come on and join us in this fight for right to repair in Nigeria. Yeah, I think that our program is kind of still developing this year, we've already trained about 90 girls and the next year we have a target to train about 200. We have a lot of partnership and the conversations with different international NGOs that want to be able to kind of expand this program to different parts of the country. I think like, if you understand Nigeria, how big and diverse it is and the economic situation, I think that this is a program that kind of sets everything apart. So it's a very good pathway for international NGOs that are kind of looking at having an innovative or creative program to empower people that is not the norm. And usually we have trained girls on how to make hair or how to make dresses, but this is kind of a little bit different and more daring. And so many of them are kind of keen into it. 2023 we want to be able to go full scale, train more people. We now have two locations where we train people with about 40, 40 per class. Next year we want to be able to kind of double that and also kind of have a solid online resources where our trainees will continue to use as a reference in their everyday kind of business or learning. And that is our target. We are looking forward to your suggestions, your input or questions. And thank you very much for listening. Thank you, Charles. You're just doing an amazing job. It feels like it's on the cutting edge in terms of addressing social issues. That is the inequity with women and facilitating their being able to get out and not just provide for their families and themselves, but to really become models for other girls coming up. So thank you. And let me mention that your curriculum, there's a link also on the Culture of Repair website to what you have done. And we appreciate you're making it available as well. So thank you, Charles. So turning now our fourth presenter is Agency by Design Oakland. Brooke Toslowski is a co-founder and co-executive director of Agency by Design Oakland. Paula Mitchell, who's the current executive director is unfortunately unable to join us this morning. She's attending to Family Matters. But Brooke was deeply, well, she led the team that developed the Cultivating Repair Mindset toolkit. And so I'll let her tell you something about that initiative and the product, the guide that was developed out of that. So Brooke, please. Thank you so much, Vita. Good morning, everyone. Well, good morning here. I'm on the East Coast of the United States. As Vita said, I was the co-founder of Agency by Design Oakland and the former co-director. Oakland, of course, is in California right next to Transition Berkeley's program and where Vita is located. It's been wonderful to hear about all these different programs in different locations. I'm gonna share my screen and I'm gonna start with a couple of stories this morning, starting with this one. And this is coming straight from the Repair Mindset toolkit. Back to school. At an annual back to school night in a classroom packed to the brim with parents and caregivers, a classroom teacher shares an overview of the upcoming year's curriculum, aspirations and expectations. As a brief aside, the teacher asks, does anyone know how to fix a portable CD player? Mine isn't working properly. The immediate and nearly unanimous response from the seeded parents resounds just by a new one. That was that end of our first story compared to a student, Gloria, in a classroom at Grass Valley Elementary School in Oakland. Gloria is taking part in an activity where students are taking objects apart. Gloria spots amidst the pile of objects, a Chromebook that won't close all the way. Returning to her partner with the computer, they both start to explore. Gloria uses a nearby screwdriver to remove over half the screws from the backside of the computer. The teacher excited by Gloria's initiative asked the pair what they think is wrong with the Chromebook. Gloria shares that she notices how one plastic piece in the back of the now open computer sticks up differently than a similar piece on the other side. Before the teacher can respond to this observation, Gloria takes the back of the screwdriver and pushes the plastic piece back into place. Sure enough, when the students screw the backside cover back onto the computer and now closes without a problem. She doesn't say it, but what's really happening here with Gloria is the sense of maybe I can fix it. At Agency by Design, Oakland and our work grew out of a research project called Agency by Design at Project Zero at the Harvard Graduate School of Education. We're really curious about mindset. So we along with our partners, Maker Ed and the Culture of Repair Project, we asked this question, what characterizes a repair mindset and how do we cultivate it? The work of Agency by Design in this research project at Project Zero was really based on something called the triadic theory of dispositions which says that you have to have three things to have a disposition. You have to have the inclination. You have to want to do something. You have to have the tools to do it and the knowledge of how to do it, like how to fix the computer, how to fix the bike, how to use the tools. But you also need to have something called sensitivity which is you have to notice when to do it and that there's an invitation or opportunity to make something or fix something. When I first started thinking about repair and in our little working group which I'll tell you about in a second, we did kind of a scavenger hunt, if you will, of looking for things in our home that needed repair and I literally had never noticed it before. It was not something that was even apparent to me. I did not have a mindset of repair even though I have lots of skills, technical skills, I'm an artist and I know how to fix things but I didn't even notice that there was the opportunity to do it. And in our work in agency by design we've really focused on sensitivity and then specifically in schools because unfortunately in schools, we design out full, we design sensitivity out of schools. So we basically say, okay, go ahead and solve this problem with the Pythagorean theorem. Go ahead and do this with this. We don't say you figure it out, right? So anyways, I recommend checking out agencybydesign.org. It's great in this book, great resources here and a lot of the educators in our network have case studies in this book. So this tool that was mentioned earlier is for free download. It's a toolkit cultivating a repair mindset in the K-12 setting and beyond. I've used the tools in here with my kids at home during distance learning. It's great for adults. You can download it on the culture of repair projects website as well as on maker ed's website. And this was really put together of a working group of educators, Nan Nguyen, a technology art design math and Japanese teacher in Alameda. Myself, Susan Wolfe, an arts integration specialist and professional artist, Paula Mitchell, the current executive director of agency by design Oakland, Reina Cabezas, sustainable science teacher and the sustainable urban design academy in Oakland and Erin Vanderwerf, the former education director at maker ed and Vita was also an important part of our working group. The richness of repair as we started to dig into it was just so we immediately started seeing connections for English teachers, for math teachers, for really all educators, there's an opportunity here to ask students rich deep questions and for them to explore for themselves what does repair mean. And of course, we're focusing here on objects in this toolkit because they are realia. They are a great place to start to get your hands on but this is a door for us to open up and think about systems. We don't want just students, for us, we're really interested in students being able to fix objects in the world around them but also systems. We have a lot of healing that needs to happen in that regard. And so in the toolkit, there are things like this where we dig deep into some of the theory and pedagogy that we explored in our research project around repair and then we also have tools. So this is laying out what I was mentioning before the inclination sensitivities and abilities, getting kind of into the nitty gritty of what does the disposition to care for and repair for objects look like? And once you kind of know and name those things as educators, you can just start to design for them to help cultivate them. They become sort of your objectives in the classroom, right? And so here's an example of some of the tools. This is a zine, very simple, great tool designed by Susan Wolf in our working group. You download it, there's explanations on how to fold it. It's also known as like a poncho book. If you're a bookmaker, you fold it and there's one little cut and it's called How to Get Curious About Repair. Really simple things. What is repair? Why repair? Go on a repair hunt. Think about what tools you need. So it's really kind of a beginning invitation and can be used at all different levels age wise. Here's another example of a tool, an exploration, something that a teacher can easily in any classroom print out eight and a half by 11, have some objects available and now, okay, let's explore. Maybe have a notebook, a repair notebook to your side. What are the materials this object is made from? How might you explore it? Pick it up, shake it, listen to it, open it up. What's on the inside? Just lots of really open-ended questions, lots of ways to explore a document through language. If you're working with English language learners, this is a great invitation to start thinking about verbs and names of materials and start teaching English as well. And then here, lastly, is another example. There's more tools in the toolkit. This one follows the same form that a thinking routine, Project Zero, is very well known for their thinking routines and they also have one called parts perspective me and this is based on that. This is getting a little bit more into the systems and complexity side of things. So first, of course, thinking about parts of an object, illustrating it, maybe diagramming it, but then considering, take it doing a little perspective taking, perhaps somebody else might look at this same object and not think it's broken. They might look at a doll with its head is missing and you think, oh, how am I gonna fix this head and someone else might think, actually, this is now a piece of art, this is perfect. We're thinking about the perspective of someone who made this object, what were their intentions? As we all know, as we're in this whole conference thinking about right to repair, some designers are of course making objects with obsolescence in mind. They don't want you to repair and so considering those perspectives. And lastly, as we were digging into repair, we noticed a lot of delicious stories were coming up when we would find something in our own homes and we had a lot we wanted to say about this object that was so meaningful to us. And so thinking about how you're involved and how you're connected to this object. So I'll pause there and I know we have another presenter and happy to answer questions later on. Thank you so much. Great, thank you, Brooke. It's just a fantastic project and a really valuable resource that you all have put out into the world and really, really appreciate it. I'll mention again that it's available on the Culture of Repair website for immediate download and we have printed copies on the way. It will be available in a few days and you can on the Culture of Repair website indicate your interest if you'd like to know about when they're available and we'll provide some details just in a few days. So let me then move to Janina and please help me pronounce your name. I realized this morning that it's probably, I'm not pronouncing correctly. Janina Klos at the Technical University of Berlin. She's interested in technology and the environment and entrepreneurship. She's currently investigating implementation models of repair and educational settings. And so I super look forward to hearing what you have to say. And I was intrigued even before I was aware of you, I had come across again, pronunciation the Carre So project care and repair promoting the care of objects as a new form of taking responsibility and global solidarity. So I said to myself, I wanna hear from this woman. So please. Thank you so much, Rita. My name is Janina Klos. And I live with my family in the heart of Berlin and the question was raised earlier if there are more repair projects in Germany and yes, they are all these locations throughout Berlin and like schools where educators actively repair with students that I talked to are mapped here. And I've been to more places throughout Germany where teachers or other educators actively repair with pupils. So we have many, but they're very different. And like we already heard today, there are many different approaches on how to repair. And that's exactly what I'm researching. I'm using one theory and participatory action research which means not all, but some of the educators work with me and reflect on their teaching practice, understand and improve up on them and the situations in which they find themselves. So I try to understand how to improve and how to build a better repair education. And one of the things that I ask everybody is why they do repairing. And I brought one of the many, many reasons to you now. Now, and it's a teacher who said in order to spare the sort of sustainability in order to sensitize the pupils, they don't have to throw everything away all the time that it's not cool and simply in order to have them develop a different relation to objects. And this is going into this care and repair view that we in my project emphasize on repair, but it's not the only one that I will focus on in this presentation. So because to get to this point of reflection that is definitely important for education, for repair, it is very helpful for the students to get into practical repairing first. And I will share to you what else is there to learn about repairing really quickly using this comic, but we all already heard a lot. So just very fast. It says, dear various parents, grandparents, coworkers and other non-computed people, we don't magically know how to do everything in every program. And when we help you, so when we use the social competence that we help others, we usually doing this. We're at a first competence and then find a menu item or button which locates which looks relevant to what you want to do. So we need a technical knowledge of how things work and how our problem is structured. We can click it, which in other problems, not software problems would be, I have to sue it. I have to solder it. I have to screw it. I need a method, methodical competence in order to do this. And if this doesn't work, I need to pick one at random. I have to try something out. I need a self-competence there. Because there is a lot of anxiety with just trying out things. And if this still doesn't work, I need a methodical competence of research. I Google the problem with a few words related to what I want to know. And that's also something that really needs to be addressed because when I want to repair something at home, I don't necessarily have somebody to ask right around the corner. And if this still didn't work, I really have to need the self-competence to overcome frustration to go on working on this. And I need a self-competence also to decide when I'm not going to continue working on this because here it says, have you been doing this over half an hour? Ask somebody for help or give up and in order to decide when to do those things, I need, again, self-competences and for asking for help, I need a social competence. So there are really many overlaying factors that would lead for me to have a success for me to have a successful repair story but also many learning opportunities during repair. And there's one more thing I want to emphasize on when the Club of Rome in 1972 published Limits of Growth, they already knew we would reach the point where we have to think about our resources but now they worry also about something else. They just published this year a new analysis about the situation of the world and they are looking at important measures that have to be taken now in order to establish a future worth living for humanity. And one important factor that they see is that education needs to teach critical thinking and complex systems thinking for girls and boys. Because, and I quote, the most significant challenge of our day is not climate change, biodiversity loss or pandemics. The most significant problems are collective inability to distinguish between fact and fiction. And of course, one of the things that drive this problem is social media. But another aspect is that we don't understand the objects we use in our daily life anymore and repair can ground us in the sense that we feel like we understand the world around us and there are actually facts that we can be sure about. It's not magic that drives our computer and if there is a hidden microphone in it, I will be able to find out about it. And the problem that we face now is we want to teach repair, how do we do it? It's really challenging. Like there are problems we also have with other topics like it might be difficult to motivate pupils to participate because we already know repairing is cool but they don't. We need to think a lot about safety. Maybe that's a German problem, I don't know but in Germany we often don't have wireless internet in schools, which is really helpful for repairing. But the most important thing I see is the agency of repair objects that is more significant than the agency of other objects we use in our education usually. Let me emphasize on this. There is a project in Germany called ATBNE and they published a lot of resources about how to repair in a classroom during technical education. And as I talked to many educators who are Germany most of them knew about the project and that there were materials and none of them used them. So the question standing in the room is why don't you? And the thing is that, for example, there is a material about broken Nintendo controller. And of course I can plan my classroom setting about repairing a Nintendo controller but I will if I want to do it in another town with another class have to search for a Nintendo controller to do exactly the same thing and then the Nintendo controller needs to have the same default which I do not know until I actually open it. So it's very difficult to have materials about how to do repair in a classroom that also work in another kind of situation. And I figured out that there are three different teaching approaches that deal with this problem. So there is an educator orientated kind of way and those educators trying to stick with this systematic knowledge transfer and with instructing but they're limiting the objects that are repaired to the objects that they can gather in a big amount and where they are sure that they will know how to fix them. And there are other teaching approaches that go with the unforeseeable factor of the repair object and say, okay, so we need to be flexible. And the pupil oriented method stays instructing. And they say, okay, we limit the amount of pupils. We just take few pupils in so we can really tend to their needs and we can teach them how to repair their own objects but we just cannot deal with so many problems at a time. And another way to do it is to decide, okay, as a teacher, I have to tell you dear students, I do not know how to repair those things and we have to find out together. And this is just a space where you can find out and this is what I call the social integrative oriented teaching approach. And let's look into this, what does this mean into practice? When you teach educator oriented, we have the special strength that pupil can develop high technical and methodical competences for the object that you have. But there are limited repair objects that you can actually repair in the setting because when you're thinking about laptops, for example, every laptop is very, very different. And you cannot know how to open and repair every laptop or every kind of laptop ahead. I give you an example of how this is done. Two student assistants here in Berlin are teaching change really challenging five graders. I met them, but they're really cool and they didn't get a room, they didn't get any tools. They got 500 euros and some old bicycles and they made a plan like, what do pupils need to know? We need to name the bicycle. They made a curriculum and they do one repair at a time and it's really good and the kids love them great project. There is a pupil oriented way where you have the special strength that you can move on with the strong motivations of the pupils to be successful because they want to repair their own things and because you do not have many pupils at a time, you can address complex matters through this repair and you have fast success results because you tend to it a lot. And this is the closest it gets to a repair cafe and the difference to a repair cafe is in repair cafes it happens often that volunteers focus more on the object than on the person who brought in the object. So the goal is to have the object repaired and here we emphasize more on educating the pupil of what they need to do in order to fix something themselves. And now we have the example I will skip because of time and socio integrative oriented has a special strength of aiming for high anatomy for at home repairs and the challenge that the teacher needs to deal with a situation in which they don't know the right solution for things. Also they need a budget for spare parts and tools as kind of things and they need internet access and devices for internet access. One example is a teacher who works with 10 pupils at a time he split his classroom and they're in an eighth grade compulsory elective subject and the group stay on a repair for six to eight lessons in a row that means three to four months actually for one repair and they are not instructed, they research themselves how to repair, how to buy tools, what they need, how to get the spare parts which I think sometimes is the most challenging thing how to repair and they also document their repairs and you can see an example of that how they documented and repair in this picture because this is really important when you want to stay on the repair project for a long time because next time you come in you might not know anymore what you've done last time. And problem is that when people are forced into this project and they are forced to work very independently and independently and this doesn't work without motivation sort of thing and what was experienced to help us is get expert volunteers into the project who can tell about their relation to repair and this like social interaction is really promoting the repair very well. Another example is a teacher who's really going all in in Oldenburg, he also had support by a local university and they are working with 25 students at a time eighth and ninth grade and students stick with this project for two years and every second week they offer people who live close by that they repair objects for them and obviously because people don't always know way to way like what to do they are also volunteers there that help them and the younger students in the first year I helped by older students in the second year and they don't only research themselves about repairs and do themselves the repairs but they also organize like greeting the customers and they organize the tools that have to be brought to this event and like printing and designing flyers and everything that has to be done around this kind of repair cafe event. Problem is that you need to prepare for occasional failure if you really let students do many things by themselves and the teacher really works over time in order to facilitate this. Thank you so much for your attention. Wow, wow, Danina, thank you so much. This is so awesome. I feel a little bit like a child. I'm so excited, I can hardly stand it. So I thank you for this, for your offering. So we're pretty short on time but there were some fantastic questions that came across and so let me ask Kyle if she can has maybe the one critical theme that came up over and over again and see if our presenters can address that. So Kyle, you- Thank you, can you hear me? Yes, no video, no video yet. I think I'll, I just have a quick question that I wanna offer for the presenters to share, to close out. You all talked about challenges to accessing repair or the right to do it and I would love to hear what is one thing that people can do to get going as people are engaging in this practice and I'll type my question in the chat. You can feel free to answer in popcorn style but just as we close out, what's one thing that people can do? So did you all get that? So I'd like to hear from each of the programs whether there was one critical thing that they found key to moving from, we know there's lots of challenges and so what was one thing that really opened the door for establishing your repair programs and any volunteers for first step? Well, I'll jump in. I do think that in our repair mindset toolkit, I think the tools in here are very basic and beginning level that these are very introductory opportunities just to start asking the question. What even is repair? Why should I repair something? What around me needs repair? So just wanted to offer that up. Great. Thank you. Thank you, Brooke. Let's see, I have raised hands from Bonnie. Yes, I think building a community and getting like teachers repair people and just really, that's so important to have that in place. Especially the teachers here, if you wanna teach, yeah, to students. Great, thank you. Thank you, Bonnie. My screen indicates I have someone else who wants to say something. Can I, if I can just echo what Bonnie, can you hear me? Yes, I just like to echo what Bonnie said. It's really relationship building and for us, Vita was so, you were so instrumental in helping us start repair cafes in the community. So then we have like 40 people to draw from that can help us with the work in the classroom as well as nonprofit groups in our community. And then as Bonnie said, like we actually had one particular teacher at Berkeley High that I happen to know personally and she was the one that kept saying, let's have a repair cafe here. And then she was our main contact in developing the class. So relationships really, really important. You know, it sounds like relationships for opening the door and then resources coming from behind to actually step through effectively. And I wonder, Claudia, would you mind that sounds something similar? And I bet that Walter was your key person in helping open the door. And it sounds like you all too, draw quite a bit on community. Yes, it is, I don't know if only in Germany, very, very complicated to find schools who are ready to establish, for example, a student repair shop because the school directors, often the first sentence they say is, what else shall we do? We have a lot, we have no time, we have too many to less people and so on. And they make like this. What we found out, what works very well is if you find interested parents who say, this would be very, very good if our children would learn this at school, repairing. And now my problem is, I don't know the English word for housemeister. Anina, by students. I don't know. The person who works at school for maintenance, like he is making sure there is light and he's putting oil in the doors of the screen, this kind of stuff. Yeah, you know what we mean? Yes. Which person? So this is a key person as we found out, if this person says, oh yes, that's very interesting because it's close to my profession, it's close to what I'm doing every day and I promote this in the school. They are the hidden authorities at school. And if one teacher and one parent gets together with this person, they have a very good chance to move to school. Wow, thank you. The theme I'm hearing between you and transition Berkeley is to have a champion in the school and enthusiasm from without that you can bring to that champion. It also sounds like, and this addresses directly fixing for the future, that if the teachers have to invent something from scratch, it's very, very difficult to just put together everything that you need in order to get together. So if you have material that you can draw on and you have the enthusiasm and the support from outside and you have a champion inside, it sounds like that's sort of the secret sauce that's the most promising circumstances for actually getting a project off the ground. Yeah. And you have to do networking for funding and for finding volunteers for support and so on. It's not an easy thing, but if you get along, everybody who is involved loves it very much. And in the case of fixing for the future, there's a special thing that motivates the students, that is they do not prepare things of their own but of external customers. Mm-hmm. Every time the student repair shop is open, people can come. Nobody knows what they will bring. They come, the students do all the contact with the customers on their own and they know they take responsibility for the object the customers bring and for at least trying to repair the broken objects. This is a very great motivation. So it sounds like some relevance and some sense of responsibility, relevance of the activity and responsibility to their community. Yannina, did you have something, it looked like you were raising your hand? Yeah, I wanted to emphasize you need funding because you do. You need money to buy tools and spare parts and maybe devices for access the internet. And it's also really helpful. Like I showed you how many projects there in Berlin. This is because we have a local foundation who gives out annual money to projects who actively repair with pupils that includes money for an expert volunteer. Like it's only like 400 euros a month. So it's not much, it's not like a job, but it does enable projects to feel like, okay, I have something to offer and this is like a basis from where I can start, gives teachers also the possibility to connect and to feel valued with their work. And you can really see how much impact this has in Berlin, but it's not guaranteed that the project will stay. Like, okay, first it's really difficult to build it up. And like the setup of your school is also important for that, like other facilities that you can use where you can put your stuff ahead. You have good light where you have access to the right kind of time where people do wanna go, stuff like this. How do you have times in your schedule where you can put this program and you need a headmaster that is a little bit bold. Like there are so many regulations on safety at work, especially with pupils, like there isn't insurance. I don't know if it's only in Germany, but I don't think so that you can have, but still headmasters usually feel like it's quite a risk to take on. So that's something you also need to address. And we have a project where the headmaster changed and the project was canceled. We have a project where the teacher changed into another role and the project was canceled. So it's often really individual based, like you need this one person that drives it. And also it was a project we had that was pupil-based, like people were doing it without any teachers, like no teacher ever involved, but they had the headmaster and not the headmaster, but the maintenance person on their side. And also this project ended when the most, I don't know, the pupil who knew the most, like he went out of school and it died pretty fastly. Well, you know, and maybe we'll wrap up on this theme and it draws together the whole FixFest. I think that we're all witnessing, we are at an inflection point, right to repair is something that people used to think, that's a weird term, you know, I didn't know about that. And so now we're seeing legislation pass, we're seeing policies put in place. And I think that we're also seeing the effect of community repair events. We have, you know, repair cafes happening all over. And so effectively what it's doing is creating visibility and enthusiasm. We've all been to community repair events and people get so excited and they say, whoa, we should have been doing this all along. This is the right thing to do. And I think that that creates the kind of support from below and then the legitimacy of even, you know, President Biden saying, people ought to be able to fix their phones. And so that they're, that provides a legitimacy that gives effectively cover for, and, you know, an affirmation of the people who are interested in this. So I think you all are exactly right in addressing all the various challenges of both implementing and continuing forward. But I'm hopeful given, you know, the shift that we're seeing in the world to the legitimization of the idea of repair, that those resources will be more forthcoming. So I wanna remind people that there are resources posted on the Culture Repair website, both the resources, the materials that are currently available, but all the names and websites of the various presenters today as well as links to their materials. And last but not least, a link to the forum at the Restart Project where we can continue this conversation and share resources and network and take this enthusiasm for taking repair into the educational context forward, the actual programs on the ground. So let's see, is there anything else or shall we wrap it up there? I think we're- Thank you very much, we have one more little thing. If there's any people listening who want to join into the participatory action research I'm performing and making the project better by reflecting together with me up on their practice, please get in contact with me. I will put my email address in this chat right now, but I will also post something in the homepage that you mentioned, Rita. Fantastic. I just can't thank you all enough. I can't thank, I mean, your panelists, all you attendees who stayed to the bitter end. I am super excited and really looking forward to seeing what everybody does.