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Foulab visits HackLab!

🇨🇦 · HackLab.TO · Luciano Cesta

Members of Montreal’s Foulab visited HackLab this past Tuesday during our open house! Foulab was founded around the time that we were in 2008 when the hacker space movement had its start. If you are in Montreal, visit them! More info at foulab.org . Here you can see them repairing electronic badges from the North Sec conference.

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ekip Policy Lab: Keynote

🇧🇪 · FoAM

Some thought experiments for innovation with(in) performing arts ekip Policy Lab #7 in Lund, Sweden, June 2025. Innovation aspires to create radical change, to shape the future using the tools of the present. It can foster a sense of agency, but also demands responsibility . Single issue solutions in one field can create unintended consequences for others. Innovators can perpetuate unsustainable lifestyles and social injustices, without necessarily being aware of it. That’s why cross-innovation, innovation ecosystems and other forms of collaboration across sectors are crucial. I first became aware of the benefits and drawbacks of transdisciplinary collaborations while studying design forecasting and interactive media. Both these fields are based on in-breadth research and development, where the most interesting, innovative insights come from the gaps between knowledges and ways of working. From my early career as an artist in research institutes to establishing the FoAM network, my mission has been to dissolve borders between art, science, nature and everyday life – into semi-permeable edges. Learning to navigate multiple, asynchronous, sometimes disjointed conversations and points of view is a vital skill for collaborating across sectors. Premonitions in one, echoes for another. In transdisciplinary innovation, there are always several ways of seeing, hearing and understanding what’s in front of us. One of my key insights from working across sectors is the importance of translating assumptions into hypotheses , then testing them out in real life experiments. By scanning through FoAM’s work, I gleaned a few hypotheses concerning cross-innovation with/in performing arts and formulated them as thought experiments, to act as scattered seeds for further conversations. Thought Experiment #1 Performing arts and technology Contemporary urban public spaces are becoming more computationally augmented. Billboards, geotagged locations, and other extended reality applications. Digital technology in these settings is mostly representational. It’s intended primarily for advertising, providing information, or navigational cues. Even though computers are often used to represent content, they are performance machines. They execute scripts, act on prompts. Also, computers are increasingly capable of learning from and responding to the world they’re embedded in. If we move from technologies that maintain representations of society to performing socially , we could gain more supple and subtle ways of building and inhabiting settings for public activity. Augmented or immersive spaces that are shaped by accidental encounters. Interfaces that stimulate social cohesion through accidental, ordinary gestures. Buildings that translate environmental forces into new perceptual experiences... What if we moved from technologies of representation to systems for performance? What would it look like if public spaces were more responsive to their inhabitants? What would it feel like to have our habitual gestures ripple through public spaces? What if our effect on the environment would be reflected back at us, in real time? Thought Experiment #2 Performing arts and the environment We often hear that facts and data aren’t enough to change behaviours or mitigate the extent of climate change. Performing arts have a deep arsenal of approaches to bring to pressing environmental concerns. Body weather , Theatre of Cruelty, Theatre of the Oppressed, Relational Art, Artivism , are but a few examples of engaging with our audiences and their environment. These encounters often happen outside of traditional performing arts venues, stretching the ideas of what a performance, its public and its venues might be. If “ All the world's a stage ”, and this stage is on the brink of collapse, performing artists can lead by example, embodying other ways of engaging with the world and its turbulences. Attuning , for example, demands bodily engagement rather than detachment. It suggests a willingness to be touched by external circumstances, to be lured, affected, and changed by them. Attuning is a deliberately hesitant engagement with other entities on their own terms; from quivering butterfly wings to earth-shattering volcanoes. It cultivates a form of “ecological intimacy”. How do we attune to environmental breakdown? What do our bodies know that we cannot put into words? How do we attune to something that could consume us completely? A virus, a wildfire, the relentless passage of time... How would we engage with the world in which all is animate ? Attuned to the changes in our surroundings, how do we act? Thought Experiment #3 Performing arts and decision making Changing focus from bodies to cultures... Innovation is needed at the societal level to prevent, or at least manage, our species’ decline. Institutions, corporations, infrastructures, and worldviews that underpin our everyday actions. Changing the course of these behemoths requires the energy of multitudes. It requires breaking the fourth wall. It requires thinking not just out-of-the-box, but also about the box. Through participation, collaboration, improvisation. These are essential, adaptive skillsets for performing artists and decision makers alike. Where do we learn and share these skills with people from all walks of life? Participatory formats – like workshops and street festivals – can provide convivial and familiar settings for consulting ‘everyday experts’. All of us who live and work with the consequences of institutional policies and technological infrastructures. Against a backdrop of failing public confidence, the craft of hosting , nurturing and re-imagination becomes a critical survival skill. What can institutions learn from improvisation? What would happen if “Yes, and...” replaces “not possible” and “yes, but...” in participatory democracy? If European legislation is our mise-en-scène, what speech-acts become possible? What if we move the backstage roles of business , management and administration to centre stage? How do we survive well together ? Thought Experiment #4 Performing arts and care Sometimes, the most innovative thing we can do is to not do anything at all. Weathering transience occasionally requires not intervening but staying, witnessing, caring . Helping cope, regardless of the situation. Rituals and ceremonies, as some of the earliest forms of performing arts, can offer solace in social upheavals and existential crises. Both ritual and performance can transform lives in ways that are much more subtle than transformation through innovation. They can contribute to a sense of belonging to something larger and amplify social connections we all need when going through hard times. In a fragmented world, performative rituals can remind us of our fundamental interconnection with everyone and everything else. What might secular rituals for the age of extinction look like? How do we touch the grief of a whole species, feel the loss of a last specimen? Where can we create sanctuaries for endangered cultural phenomena? For those across political divides? Do you care? How do you care? Thought Experiment #5 Performing arts and futures When contending with contemporary forces of change – from climate to politics – scientific modernity might benefit from a rewilding of its techno-materialist tenets. There might be some other ways of thinking about and being in the world that could help navigate the complexities and uncertainties of our time. Prefiguring possible futures could be one. A space where “what if?” questions become manifest in immersive “as if” situations, engaging all human senses and training our anticipatory reflexes. At FoAM we call these situations prehearsals, pre-enactments and physical narratives . To design such situations, we can lean on the arts of improvisation. Simultaneously spontaneous and strategic, improvisation incorporates discussion and representation, wrapping stories in embodied experiences. It can prepare us to “stay with the trouble”, whatever it happens to be. How do we prefigure and rehearse life for many possible futures? What would a rehearsal space for enactments of the possible look like? How would you apply embodied foresight in your life and work? How do you grow your own worlds? Growing your own worlds does not imply constructing your own realities or building echo chambers, conspiring with some to the exclusion of others. Instead, it is about engaging with everyday realities as one might a garden or an improv exercise. Always attentive, never in control. Embroiled, entangled, involved.

Noslēdzies jauniešu izglītojošo pasākumu “Solis pretī” pirmais posms

🇱🇻 · Ventspils design studio RADE · lina.damberga@vatp.lv (Līna Damberga)

Sabiedrības integrācijas fonds sadarbībā ar nodibinājumu “Ventspils Augsto tehnoloģiju parks” īstenoja izglītojošus pasākumus jauniešiem iecietības veicināšanai “Solis pretī”. Tajos piedalījās 52 jaunieši un 16 pedagogi no Ventspils, Liepājas, Kandavas, Ugāles, Jelgavas, Dobeles, Iecavas, Ozolniekiem un Saldus. Pasākumi notika šī gada aprīlī un maijā Ventspilī un Jelgavā un tajos piedalījās 16 līdz 19 gadus veci jaunieši no 9 Kurzemes un Zemgales pilsētām. Aktivitāšu laikā dalībnieki ieguva zināšanas par neiecietības izpausmēm savstarpējās attiecībās un pret dažādām sabiedrības grupām, izprata neiecietības sekas un apguva rīcības modeļus šādu situāciju risināšanai. “Šādas mācības jauniešiem ir ļoti nozīmīgas, jo tās dod iespēju paskatīties no malas uz situāciju savā skolā un dzīvē, iegūt un papildināt zināšanas. Jaunieši īpaši novērtēja interaktīvās metodes, kas ļāva izspēlēt ikdienā ieraudzītas vai pašu piedzīvotas neiecietības situācijas. Īpaši vērtīgi ir tas, ka iniciatīvu īsteno valsts iestāde, sniedzot atbalstu un veidojot iekļaujošu sabiedrību. Daudziem jauniešiem programma bija arī kā sava veida terapija – viņi aktīvi dalījās pieredzē, pārdomāja notikumus, vērtēja sekas un mācījās uzlabot saskarsmes iemaņas,” secina eksperte diskriminācijas novēršanas jautājumos Ilze Bērziņa. Vērtējot pasākumus, jaunieši atzīst: “tagad daudz vairāk domāšu, ko es runāju, lai neaizvainotu citus sev apkārt esošos cilvēkus” , tie “atvēra acis par to, cik daudz neiecietības mēs redzam ikdienā” un deva „noderīgas, jaunas zināšanas; stiprināja spēju strādāt komandā ar „svešiem” cilvēkiem, kuri nav mani draugi ikdienā”. Pasākumu laikā tika izmantotas interaktīvas metodes, kas palīdzēja jauniešiem izprast stereotipus veidošanos un neiecietību, ar ko ikdienā saskaras dažādas sabiedrības grupas. Īpašs uzsvars tika likts uz kibervidi, kur neiecietības izpausmes vērojamas īpaši bieži un to ietekme, t.sk., pāraugot no verbālas aizskaršanas līdz fiziskai vardarbībai reālajā dzīvē, var skart ikvienu. Pasākumus vadīja eksperte diskriminācijas novēršanas jautājumos Ilze Bērziņa un eksperts neformālās izglītības darbā ar jauniešiem Emīls Anškens. Šī gada rudenī izglītojošie pasākumi tiks īstenoti Vidzemes, Latgales un Rīgas reģionos. Pieteikšanās ir iespējama šeit – informācija par konkrētām norises vietām un datumiem tiks nosūtīta uz pieteikumā norādīto e-pasta adresi. Pasākumu mērķauditorija ir jaunieši, kuri mācās vispārizglītojošo skolu 10.–12. klasē vai profesionālo skolu 1.–4. kursā, kā arī izglītības speciālisti. Katru pasākumu veido divas savstarpēji saistītas mācību dienas, starp kurām ir mēneša starplaiks, kas paredzēts individuālo aktivitāšu īstenošanai. Izglītojošus pasākumus jauniešiem iecietības veicināšanai “Solis pretī” organizē Sabiedrības integrācijas fonds sadarbībā ar nodibinājumu “Ventspils Augsto tehnoloģiju parks” programmas “Nacionāli saliedētas un pilsoniski aktīvas sabiedrības attīstība” ietvaros. Papildus informācijai: Līna Damberga Nodibinājums “Ventspils Augsto tehnoloģiju parks” Projekta koordinatore lina.damberga@vatp.lv

Building Friendships through STEM – How Group Projects Boost Social Skills

🇨🇦 · Maker Kids · Brandon

When parents think about STEM programs like Coding , Robotics , and Minecraft , they often picture kids focused on screens or building something solo. But here at MakerKids , we see something even more powerful happening—friendships forming through teamwork, shared problem-solving, and lots of laughter. STEM education isn’t just about science and technology. It’s a space where kids learn to communicate, collaborate, and connect. In fact, research from Edutopia shows that collaborative learning strengthens academic performance and social skills, helping kids learn to work as part of a team—an essential life skill. If your child struggles with confidence, socializing, or teamwork, STEM could be the solution you didn’t know you were looking for. The Social Benefits of STEM You Might Not Expect STEMEducation is known for building logic, creativity, and tech skills. But when kids work together on group projects—like programming a robot or solving a coding puzzle—they’re also developing: Communication skills (explaining ideas, asking questions) Teamwork and collaboration Empathy (hearing and including other perspectives) Leadership (guiding a group, giving and receiving feedback) All of this happens in an environment where success isn’t about being right on the first try—it’s about figuring it out together . Why STEM Projects Help Kids Grow Socially At MakerKids, our instructors design activities to be hands-on and team-based. That means there’s often more than one way to solve a problem—and figuring it out is where the learning (and bonding) happens. During a typical group STEM activity, kids: Brainstorm ideas as a team Take on roles based on their interests or strengths Handle setbacks together (yes, even when a robot won’t stop spinning in circles) Celebrate shared success Social growth comes naturally when kids are united by a challenge—not divided by competition. Real Stories from the MakerKids Classroom We’ve seen quiet kids light up when their idea becomes the group’s plan. We’ve watched outgoing kids learn to lead by listening. One parent shared: “My son made his first real friend at STEM camp. They bonded over fixing a robot—and ended up working on their own projects after camp, too.” These aren’t just fun moments. They’re real developmental wins that impact friendships, confidence, and classroom behaviour. STEM Helps Kids Who Struggle Socially Not every child thrives in traditional group settings. Some need more structure, more space to speak, or more time to process. STEM can offer that. It’s especially beneficial for: Neurodivergent kids Shy or anxious children Kids who prefer creative problem-solving to competitive games In a supportive STEM program, every child has a role—and every idea matters. Questions for Parents to Consider Does my child find it easier to bond over activities than conversation? Are they more confident when working toward a shared goal? Do they struggle with social situations in traditional classroom or sports settings? If you answered “yes” to any of these, group-based STEM programs might be exactly what your child needs to build both confidence and connections. Final Thought: STEM Builds More Than Smart Kids—It Builds Stronger Friendships In a world full of screens, STEM can actually bring kids closer together. With the right program and support, tech time becomes social time—and problem-solving becomes the foundation for real friendships. Want to learn more about how MakerKids supports kids through group-based STEM programs? Contact us at info@makerkids.com or call 416-385-3577 . We’d love to show you how we help build confident kids, one project—and one friendship—at a time. The post Building Friendships through STEM – How Group Projects Boost Social Skills appeared first on MakerKids .

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