This blog post was written in collaboration with Christina Mallozzi and Kelley Gallagher, K4 teachers, and Melissa Segreti, resource teacher, from Carlyle Elementary School, English Montreal School Board (EMSB).

Three teachers walked into an Open Creative Space looking for fresh ideas—and walked out with a whole new approach to learning. Their story, grounded in creativity, research, and hands-on exploration, shows how makerspaces are transforming Québec classrooms into environments where students build, design, and learn by doing.

Christina Mallozzi, Kelley Gallagher, and Melissa Segreti, EMSB

“We first got involved with LEARN’s Open Creative Spaces (OCS) after hearing about it through colleagues, who spoke very highly of the workshops and the hands-on learning offered,” the teachers explain. “What really drew us in was the opportunity to explore new tools and approaches that could help us support our students in more innovative, engaging ways. OCS seemed like the perfect environment to spark that kind of growth.” 

That spark would soon become a steady flame—fuelled by creativity, collaboration, and curiosity. “Our first impressions of the OCS environment were how open, welcoming, and hands-on everything felt,” they recall. “The space was designed to invite curiosity where tools and materials were accessible, and the atmosphere encouraged experimentation. The approach was also refreshing. The workshops emphasize exploration, problem-solving, and learning through the process. It was clear from the beginning that OCS is a space where creativity is nurtured and where everyone is encouraged to take risks and try something new.”

At OCS, the pair intentionally sought tools they could borrow through the English Montreal school board’s RÉCIT consultants to make the learning sustainable and authentic. “We were especially excited to explore Makey Makey kits, Edison robots, and Blue-Bots, since these are tools we can access directly with our students. Working with them helped us see how they can support coding, creativity, and interactive learning in practical, engaging ways.” What started as curiosity quickly became confidence. “What initially seemed overwhelming, quickly became approachable once we had the chance to experiment, ask questions, and learn by doing.”

Their new learning soon took root—literally.

“One project that was directly inspired by our experience at OCS involved integrating Blue-Bots into one of our IB units of inquiry. During our unit on plants, we created a large floor mat illustrating the life cycle of a plant. Students then used the Blue-Bots to code pathways that followed each stage of the plant’s life cycle. This activity not only reinforced their understanding of the life cycle, but also introduced basic coding skills in a fun, hands-on way.”

“It was a perfect blend of inquiry, creativity, and technology which is something we felt confident trying after experimenting with these tools at the OCS.”

“Our students responded incredibly well to the activity,” they share. “We noticed an immediate increase in engagement. The Blue-Bots made learning feel like a challenge and a game, which kept them motivated and curious.” Perhaps the biggest shift was in how students handled failure. “Instead of getting frustrated when their code didn’t work, they treated it as an opportunity to rethink, revise, and try again. The hands-on nature of the task encouraged persistence and teamwork, and it was clear that they were learning just as much from the process as from the final outcome.”

Connecting to the Québec Education Program

OCS didn’t just inspire creativity—it aligned perfectly with curriculum goals.

“OCS workshops support our work with the Québec Education Program (QEP) by giving us practical ways to develop key competencies and cross-curricular skills with our students,” they explain. “Using tools like Blue-Bots, Edison robots, and Makey Makey also helps us address the Digital Competency Framework, as students practice coding, troubleshooting, using technology responsibly, and adapting to new digital tools.”

“Overall, OCS gives us concrete strategies and confidence to integrate these competencies into authentic, inquiry-based learning experiences that align with both the QEP and our IB approach.” Their classroom story echoes what recent Québec research is finding. A 2025 FRQSC research-action project, Le développement de la compétence numérique dans les espaces maker, led by Normand Roy (Université de Montréal), examined how maker-style creative labs influence teaching and learning across the province.

The study revealed that:

  • Teachers act as guides and facilitators, using scaffolding and structured guidance to help students navigate creative uncertainty.
  • A tolerance for ambiguity—being open to not having all the answers—is essential to maximize the benefits of creative spaces.
  • Students who regularly engage in creative digital activities report greater confidence and skill in all areas of Québec’s Digital Competency Framework.
  • Sustained teacher professional development and mentorship are key to long-term integration of creative pedagogies.
  • Despite structural challenges (schedules, evaluation pressures, limited time), schools that invest in creative labs see measurable increases in innovation, student autonomy, and engagement.

“The more often students participate in creative digital activities, the more competent they feel—academically, digitally, and personally.”
— FRQSC, 2025

These findings reinforce what these three educators experienced firsthand: that makerspaces and creative labs can deeply strengthen student engagement, digital fluency, and self-directed learning—especially when teachers are supported to experiment and grow alongside their students. After several sessions, their definition of “creative space” has evolved.

“After participating in several OCS days, “creative space” means an environment where curiosity, experimentation, and learning by doing are encouraged and celebrated.” Mistakes are opportunities. Tools are accessible. Collaboration and exploration are at the heart of the experience. 

This mindset now extends beyond the OCS walls—shaping how they design lessons, assess learning, and empower students to take ownership of their ideas.

A Message for Fellow Educators

Their advice to others is simple: just go.

“Visiting an Open Creative Space is a truly eye-opening experience. It’s a chance to explore new tools, strategies, and approaches in a low-pressure, hands-on environment. Even if the technology or materials seem intimidating at first, the facilitators create a supportive space where experimentation is encouraged and mistakes are part of the learning process.”

“You’ll leave with practical ideas you can bring back to your classroom, and likely feel inspired by the creativity and collaboration you see in action. Most importantly, it’s a reminder that learning can be playful, engaging, and empowering for both teachers and students.”