TinyMCE-bug - Revision history

Daniel K. Schneider at 13:05, 21 April 2021

2021-04-21T13:05:24Z

← Older revision		Revision as of 15:05, 21 April 2021
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	"The foundation of FabLabs resides in the belief that the most sustainable way to bring the most significant results of the digital revolution to developing communities is to enable them to participate in creating their own technological tools for finding solutions to problems (Mikhak et al., 2002)", cited by Milara et al. (2017) ~~<ref>"Fab Labs incorporate flow and experiment-based learning through project-based, interest-driven, student-centered knowledge construction towards liberating and amplifying students"~~ <ref name="~~pitkanen2019~~"/>		"The foundation of FabLabs resides in the belief that the most sustainable way to bring the most significant results of the digital revolution to developing communities is to enable them to participate in creating their own technological tools for finding solutions to problems (Mikhak et al., 2002)", cited by Milara et al. (2017) <ref name="milara2017"/>

	“User-centred, open innovation ecosystems based on systematic user co-creation approach, integrating research and innovation processes in real life communities and settings. They operate as intermediaries among citizens, research organisations, companied, cities and regions for joint value co-creation, rapid prototyping or validation to scale up innovation and businesses. LLs have common elements but multiple different implementations." (European Network of Living Labs (ENoLL), cited by <ref name="santonen2018"/>		"Fab Labs incorporate flow and experiment-based learning through project-based, interest-driven, student-centered knowledge construction towards liberating and amplifying students" <ref name="pitkanen2019"/>

			“User-centred, open innovation ecosystems based on systematic user co-creation approach, integrating research and innovation processes in real life communities and settings. They operate as intermediaries among citizens, research organisations, companied, cities and regions for joint value co-creation, rapid prototyping or validation to scale up innovation and businesses. LLs have common elements but multiple different implementations." (European Network of Living Labs (ENoLL), cited by <ref name="santonen2018"/>

	"The makerspace should engage a diverse group of people in experimentation by providing technologies and tools for ‘tinkering’ in an inclusive and accessible environment." (Makerspace playbook) <ref name="hlubinka2013"/> cited by <ref name="gahagan2020"/>		"The makerspace should engage a diverse group of people in experimentation by providing technologies and tools for ‘tinkering’ in an inclusive and accessible environment." (Makerspace playbook) <ref name="hlubinka2013"/> cited by <ref name="gahagan2020"/>


	{{quotation\|The existing work also points towards the fact that only few students have knowledge of digital fabrication (Hjorth et al., 2015). Students lack the knowledge of design processes and most of them do not act on their creative ideas (Hjorth et al., 2015). In fact, very few students act towards and realize an idea for a product or an invention that they had thought of. Such observations point towards a complexity of related opportunities and issues for creating in FabLabs.  Moreover, the utilization of FabLabs in facilitating formal education is a recent trend; therefore, so we require new frameworks and methodologies in order to maximize the acquisition of new skills in FabLab environments. Among the different types of learning methodologies, training in FabLab applies to project-based learning and provides work-like experiences (Slåttsveen, 2016; Bekker et al., 2015).}} <ref name="milara2017"/>		{{quotation\|The existing work also points towards the fact that only few students have knowledge of digital fabrication (Hjorth et al., 2015). Students lack the knowledge of design processes and most of them do not act on their creative ideas (Hjorth et al., 2015). In fact, very few students act towards and realize an idea for a product or an invention that they had thought of. Such observations point towards a complexity of related opportunities and issues for creating in FabLabs.  Moreover, the utilization of FabLabs in facilitating formal education is a recent trend; therefore, so we require new frameworks and methodologies in order to maximize the acquisition of new skills in FabLab environments. Among the different types of learning methodologies, training in FabLab applies to project-based learning and provides work-like experiences (Slåttsveen, 2016; Bekker et al., 2015).}} <ref name="milara2017"/>

	"Not all students who participate in digital fabrication activities have previous knowledge and experience in the field. Moreover, many of them are not used to the applied work methods that require competences such as self-regulation, self-efficacy and persistence (Pitkänen et al. 2019). "<ref name="pitkanen2019"/>		"Not all students who participate in digital fabrication activities have previous knowledge and experience in the field. Moreover, many of them are not used to the applied work methods that require competences such as self-regulation, self-efficacy and persistence (Pitkänen et al. 2019). "<ref name="pitkanen2019"/>

	=== References ===		=== References ===
Line 19:		Line 21:
	<ref name="hlubinka2013">Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., & McGuire, D. (2013). Makerspace playbook: School edition. Retrieved from Maker Media website: http://makerspace.com/wpcontent/uploads/2013/02/MakerspacePlaybook-Feb2013.pdf. </ref>		<ref name="hlubinka2013">Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., & McGuire, D. (2013). Makerspace playbook: School edition. Retrieved from Maker Media website: http://makerspace.com/wpcontent/uploads/2013/02/MakerspacePlaybook-Feb2013.pdf. </ref>

	<ref>Gahagan, P. M., & Calvert, P. J. (2020). Evaluating a Public Library Makerspace. Public Library Quarterly, 39(4), 320–345. https://doi.org/10.1080/01616846.2019.1662756</ref>		<ref name="gahagan2020"> Gahagan, P. M., & Calvert, P. J. (2020). Evaluating a Public Library Makerspace. Public Library Quarterly, 39(4), 320–345. https://doi.org/10.1080/01616846.2019.1662756</ref>

			<ref name="milara2017">Milara, I. S., Georgiev, G. V., Riekki, J., Ylioja, J., & Pyykkönen, M. (2017). Human and Technological Dimensions of Making in FabLab. Design Journal, 20(sup1), S1080–S1092. https://doi.org/10.1080/14606925.2017.1353052</ref>

	<ref>~~Milara~~, ~~I. S~~., ~~Georgiev~~, ~~G. V~~., ~~Riekki, J., Ylioja~~, J~~., & Pyykkönen, M~~. (~~2017~~). ~~Human and Technological Dimensions of Making~~ in ~~FabLab~~. ~~Design Journal, 20~~(~~sup1~~), ~~S1080–S1092~~. https://doi.org/10.~~1080~~/~~14606925.2017~~.~~1353052~~</ref>		<ref name="pitkanen2019"> Pitkänen, K., Iwata, M., & Laru, J. (2019). Supporting Fab Lab facilitators to develop pedagogical practices to improve learning in digital fabrication activities. In ACM International Conference Proceeding Series (pp. 1–9). New York, New York, USA: Association for Computing Machinery. https://doi.org/10.1145/3335055.3335061 </ref>

	<ref>~~Pitkänen~~, K.~~, Iwata, M~~., ~~& Laru~~, J. ~~(2019)~~. ~~Supporting Fab Lab facilitators to develop pedagogical practices to improve learning in digital fabrication activities~~. ~~In ACM International Conference Proceeding Series~~ (pp. ~~1–9~~)~~. New York~~, ~~New York~~, ~~USA: Association for Computing Machinery~~. ~~https://doi~~.~~org/10~~.~~1145/3335055~~.~~3335061~~</ref>		<ref name="santonen2018">Santonen, T. (2018) Comparing Living Lab(s) and its’ competing terms popularity. In Iain Bitran, Steffen Conn, K.R.E. Huizingh, Olga Kokshagina, Marko Torkkeli, Marcus Tynnhammar (Eds.) The Proceedings of ISPIM Innovation Conference, Innovation, the Name of the Game, 17.-20.6.2018. Stockholm.</ref>

	<ref>Santonen, T. (2018) Comparing Living Lab(s) and its’ competing terms popularity. In Iain Bitran, Steffen Conn, K.R.E. Huizingh, Olga Kokshagina, Marko Torkkeli, Marcus Tynnhammar (Eds.) The Proceedings of ISPIM Innovation Conference, Innovation, the Name of the Game, 17.-20.6.2018. Stockholm.</~~ref~~>		</references>

Daniel K. Schneider at 13:04, 21 April 2021

2021-04-21T13:04:47Z

← Older revision		Revision as of 15:04, 21 April 2021
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	"Not all students who participate in digital fabrication activities have previous knowledge and experience in the field. Moreover, many of them are not used to the applied work methods that require competences such as self-regulation, self-efficacy and persistence (Pitkänen et al. 2019). "<ref name="pitkanen2019"/>		"Not all students who participate in digital fabrication activities have previous knowledge and experience in the field. Moreover, many of them are not used to the applied work methods that require competences such as self-regulation, self-efficacy and persistence (Pitkänen et al. 2019). "<ref name="pitkanen2019"/>

	~~</ref>~~
	=== References ===		=== References ===

	<references>		<references>

	<ref name="hlubinka2013">Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., & McGuire, D. (2013). Makerspace playbook: School edition. Retrieved from Maker Media website: http://makerspace.com/wpcontent/uploads/2013/02/MakerspacePlaybook-Feb2013.pdf.		<ref name="hlubinka2013">Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., & McGuire, D. (2013). Makerspace playbook: School edition. Retrieved from Maker Media website: http://makerspace.com/wpcontent/uploads/2013/02/MakerspacePlaybook-Feb2013.pdf. </ref>

	<ref>Gahagan, P. M., & Calvert, P. J. (2020). Evaluating a Public Library Makerspace. Public Library Quarterly, 39(4), 320–345. https://doi.org/10.1080/01616846.2019.1662756</ref>		<ref>Gahagan, P. M., & Calvert, P. J. (2020). Evaluating a Public Library Makerspace. Public Library Quarterly, 39(4), 320–345. https://doi.org/10.1080/01616846.2019.1662756</ref>

Daniel K. Schneider at 13:03, 21 April 2021

2021-04-21T13:03:48Z

← Older revision		Revision as of 15:03, 21 April 2021
Line 2:		Line 2:


	"The foundation of FabLabs resides in the belief that the most sustainable way to bring the most significant results of the digital revolution to developing communities is to enable them to participate in creating their own technological tools for finding solutions to problems (Mikhak et al., 2002)", cited by Milara et al. (2017) <ref name="~~milara2017~~"/>		"The foundation of FabLabs resides in the belief that the most sustainable way to bring the most significant results of the digital revolution to developing communities is to enable them to participate in creating their own technological tools for finding solutions to problems (Mikhak et al., 2002)", cited by Milara et al. (2017) <ref>"Fab Labs incorporate flow and experiment-based learning through project-based, interest-driven, student-centered knowledge construction towards liberating and amplifying students" <ref name="pitkanen2019"/>

	"Fab Labs incorporate flow and experiment-based learning through project-based, interest-driven, student-centered knowledge construction towards liberating and amplifying students" <ref name="pitkanen2019"/>		“User-centred, open innovation ecosystems based on systematic user co-creation approach, integrating research and innovation processes in real life communities and settings. They operate as intermediaries among citizens, research organisations, companied, cities and regions for joint value co-creation, rapid prototyping or validation to scale up innovation and businesses. LLs have common elements but multiple different implementations." (European Network of Living Labs (ENoLL), cited by <ref name="santonen2018"/>

	“User-centred, open innovation ecosystems based on systematic user co-creation approach, integrating research and innovation processes in real life communities and settings. They operate as intermediaries among citizens, research organisations, companied, cities and regions for joint value co-creation, rapid prototyping or validation to scale up innovation and businesses. LLs have common elements but multiple different implementations." (European Network of Living Labs (ENoLL), cited by <ref name="santonen2018"/>

	"The makerspace should engage a diverse group of people in experimentation by providing technologies and tools for ‘tinkering’ in an inclusive and accessible environment." (Makerspace playbook) <ref name="hlubinka2013"/> cited by <ref name="gahagan2020"/>		"The makerspace should engage a diverse group of people in experimentation by providing technologies and tools for ‘tinkering’ in an inclusive and accessible environment." (Makerspace playbook) <ref name="hlubinka2013"/> cited by <ref name="gahagan2020"/>


	{{quotation\|The existing work also points towards the fact that only few students have knowledge of digital fabrication (Hjorth et al., 2015). Students lack the knowledge of design processes and most of them do not act on their creative ideas (Hjorth et al., 2015). In fact, very few students act towards and realize an idea for a product or an invention that they had thought of. Such observations point towards a complexity of related opportunities and issues for creating in FabLabs.  Moreover, the utilization of FabLabs in facilitating formal education is a recent trend; therefore, so we require new frameworks and methodologies in order to maximize the acquisition of new skills in FabLab environments. Among the different types of learning methodologies, training in FabLab applies to project-based learning and provides work-like experiences (Slåttsveen, 2016; Bekker et al., 2015).}} <ref name="milara2017"/>		{{quotation\|The existing work also points towards the fact that only few students have knowledge of digital fabrication (Hjorth et al., 2015). Students lack the knowledge of design processes and most of them do not act on their creative ideas (Hjorth et al., 2015). In fact, very few students act towards and realize an idea for a product or an invention that they had thought of. Such observations point towards a complexity of related opportunities and issues for creating in FabLabs.  Moreover, the utilization of FabLabs in facilitating formal education is a recent trend; therefore, so we require new frameworks and methodologies in order to maximize the acquisition of new skills in FabLab environments. Among the different types of learning methodologies, training in FabLab applies to project-based learning and provides work-like experiences (Slåttsveen, 2016; Bekker et al., 2015).}} <ref name="milara2017"/>

	"Not all students who participate in digital fabrication activities have previous knowledge and experience in the field. Moreover, many of them are not used to the applied work methods that require competences such as self-regulation, self-efficacy and persistence (Pitkänen et al. 2019). "<ref name="pitkanen2019"/>		"Not all students who participate in digital fabrication activities have previous knowledge and experience in the field. Moreover, many of them are not used to the applied work methods that require competences such as self-regulation, self-efficacy and persistence (Pitkänen et al. 2019). "<ref name="pitkanen2019"/>

			</ref>
	=== References ===		=== References ===

	<references>		<references>

	<ref name="hlubinka2013">Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., & McGuire, D. (2013). Makerspace playbook: School edition. Retrieved from Maker Media website: http://makerspace.com/wpcontent/uploads/2013/02/MakerspacePlaybook-Feb2013.pdf. ~~</ref>~~		<ref name="hlubinka2013">Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., & McGuire, D. (2013). Makerspace playbook: School edition. Retrieved from Maker Media website: http://makerspace.com/wpcontent/uploads/2013/02/MakerspacePlaybook-Feb2013.pdf.

	<ref name="gahagan2020"> Gahagan, P. M., & Calvert, P. J. (2020). Evaluating a Public Library Makerspace. Public Library Quarterly, 39(4), 320–345. https://doi.org/10.1080/01616846.2019.1662756</ref>

	<ref ~~name="milara2017"~~>~~Milara~~, I. S., ~~Georgiev~~, ~~G. V., Riekki, J~~.~~, Ylioja,~~ J~~., & Pyykkönen, M~~. (~~2017~~). ~~Human and Technological Dimensions of Making in FabLab~~. ~~Design Journal~~, 20(~~sup1~~), ~~S1080–S1092~~. https://doi.org/10.1080/~~14606925~~.~~2017~~.~~1353052~~</ref>		<ref>Gahagan, P. M., & Calvert, P. J. (2020). Evaluating a Public Library Makerspace. Public Library Quarterly, 39(4), 320–345. https://doi.org/10.1080/01616846.2019.1662756</ref>

	<ref ~~name="pitkanen2019"~~> ~~Pitkänen~~, K., ~~Iwata~~, M., & ~~Laru~~, J. (~~2019~~). ~~Supporting Fab Lab facilitators to develop pedagogical practices to improve learning~~ in ~~digital fabrication activities~~. ~~In ACM International Conference Proceeding Series~~ (~~pp. 1–9~~)~~. New York, New York~~, ~~USA: Association for Computing Machinery~~. https://doi.org/10.~~1145~~/~~3335055~~.~~3335061~~ </ref>		<ref>Milara, I. S., Georgiev, G. V., Riekki, J., Ylioja, J., & Pyykkönen, M. (2017). Human and Technological Dimensions of Making in FabLab. Design Journal, 20(sup1), S1080–S1092. https://doi.org/10.1080/14606925.2017.1353052</ref>

	<ref ~~name="santonen2018"~~>~~Santonen~~, T. ~~(2018) Comparing Living Lab(s) and its’ competing terms popularity~~. ~~In Iain Bitran~~, ~~Steffen Conn~~, K.R.E. ~~Huizingh, Olga Kokshagina, Marko Torkkeli, Marcus Tynnhammar~~ (~~Eds~~.) ~~The Proceedings of ISPIM Innovation Conference~~, ~~Innovation~~, ~~the Name of the Game, 17.-20~~.6.~~2018~~. ~~Stockholm~~.</ref>		<ref>Pitkänen, K., Iwata, M., & Laru, J. (2019). Supporting Fab Lab facilitators to develop pedagogical practices to improve learning in digital fabrication activities. In ACM International Conference Proceeding Series (pp. 1–9). New York, New York, USA: Association for Computing Machinery. https://doi.org/10.1145/3335055.3335061</ref>

	</~~references~~>		<ref>Santonen, T. (2018) Comparing Living Lab(s) and its’ competing terms popularity. In Iain Bitran, Steffen Conn, K.R.E. Huizingh, Olga Kokshagina, Marko Torkkeli, Marcus Tynnhammar (Eds.) The Proceedings of ISPIM Innovation Conference, Innovation, the Name of the Game, 17.-20.6.2018. Stockholm.</ref>

Daniel K. Schneider at 12:41, 21 April 2021

2021-04-21T12:41:06Z

← Older revision		Revision as of 14:41, 21 April 2021
Line 2:		Line 2:


			"The foundation of FabLabs resides in the belief that the most sustainable way to bring the most significant results of the digital revolution to developing communities is to enable them to participate in creating their own technological tools for finding solutions to problems (Mikhak et al., 2002)", cited by Milara et al. (2017) <ref name="milara2017"/>

	"The foundation of FabLabs resides in the belief that the most sustainable way to bring the most significant results of the digital revolution to developing communities is to enable them to participate in creating their own technological tools for finding solutions to problems (Mikhak et al., ~~2002)~~"~~, cited by Milara et al. (2017) <~~ref name="~~milara2017~~"/~~>~~		"Fab Labs incorporate flow and experiment-based learning through project-based, interest-driven, student-centered knowledge construction towards liberating and amplifying students" <ref name="pitkanen2019"/>

	~~"Fab Labs incorporate flow and experiment~~-based ~~learning through project~~-~~based~~, ~~interest~~-~~driven~~, ~~student-centered  knowledge  construction  towards  liberating  ~~and ~~amplifying students~~" ~~<~~ref name="~~pitkanen2019~~"/~~>~~		“User-centred, open innovation ecosystems based on systematic user co-creation approach, integrating research and innovation processes in real life communities and settings. They operate as intermediaries among citizens, research organisations, companied, cities and regions for joint value co-creation, rapid prototyping or validation to scale up innovation and businesses. LLs have common elements but multiple different implementations." (European Network of Living Labs (ENoLL), cited by <ref name="santonen2018"/>

	~~{{quotation\|~~The existing work also points towards the fact that only few students have knowledge of digital fabrication (Hjorth et al., 2015). Students lack the knowledge of design processes and most of them do not act on their creative ideas (Hjorth et al., 2015). In fact, very few students act towards and realize an idea for a ~~product or an invention that they had thought~~ of~~. Such observations point towards a complexity of related opportunities~~ and ~~issues~~ for ~~creating~~ in ~~FabLabs.  Moreover, the utilization of FabLabs in facilitating formal education is a recent trend; therefore, so we require new frameworks~~ and ~~methodologies in order to maximize the acquisition of new skills in FabLab environments~~. ~~Among the different types of learning methodologies, training in FabLab applies to project-based learning and provides work-like experiences~~ (~~Slåttsveen, 2016; Bekker et al., 2015~~)~~.}}  <~~ref name="~~milara2017~~"/~~>~~		"The makerspace should engage a diverse group of people in experimentation by providing technologies and tools for ‘tinkering’ in an inclusive and accessible environment." (Makerspace playbook) <ref name="hlubinka2013"/> cited by <ref name="gahagan2020"/>

	"Not all students who participate in digital fabrication activities have previous knowledge and experience in the field. Moreover, many of  them  are  not  used  to  the  applied  work  methods  that  require competences such as self-regulation, self-efficacy and persistence (Pitkänen et al. 2019). "<ref name="pitkanen2019"/>

			{{quotation\|The existing work also points towards the fact that only few students have knowledge of digital fabrication (Hjorth et al., 2015). Students lack the knowledge of design processes and most of them do not act on their creative ideas (Hjorth et al., 2015). In fact, very few students act towards and realize an idea for a product or an invention that they had thought of. Such observations point towards a complexity of related opportunities and issues for creating in FabLabs.  Moreover, the utilization of FabLabs in facilitating formal education is a recent trend; therefore, so we require new frameworks and methodologies in order to maximize the acquisition of new skills in FabLab environments. Among the different types of learning methodologies, training in FabLab applies to project-based learning and provides work-like experiences (Slåttsveen, 2016; Bekker et al., 2015).}} <ref name="milara2017"/>

			"Not all students who participate in digital fabrication activities have previous knowledge and experience in the field. Moreover, many of them are not used to the applied work methods that require competences such as self-regulation, self-efficacy and persistence (Pitkänen et al. 2019). "<ref name="pitkanen2019"/>

	=== References ===		=== References ===

	~~<~~references~~>~~		<references>

	~~<~~ref name="hlubinka2013"~~>~~Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., & McGuire, D. (2013). Makerspace playbook: School edition. Retrieved from Maker Media website: http://makerspace.com/wpcontent/uploads/2013/02/MakerspacePlaybook-Feb2013.pdf. ~~<~~/ref~~>~~		<ref name="hlubinka2013">Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., & McGuire, D. (2013). Makerspace playbook: School edition. Retrieved from Maker Media website: http://makerspace.com/wpcontent/uploads/2013/02/MakerspacePlaybook-Feb2013.pdf. </ref>

	~~<~~ref name="gahagan2020"~~>~~ Gahagan, P. M., & Calvert, P. J. (2020). Evaluating a Public Library Makerspace. Public Library Quarterly, 39(4), 320–345. https://doi.org/10.1080/01616846.2019.1662756~~<~~/ref~~>~~		<ref name="gahagan2020"> Gahagan, P. M., & Calvert, P. J. (2020). Evaluating a Public Library Makerspace. Public Library Quarterly, 39(4), 320–345. https://doi.org/10.1080/01616846.2019.1662756</ref>

	~~<~~ref name="milara2017"~~>~~Milara, I. S., Georgiev, G. V., Riekki, J., Ylioja, J., & Pyykkönen, M. (2017). Human and Technological Dimensions of Making in FabLab. Design Journal, 20(sup1), S1080–S1092. https://doi.org/10.1080/14606925.2017.1353052~~<~~/ref~~>~~		<ref name="milara2017">Milara, I. S., Georgiev, G. V., Riekki, J., Ylioja, J., & Pyykkönen, M. (2017). Human and Technological Dimensions of Making in FabLab. Design Journal, 20(sup1), S1080–S1092. https://doi.org/10.1080/14606925.2017.1353052</ref>

	~~<~~ref name="pitkanen2019"~~>~~ Pitkänen, K., Iwata, M., & Laru, J. (2019). Supporting Fab Lab facilitators to develop pedagogical practices to improve learning in digital fabrication activities. In ACM International Conference Proceeding Series (pp. 1–9). New York, New York, USA: Association for Computing Machinery. https://doi.org/10.1145/3335055.3335061 ~~<~~/ref~~>~~		<ref name="pitkanen2019"> Pitkänen, K., Iwata, M., & Laru, J. (2019). Supporting Fab Lab facilitators to develop pedagogical practices to improve learning in digital fabrication activities. In ACM International Conference Proceeding Series (pp. 1–9). New York, New York, USA: Association for Computing Machinery. https://doi.org/10.1145/3335055.3335061 </ref>

	~~<~~ref name="santonen2018"~~>~~Santonen, T. (2018) Comparing Living Lab(s) and its’ competing terms popularity. In Iain Bitran, Steffen Conn, K.R.E. Huizingh, Olga Kokshagina, Marko Torkkeli, Marcus Tynnhammar (Eds.) The Proceedings of ISPIM Innovation Conference, Innovation, the Name of the Game, 17.-20.6.2018. Stockholm.~~<~~/ref~~>~~		<ref name="santonen2018">Santonen, T. (2018) Comparing Living Lab(s) and its’ competing terms popularity. In Iain Bitran, Steffen Conn, K.R.E. Huizingh, Olga Kokshagina, Marko Torkkeli, Marcus Tynnhammar (Eds.) The Proceedings of ISPIM Innovation Conference, Innovation, the Name of the Game, 17.-20.6.2018. Stockholm.</ref>

	~~<~~/references~~><br~~>		</references>

Daniel K. Schneider: Created page with "This is to document a TinyMCE bug as of April 21 2021. "The foundation of FabLabs resides in the belief that the most sustainable way to bring the most significant results..."

2021-04-21T12:38:55Z

Created page with "This is to document a TinyMCE bug as of April 21 2021. "The foundation of FabLabs resides in the belief that the most sustainable way to bring the most significant results..."

New page

This is to document a TinyMCE bug as of April 21 2021.

"The foundation of FabLabs resides in the belief that the most sustainable way to bring the most significant results of the digital revolution to developing communities is to enable them to participate in creating their own technological tools for finding solutions to problems (Mikhak et al., 2002)", cited by Milara et al. (2017) <ref name="milara2017"/>

"Fab Labs incorporate flow and experiment-based learning through project-based, interest-driven, student-centered  knowledge  construction  towards  liberating  and amplifying students" <ref name="pitkanen2019"/>

{{quotation|The existing work also points towards the fact that only few students have knowledge of digital fabrication (Hjorth et al., 2015). Students lack the knowledge of design processes and most of them do not act on their creative ideas (Hjorth et al., 2015). In fact, very few students act towards and realize an idea for a product or an invention that they had thought of. Such observations point towards a complexity of related opportunities and issues for creating in FabLabs.  Moreover, the utilization of FabLabs in facilitating formal education is a recent trend; therefore, so we require new frameworks and methodologies in order to maximize the acquisition of new skills in FabLab environments. Among the different types of learning methodologies, training in FabLab applies to project-based learning and provides work-like experiences (Slåttsveen, 2016; Bekker et al., 2015).}}  <ref name="milara2017"/>

"Not all students who participate in digital fabrication activities have previous knowledge and experience in the field. Moreover, many of  them  are  not  used  to  the  applied  work  methods  that  require competences such as self-regulation, self-efficacy and persistence (Pitkänen et al. 2019). "<ref name="pitkanen2019"/> 

=== References ===

<references>

<ref name="hlubinka2013">Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., & McGuire, D. (2013). Makerspace playbook: School edition. Retrieved from Maker Media website: http://makerspace.com/wpcontent/uploads/2013/02/MakerspacePlaybook-Feb2013.pdf. </ref>

<ref name="gahagan2020"> Gahagan, P. M., & Calvert, P. J. (2020). Evaluating a Public Library Makerspace. Public Library Quarterly, 39(4), 320–345. https://doi.org/10.1080/01616846.2019.1662756</ref>

<ref name="milara2017">Milara, I. S., Georgiev, G. V., Riekki, J., Ylioja, J., & Pyykkönen, M. (2017). Human and Technological Dimensions of Making in FabLab. Design Journal, 20(sup1), S1080–S1092. https://doi.org/10.1080/14606925.2017.1353052</ref>

<ref name="pitkanen2019"> Pitkänen, K., Iwata, M., & Laru, J. (2019). Supporting Fab Lab facilitators to develop pedagogical practices to improve learning in digital fabrication activities. In ACM International Conference Proceeding Series (pp. 1–9). New York, New York, USA: Association for Computing Machinery. https://doi.org/10.1145/3335055.3335061 </ref>

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