Learning dimensions of makerspaces: Difference between revisions

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== Purpose and challenges of makerspaces ==
== Purpose and challenges of makerspaces ==


Allow participants to (co) practise digital design and fabrication in some kind of "open spirit".


"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
Digital design and fabrication is the process of creating physical (passive or interactive) objects using digital design and fabrication tools.


== Global challenges ==
There are several types of Makerspaces:


=== Fablab ===


The fab Chart (http://fab.cba.mit.edu/about/charter/), in particular its first item:
;What is a fab lab?
:Fab labs are a global network of local labs, enabling invention by providing access to tools for digital fabrication


{{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. &nbsp;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>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>
"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"/>
 
=== Living Lab ===
 
“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"/>
 
=== Makerspace ===
 
Place for digital design and fabrication that usually has a less defined mission than fablabs. Can also include much less technical equipment.
 
"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"/>
 
=== Hackerspace ===
 
 
=== Other ===
 
Urban Lab,
City Lab, I
mpact Lab,
Design Lab,
TechShop,
Repair Café
 
=== Compliance with charters and their spirit ===
 
Some spaces may not have charters, but FabLabs normally do. We could distinguish between mandatory elements and others that are "nice to have"
 
* Accessibility: Open to the public, reasonable fees, location
* Hardware equipment: Working tools (which ones ?)
* Software
* Support/Tutoring structure
* Knowledge sharing
* Links (collaboration) with other makerspace
* Outreach activities.
 
== Outcombes ==
 
What do participants create ?
 
* Develop products (designs)
* Manufacture objects
* Create documentation
* Create ideas, innovation
* Manage innovation
 
== Global educational challenges ==
 
{{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. &nbsp;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"/>  


== Technical dimensions ==
== Technical dimensions ==
Line 14: Line 73:
=== Use the tools and machines ===
=== Use the tools and machines ===


* 3D printer
* 3D printer: sizing, slicing, positioning, printer operations
* Laser cutter
* Laser cutter: positioning, cutting, engraving and carving paramters, machine operations,
* Embroidery machine
* Embroidery machine: Selecting the right frame, changing thread, using a stabilizer, hooping, positioning, color selection
* CNC
* CNC
* Cutter
* Cutter
Line 26: Line 85:


=== 3D additive design ===
=== 3D additive design ===
* 3D printing (using, simple transformations, slicing)
* Creating 3D models by drawing, sculpting and programming


=== Embroidery design ===
=== Embroidery design ===
Line 41: Line 103:
== Soft Skills ==
== Soft Skills ==


&nbsp;
=== Problem solving ===
 
* Information retrieval and use, reading
* Problem space exploration
* (Collaborative) problem solving
* Debugging
 
=== Innovation and change ===
 
* Follow-on Innovation
* Knowledge sharing
* Knowledge appropriation
* General ideating and prototyping
* Social enterpreneurship
 
=== Personal development ===
 
* self-regulation
* self-efficacy
* Grit, persistence


== Indirect effects ==
== Indirect effects ==


* Aid development of businesses
* Motivation to learn STEM
* Improvement of performance in other areas
Experience and knowledge. This dimension refers to the set of abilities or skills to perform tasks referred to in certain technical domains. 2. Confidence. This dimension has a relation with self-esteem. It indicates the assurance of the person while starting an activity on their own. 3. Motivation. This dimension refers to having a reason or being eager to perform a particular activity. 4. Fun. This dimension refers to the hedonic benefits experienced while performing a particular activity (Hassenzahl, 2003).
== Bibliography ==
See also
* [[edutechwiki_en:Digital design and fabrication bibliography]]
* [http://test.com test]
=== 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>
<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>


Empty reference Experience and knowledge. This dimension refers to the set of abilities or skills to perform tasks referred to in certain technical domains. 2. Confidence. This dimension has a relation with self-esteem. It indicates the assurance of the person while starting an activity on their own. 3. Motivation. This dimension refers to having a reason or being eager to perform a particular activity. 4. Fun. This dimension refers to the hedonic benefits experienced while performing a particular activity (Hassenzahl, 2003).
</references>

Latest revision as of 18:07, 21 April 2021

Draft

Purpose and challenges of makerspaces

Allow participants to (co) practise digital design and fabrication in some kind of "open spirit".

Digital design and fabrication is the process of creating physical (passive or interactive) objects using digital design and fabrication tools.

There are several types of Makerspaces:

Fablab

The fab Chart (http://fab.cba.mit.edu/about/charter/), in particular its first item:

What is a fab lab?
Fab labs are a global network of local labs, enabling invention by providing access to tools for digital fabrication

"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) [1]

"Fab Labs incorporate flow and experiment-based learning through project-based, interest-driven, student-centered knowledge construction towards liberating and amplifying students" [2]

Living Lab

“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 [3]

Makerspace

Place for digital design and fabrication that usually has a less defined mission than fablabs. Can also include much less technical equipment.

"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) [4] cited by [5]

Hackerspace

Other

Urban Lab, City Lab, I mpact Lab, Design Lab, TechShop, Repair Café

Compliance with charters and their spirit

Some spaces may not have charters, but FabLabs normally do. We could distinguish between mandatory elements and others that are "nice to have"

  • Accessibility: Open to the public, reasonable fees, location
  • Hardware equipment: Working tools (which ones ?)
  • Software
  • Support/Tutoring structure
  • Knowledge sharing
  • Links (collaboration) with other makerspace
  • Outreach activities.

Outcombes

What do participants create ?

  • Develop products (designs)
  • Manufacture objects
  • Create documentation
  • Create ideas, innovation
  • Manage innovation

Global educational challenges

“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).” [1]


"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). "[2]

Technical dimensions

Use the tools and machines

  • 3D printer: sizing, slicing, positioning, printer operations
  • Laser cutter: positioning, cutting, engraving and carving paramters, machine operations,
  • Embroidery machine: Selecting the right frame, changing thread, using a stabilizer, hooping, positioning, color selection
  • CNC
  • Cutter
  • ....

2D engraving and cutting design

  • Vector graphics

3D additive design

  • 3D printing (using, simple transformations, slicing)
  • Creating 3D models by drawing, sculpting and programming

Embroidery design

Electronics

  • Assemble components
  • Soldiering

Programming

  • Programming electronic boards
  • Compuational design

Soft Skills

Problem solving

  • Information retrieval and use, reading
  • Problem space exploration
  • (Collaborative) problem solving
  • Debugging

Innovation and change

  • Follow-on Innovation
  • Knowledge sharing
  • Knowledge appropriation
  • General ideating and prototyping
  • Social enterpreneurship

Personal development

  • self-regulation
  • self-efficacy
  • Grit, persistence

Indirect effects

  • Aid development of businesses
  • Motivation to learn STEM
  • Improvement of performance in other areas


Experience and knowledge. This dimension refers to the set of abilities or skills to perform tasks referred to in certain technical domains. 2. Confidence. This dimension has a relation with self-esteem. It indicates the assurance of the person while starting an activity on their own. 3. Motivation. This dimension refers to having a reason or being eager to perform a particular activity. 4. Fun. This dimension refers to the hedonic benefits experienced while performing a particular activity (Hassenzahl, 2003).

Bibliography

See also

References

  1. ↑ 1.0 1.1 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
  2. ↑ 2.0 2.1 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
  3. ↑ 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.
  4. ↑ 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.
  5. ↑ 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
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