TinyMCE-bug
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) [1]
"Fab Labs incorporate flow and experiment-based learning through project-based, interest-driven, student-centered knowledge construction towards liberating and amplifying students" [2]
“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]
"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]
“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]
References
- ↑ 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
- ↑ 2.0 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
- ↑ 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.
- ↑ 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.
- ↑ 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