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The Maker Movement
... Throughout history, humans have created artifacts, driven by a fundamental human drive for creative expression and craftsmanship. This drive, combined with technological advancements such as digital tools, the rise of the do-it-yourself (DIY) culture, and educational initiatives, has given rise to the "Maker movement" [14]. The Maker movement represents a shift from traditional craftsmanship [9] towards a culture that values tinkering, hacking, re-making, and the creation of technical artifacts [18]. ...
... Although prior research has generated a wealth of insights about the various forms Making can have, the fundamental question of what Making is and who is considered to be a Maker remains unresolved. Various attempts have been made to define Makingwhether through the lens of materials and tools being used [31,34,50], through the process and mindset involved [23], or through the broad assertion that anyone can be a Maker [14], which however is also criticized as "if everyone is a Maker, then no one really is one" [37, p. 3]. Consequently, existing definitions are fragmented and mixed, and a clear understanding of what constitutes Making and what falls outside its scope remains uncertain. ...
... Dougherty states that Maker "describes each of us, regardless of how we live our lives or what goals we pursue. We are all Makers: as cooks who prepare food for our families, as gardeners, as knitters" [14]. However, this definition is also criticized for being overly broad, which can render the term meaningless [37]. ...
... Resilience/ growth mindset Characteristic or behavior that shows that a person has the flexibility and persistence to overcome challenges and the belief that they can accomplish a task "even if they have never experienced it before" Belief that one's basic qualities can be developed with their own efforts, strategies, and other's help (Dweck, 2006; Resilience in the face of frustration (Martin, 2015;Regalla, 2016) Can-do attitude (Dougherty, 2012) Grit (Cohen et al, 2018a) Creativity ...
... Willingness to repeat specific actions accompanied by a sense of curiosity and the belief that one needs to do it him/herself to obtain the needed result Sense of curiosity (Regalla, 2016) Playfulness (Dougherty & Conrad, 2016;Martin, 2015) Iterative approach to problem-solving (Dougherty, 2012) Do-it-yourself attitude or experimental orientation (Peppler & Bender, 2013) Collaboration orientation ...
... Willingness to share with others one's personal achievements/artifacts or expertise and collaborate to solve challenges by addressing them from multidisciplinary approaches Disposition to share and collaborate (Dougherty, 2012;Martin, 2015;Regalla, 2016) Interdisciplinary approach to challenges (Regalla, 2016) ...
The maker mindset has been identified as one of the focal elements in maker education, and in formal education, teachers have a key role in nurturing it in their students. The maker mindset has been examined mainly theoretically and in relation to students. The present, empirical study explores teachers’ maker mindsets and investigates how teachers perceive this concept and describe its facilitation when implementing maker activities. The concept is approached with four constructs identified in previous maker mindset literature: resilience/growth mindset, creativity, collaboration orientation, and willingness to tinker. Data were collected using an adapted maker mindset instrument administered to 58 pre- and in-service teachers and via semi-structured pair interviews with experienced teachers (N=10). Both data sets were analyzed with qualitative content analysis combining theory-driven and data-driven approaches. The results revealed that the teachers emphasized all four constructs of the maker mindset. They perceived the maker mindset as a complex and multidimensional concept and highlighted the constructs willingness to tinker and resilience/growth mindset. In terms of facilitation, the teachers underlined the constructs collaboration orientation and creativity. In addition to student collaboration, the teachers emphasized collaboration among teachers as a means for the successful implementation of maker-centered activities. The findings highlight the critical role of teachers’ own awareness of maker mindset constructs when promoting students’ maker mindsets.Keywords: Maker mindset, maker education, K-12 formal education, in-service teachers, pre-service teachers
... Students are invited to make personal sense of the creative activities, to explore and tinker with their projects, and to engage in community interaction by sharing their projects with others (Brahms & Crowley, 2016). Previous research posits that making can provide a pathway to foster students using their personal skills and expertise in the various learning activities and expressing their learning through the act of creating tangible or digital artifacts (Dougherty, 2012). Making can also provide access to tools and technologies to students who are typically underrepresented in particular fields . ...
... Taken together, several policy documents stress that students need to acquire leadership and innovation skills while participating in basic education. Concurrently, available research knowledge posits that makerspaces hold great potential in answering such calls (Dougherty, 2012;. Despite this understanding, research to date has neglected leadership and innovation practices in school makerspace contexts. ...
... As makerspaces are increasingly implemented in Finnish schools (Juurola & Wirman, 2019), it has become crucial to understand the development of such conditions. It is known that more open learning environments, such as makerspaces, can pose multidimensional demands and tensions for teacher-student interactions and to student-student interactions (Leskinen et al., 2021) in formal educational contexts (see also Dougherty, 2012). Therefore, the core aim of my doctoral dissertation is to provide research knowledge about the conditions that can foster (or challenge) students' leadership and innovation activities in a school makerspace. ...
This doctoral dissertation generates new knowledge about distributed leadership and collective innovation practices in a primary school makerspace. Several educational policy documents have called for students’ leadership and innovation skills in basic education to be promoted. Concurrently, it has been argued in research that makerspaces hold great potential in answering such calls, and schools across the globe have been introducing makerspaces in their educational programs. However, research to date has neglected leadership and innovation practices in school makerspace contexts. Based on previous research, the dissertation argues that the dynamics of leadership are shifted in makerspaces as students gain more opportunities to influence their learning activities. The dissertation also posits that the opportunities to take leadership promotes students’ opportunities to innovate.
The dissertation consists of three original research articles. The first two focus on leadership and conceptualize it as a social process involving negotiations between multiple individuals. The first article unravels the social dynamics of distributing leadership between teachers and students in the makerspace. The second article examines how students influence their peers and negotiate leadership during collaborative making activities. The article provides enlightenment about the consequences of socially emergent leadership for creative collaboration. The third article explains how teachers’ and students’ recurring actions construct collective innovation practices that support students’ learning to innovate. The study highlights how the makerspace context allows the development of such practices.
Video and interview data that were gathered over one academic year at two Finnish primary schools were used in the dissertation. A narrative approach was used to analyze the teacher interviews. The analysis considered the stories told by teachers to describe the dynamics of distributing leadership between them and their students. The analysis of the video data used interaction analysis and video data analysis to unravel how the students’ and teachers’ interactions took part in constructing distributed leadership and innovation practices. Overall, the analyses were guided by a sociocultural understanding of leadership and innovation practices as socially situated phenomena. The analyses thus considered how the makerspace context (i.e., the space, materials, and individuals) mediated the participants’ actions. The role of historical and institutional contexts in leadership and innovation practices was also considered.
The results highlight that teacher-led, student-led, and distributed leadership practices co-existed in the makerspace. Although the makerspace context provided opportunities for students’ leadership and innovation practices, the students’ needed their teachers’ support in taking part in such practices. The dissertation highlights that the creative and open-ended projects and collective interaction as salient aspects of learning in makerspaces, enabled leadership and innovation practices to develop and promoted the students’ learning to lead and to innovate. The sociocultural approach of this study showed that the leadership and innovation practices were mediated by the pedagogical and physical setting of the makerspace, the participants’ histories, and their expectations for the future. Specifically, the pedagogical setting provided room for the students’ imagination and creative engagement, fostering leadership and innovation practices. Access to leadership and innovation practices were mediated by using the available materials. The participants’ past experiences of formal schooling, their current experiences, and their aspirations for the future posed opportunities and tensions for distributed leadership and innovation practices.
The dissertation contributes to a growing understanding of the educational potential of makerspaces to foster the development of distributed leadership and innovation practices. The dissertation shows that taking part in leadership and innovation practices can promote students' learning of leadership and innovation skills needed in the 21st century. However, the sociocultural approach revealed that it demands collective efforts from students and teachers to learn how to distribute leadership and innovate in the formal school context of the makerspace. The results inform pedagogical practice in school makerspaces and in teacher training by showing how the teachers’ orientation plays a pivotal role in leadership and innovation practices.
... Fuertemente inspirados en el ethos hacker general (Coleman, 2013;Himanen, 2001), desde inicios de los 2000 han emergido a lo largo del planeta diversos colectivos de entusiastas o expertos amateurs de la electrónica, hi-tech do-it-yourselfers, así como talleres y espacios dedicados a la fabricación digital -y no digital-como makerspaces o Fab labs. Mientras que los Fab labs o laboratorios de fabricación tienden a asociarse a universidades y siguen fines más académicos, los makerspaces son lugares más abiertos e informales compuestos de do-it-yourselfers de diferentes disciplinas y edades (Dougherty, 2012). Estos lugares por lo general están equipados con tecnologías desarrolladas para el diseño de prototipos como impresoras 3D, cortadoras láser, microelectrónica y softwares de diseño, así como también de máquinas y herramientas más tradicionales y análogas asociadas al trabajo de varios oficios artesanales (Smith, 2017). ...
... Estos lugares por lo general están equipados con tecnologías desarrolladas para el diseño de prototipos como impresoras 3D, cortadoras láser, microelectrónica y softwares de diseño, así como también de máquinas y herramientas más tradicionales y análogas asociadas al trabajo de varios oficios artesanales (Smith, 2017). Más allá de sus diferencias, todos estos colectivos y talleres serían parte del denominado movimiento maker que busca democratizar el acceso a medios para aprender, colaborar y producir cosas innovadoras (Anderson, 2012;Dougherty, 2012;Gershenfeld, 2012;Smith et al. 2017). ...
The escalating destabilizations of recent years, such as the
climate crisis, social, food and energy crises, wars, among
many others, have raised the question of where to direct the
discipline of design in uncertain scenarios like the ones we
currently live in. In this article, the lessons and frictions that
the global COVID-19 pandemic left for designer collectives in
Chile are analyzed. Faced with the challenges of traditional
industries to respond to the high number of infections and
deaths caused by the virus, designer collectives, spread
throughout the territory, became key actors in the context of
the health crisis. Through a qualitative study of the experiences and associations of maker collectives and Fab labs in
Chile, this work analyses the frictions experienced by these
collectives during the viral crisis. It examines the efforts to
gain legitimacy against expert systems, creating a paradox
between the opportunities that opened up for maker collectives and the risks of bureaucratization and weakening of
their hacker ethos in the need to certify their solutions with
traditional institutions. Based on the analysis of this experience, the article concludes by emphasizing some operations
aimed at promoting distributed design for crisis management, expanding the resilience and self-design capabilities
of the territories.
... De acordo com Raabe e Gomes (2018), grande parte das atividades pedagógicas que utilizam a cultura maker se fundamenta na abordagem construcionista de Seymour Papert (1980). Essa abordagem impacta profundamente a organização de atividades educacionais, que, segundo Dougherty (2012), passam a considerar o próprio artefato construído pelo estudante como evidência de aprendizagem. Assim, o conhecimento é construído à medida que o estudante cria e compartilha seus projetos abertamente (Blikstein, 2013). ...
Este artigo é resultado de uma das ações de instrutoria do Programa de articulação entre graduação e pós-graduação da Universidade Federal do Ceará. Seu objetivo é apresentar uma atividade maker, para o ensino de matemática, que pode ser trabalhada nos anos iniciais do Ensino Fundamental. Esta atividade desenvolveu-se durante uma oficina maker realizada com sete estudantes do curso de Pedagogia e culminou na construção de animais articulados com o uso de materiais de baixo custo. Dessa forma, este trabalho possui natureza qualitativa e seus dados foram coletados a partir dos registros dos artefatos construídos e das observações dos diálogos dos graduandos durante o processo criativo. Quanto aos resultados, verificou-se que a atividade maker realizada suscitou reflexões sobre suas possibilidades para o ensino de geometria no primeiro e segundo ano do Ensino Fundamental. Os participantes também tiveram a oportunidade de conhecer os principais aspectos da cultura maker e refletir sobre como ela pode ser trabalhada em sala de aula de forma interdisciplinar
... Aquí emergen conceptos muy populares actualmente, y que pueden ser pilares robustos de un proceso de formación, como lo es la cultura maker. Podemos entender este concepto como un movimiento que permite traer problemas y desafíos del mundo real a la sala de clases y prepara a los estudiantes para las demandas de la sociedad y el mercado (Dougherty, 2012) por medio de la realización de prototipos y dispositivos, que dan solución a situaciones socialmente relevantes, permitiendo dar coherencia y práctica integrada a las habilidades del siglo XXI y aplicación inmediata al contexto, haciendo que el aprendizaje sea más significativo, relevante y contextualizado. Para la proyección del rol profesional en un futuro, es importante transferir el desempeño de las habilidades a diferentes contextos, con el fin de permitir que el estudiante desarrolle estrategias en espacios y ambientes cómodos, en los cuales a través de estados de flow (Nakamura y Csikszentmihalyi, 2002), pueda ser más consciente y estratégico en la resolución de problemas. ...
El trabajo propone un diseño de intervención psicopedagógica que permite brindar una formación profesional integral a los estudiantes universitarios mediante procesos de apoyo especializados para el aprendizaje, con el fin de favorecer la inclusión, participación, progreso y aprendizaje de todas y todos, desde una perspectiva de justicia social en el quehacer de las Instituciones de Educación Superior en el contexto actual. Se describe cómo realizar el abordaje de las necesidades de apoyo específicas en el aprendizaje, a través de la mediación de habilidades cognitivas y con una didáctica personalizada, basada en la integración del enfoque STEAM+H y metodologías activas; considerando en la proyección del ejercicio profesional los objetivos de desarrollo sostenible. Esto, con el fin de favorecer el aprendizaje, la motivación, la permanencia y el egreso exitoso de los estudiantes. Así mismo, vincula cómo esta integración, permite favorecer el desarrollo de habilidades y competencias a la base de la toma de decisiones para los procesos de adaptación y resolución de problemas del siglo XXI. Favoreciendo así que los estudiantes puedan trabajar en equipo, usando la reflexión, el pensamiento crítico, la innovación y el mejoramiento en pos del bienestar común, tomando acción frente a los retos de la vida moderna en armonía con ellos mismos y la sociedad.
... Essa ideia vem sendo conhecida como movimento maker. De acordo com (DOUGHERTY, 2012), esse movimento "sinaliza para uma transformação social, cultural e tecnológica que nos convida a participar como produtores e não apenas Hibridizar a ciência e a tecnologia impulsiona o desenvolvimento tecnológico, tornando-se comum a transformação da maneira em que se se lida com o processo de inovação (KOULOPOULOS, 2011). Sendo assim, a inserção de instituições de ensino em tal movimento foi inevitável, favorecendo o desenvolvimento da indústria criativa ao oportunizar criações funcionais, orientadas a uma cultura inclusiva e empoderadora. ...
Este estudo analisa a implementação do Clube Maker no IFMG - Campus Ibirité, focado em fomentar habilidades maker e autonomia em alunos através de atividades práticas. Ao longo de 2023, estudantes de diversos cursos participaram de projetos que incluíram o uso de Arduino, impressora 3D, máquina de corte a laser e a construção de um braço robótico. Apesar de desafios iniciais devido à baixa familiaridade com as tecnologias, a progressão dos projetos evidenciou a crescente autonomia e participação ativa dos alunos, melhorando a aprendizagem colaborativa. A conclusão dos módulos em menos tempo demonstrou o amadurecimento dos participantes, e uma atividade final consolidou os conhecimentos adquiridos. Os resultados positivos do Clube Maker sublinham seu papel no avanço do movimento DIY, enfatizando a superação de desafios como a colaboração e progressão dos projetos. Apesar das limitações, como o número reduzido de participantes e conflitos de agenda, recomenda-se a continuidade do Clube, propondo atividades mais desafiadoras e a inclusão de novos alunos interessados.
... The maker movement, as started by Dougherty (2012), has become a popular afterschool (and increasingly even an in-class) activity where students learn by doing (often called hands-on learning) and creating personally meaningful artifacts. Peppler et al. (2020) conducted interviews with 20 youth learners and ran a survey with 52 youth learners belonging to underrepresented populations to understand how they engage in interest-driven maker activities (in or outside school) and in what conditions. ...
Personalized learning has been rising to the forefront in the past few decades. One promising form of personalized learning is Interest-Based Learning or IBL. IBL leverages a learner’s interests and integrates them into traditional learning to create relevance with the learning content. It seeks to positively impact learning-related variables such as motivation, attention, and self-efficacy. This approach, although explored in specific applications and contexts, lacks a holistic review of its development over the years, particularly when dealing with its manifestation through technology. This systematic review aims to fill in some of the critical gaps by analyzing: (i) the conceptualization of interest within IBL; (ii) the implementation of IBL strategies; and (iii) the integration of technologies in technology-driven IBL environments. Based on a review of the literature, existing problems and challenges for technology-driven IBL are identified, along with potential research gaps and future directions.
... The makerspace movement provides an excellent opportunity for students to develop their interests and identities [36]. Dougherty [37] declares that the term "maker" is universal and essential to human identity, "describing each one of us, no matter how we live our lives or what our goals might be". Informal makerspaces offer opportunities for participants to engage in engineering practices and knowledge in creative ways [38], and they have been found to be widely effective [39]. ...
... This study aims to investigate the three layers of the maker movement [26] and their relationship with CCIs in China. To achieve this, a mixed-methods approach was adopted, with ethnography serving as the principal research method and semantic network analysis employed as a complementary quantitative tool. ...
The question of whether China can become a creative nation has been a topic of much debate in academic circles. The Chinese government has expressed its belief that China can develop a unique form of creativity to move the country from the periphery to the center of the global creative ecosystem. This perspective has led to a series of state-led trials and experiments, including the adoption of cultural and creative industries, creative clusters and cities, and the recent maker movement. This paper utilizes the center-periphery theory to analyze the emergence, development, and evolution of China’s maker movement, aiming to revisit the creativity issues in contemporary China. Based on three years of ethnographic research, the paper unpacks the maker movement at three interrelated levels: individual, organizational, and urban. Empirical data indicates that the transformation of China’s maker movement is characterized by commodification, formalization, and infrastructuralization processes. The tension between growth and development, and stability and control has turned the once grassroots maker movement into a contested creative hybrid. This paper challenges the conventional view that China is resistant to change and incapable of creativity due to institutional and ideological influences. It demonstrates how an alternative mode of creativity can emerge outside global creative centers and proposes a new perspective on China’s potential to become a creative nation.
This systematic review aims to analyse the existing research on the introduction of maker education in teacher training and continuous professional development. There is a growing interest in defining the state of the art on this topic. Using the WOS database, 20 empirical studies published in peer-reviewed journals between 2019 and 2023 were further analysed. The studies were systematically examined to identify the general characteristics related to the type of maker education training intervention. The principal findings of this review indicate that the majority of training programmes are primarily aimed at pre-service and in-service teachers, and the number of articles published has increased significantly in recent years; moreover, the characteristics of these programmes vary considerably across the studies identified, indicating an uneven distribution of research activity. Despite the growth in the literature, there is still a notable gap in terms of the specific knowledge acquisition that teachers require in order to effectively implement maker education. While many studies emphasise equipping educators with both practical skills and theoretical knowledge, fewer focus solely on knowledge acquisition. This review emphasises the value of immersive experiences for training teachers, demonstrating the positive impact such experiences can have on their confidence and mindset. Additionally, the potential of virtual training programmes to create collaborative, supportive learning environments represents an innovative approach to enhancing teacher preparation in maker education. Based on the findings, it must be emphasised that there is still a need for the further research and development of maker education training models specifically designed to facilitate the integration of making approaches into formal education.
Makerspaces are becoming increasingly popular due to their capacity for hands-on learning, innovation, collaboration, and the democratisation of technology. While numerous studies have explored makerspace users, they have largely focused on contexts within the Global North or China, leaving a significant gap in understanding the demographics and experiences of individuals who frequent these spaces in the Global South. The paper addresses this gap by understanding the factors influencing the motivations and satisfaction levels of an emerging community of makerspace users in India. Employing a cross-sectional survey methodology, data from 51 participants were collected via an online questionnaire and analysed using descriptive statistics and multivariate linear regression. Key findings indicate that access to specialised tools, expert guidance, and opportunities for personal and professional development are significant motivators for makerspace usage. Users expressed high satisfaction with the learning opportunities and resources provided. The study concludes that makerspaces play a crucial role in supporting innovation and professional growth in the Indian context, suggesting that policymakers and educators should consider these insights to enhance the effectiveness and reach of makerspaces, thus promoting broader innovation ecosystems. Future research should aim to include a more diverse participant pool to validate and expand upon these findings.
Este trabalho relata uma investigação acerca do impacto de práticas makers no processo educativo. Motivado pela necessidade de inovar no ensino, o estudo busca compreender como essas práticas podem promover um aprendizado mais significativo e engajador. O objetivo é relatar uma experiência didática que integrou atividades da cultura maker em uma escola pública, explorando os efeitos dessas práticas no desenvolvimento das competências dos estudantes. Utilizando uma abordagem qualitativa e exploratória, a pesquisa foi realizada com duas turmas da Educação Básica. Métodos como observação participante, entrevistas com professores e análise dos produtos dos estudantes foram aplicados para a coleta de dados. Os resultados indicam que as práticas makers fomentaram o desenvolvimento de habilidades como criatividade, pensamento crítico e colaboração, além de melhorar o desempenho dos alunos. No entanto, desafios como a falta de infraestrutura adequada e a necessidade de formação docente foram identificados como obstáculos para a plena implementação dessas práticas. Conclui-se que as práticas makers têm um grande potencial transformador, mas requerem apoio institucional para sua efetiva integração no contexto educacional.
Research Summary
Makerspaces are physical spaces that offer individuals fabrication tools and materials (e.g., 3D printers) to make artifacts. Although not designed specifically for entrepreneurs, these spaces offer affordable access to rapid prototyping infrastructure. This study examines whether makerspaces affect entrepreneurship and, if so, who , how , and when . Leveraging hand‐collected data on US makerspaces and large archival data on Kickstarter projects, I show that makerspaces positively affect entrepreneurial participation and subsequent commercialization outcomes. However, these effects are mostly specific to hardware (vs. nonhardware) activities that typically involve physical prototypes. I find that the effect on entry is driven more by new (vs. established) but intentional (vs. accidental) entrepreneurs and that the effect on commercialization comes from two operating and complementary channels—resource provision and social facilitation.
Managerial Summary
Despite a few high‐profile anecdotal entrepreneurial successes that emerged from the increasingly popular makerspaces, whether these spaces have large‐scale effects on entrepreneurship remains unclear. Do makerspaces encourage entrepreneurial participation, if so, who? Do makerspaces benefit entrepreneurial commercialization, if so, how? Are there any conditions determining when these effects would occur? This study demonstrates meaningful broad‐based impacts of makerspaces on particular types of entrepreneurship with growth potential. The findings suggest that competitive, prominent accelerators and incubators are not the only avenues for entrepreneurs to achieve commercialization success. Useful insights are discussed for entrepreneurial program managers and policy makers designing systems and structures that support inclusive prosperity for entrepreneurs.
Building something with your hands, whether a piece of furniture, a scarf, or a vase, triggers a unique mental process enhancing a feeling of well‐being. Various research studies explore the potential effects of diverse types of activities involving hand labor. This scoping review analyzes 181 such studies spanning multiple disciplines (psychology, marketing, technology, design, health), and explores the richness of these activities and their distinct effects on individual and societal well‐being. Through this comprehensive analysis, the review enhances the understanding of the effects of handmade activities on consumer well‐being and advances marketing knowledge within the broader context of well‐being. Additionally, it probes into the commonalities among different academic theories, identifying gaps in existing marketing and psychology research and proposing paths for future exploration.
The Maker Movement has emerged as a significant cultural phenomenon in the twenty-first century. Stemming from the Maker Movement, the STEM design challenge aims to foster children’s utilization of interdisciplinary knowledge and creative skills to address real-world problems. This study devised the Story-based STEM Design Challenge (SSDC) by integrating storytelling with the STEM Design Challenge. A total of six classrooms, including 12 teachers and 164 children, voluntarily participated in this study. Through the teacher training workshop and the implementation of the SSDC, data related to teachers and children were obtained from the sources of teacher interviews, group discussion, pedagogical documents, and videotaped classroom observations. Results revealed that there were both facilitators (i.e., support from existing kindergarten curricula, stakeholders’ recognition, and assistance of pedagogical tools) and barriers (i.e., constraints within the participating kindergarten, insufficient experience of teachers in STEM fields, limitations of young children’s current abilities and knowledge) when introducing the SSDC in early education settings in China. This research offers valuable insights for implementing STEM design challenges and provides practical guidance and suggestions for educators interested in this field.
21. Yüzyılın ilk çeyreğinde ivme kazanan yeni tasarım ve üretim teknolojileri her alanda olduğu gibi müzik ve enstrüman yapım alanında da önemli değişimlere/dönüşümlere sebep olmuştur. Özellikle endüstri 4.0 ile akıllı dijital teknolojikler üzerine inşa edilen günümüz çağında; yeni tasarım ve üretim araçlarının kullanımı yaygınlaşırken geçmiş yüzyılların başat konvansiyonel üretim teknolojileri/yöntemleri bu yeni teknolojik/dijital mecralarda işlevsiz kalarak farklı tasarım ve üretim yöntemlerinin kullanılmasını/türetilmesini zorunlu kılmıştır. Diğer yandan yeni kompozit malzemelerin; geri dönüştürülebilir hammaddelerin işlenebildiği katmanlı (eklemeli) imalat teknolojileri ise üretimin her alanına yayılmış ve yeni üretim anlayışlarının gelişmesine vesile olmuştur. Tüketici tabanında ise “do it yourself” ve “maker movement” gibi akımların başlıca üretim tezgâhları haline gelmeye başlayan üç boyutlu yazıcı teknolojileri giderek üretimin vazgeçilmez unsurları halini almaya başlamaktadır. Tüm bunlara ek olarak günümüzde yaşanan çevre ve ormansızlaştırma sorunlarıysa enstrüman yapım gibi geleneksel üretim yöntemlerinin başlıca hammaddesi olan ahşabın, gittikçe azalarak tedarikinin zorlaşmasına sebep olurken enstrüman yapım pazarında kaliteli akustik malzemelere ulaşım zorlaşmakta ve maliyetler gün geçtikçe artmaktadır. Tüm bu değişimlere koşut enstrüman yapım alanıysa evirilerek disiplinlerarası melez yöntemlerin kullanıldığı bir üretim alanı haline gelir. Nitel araştırma yöntemleri kullanılarak hazırlanan bu derleme makalede; enstrüman yapım alanının günümüzde kazandığı yeni boyutlarla hem kavramsal hem de teknolojik bir arkaplanda nasıl melez bir yapıya evirdiği irdelenirken, yeni bir alternatif olarak hibrit lutiyelik kavramı öneri olarak sunulmaktadır.
In this pilot study, we extend existing research in the field of mathematics-focused maker-based STEM education. Specifically, we report on the ways in which seventh-grade students represented their knowledge of proportional reasoning as they created digital 3-dimensional models of their dream homes in a school makerspace STEM integrated activity. Using a directed content analysis, we examined written, verbal, and visual data collected from the students across the project. Results indicated that students represented their understanding of proportional reasoning through open-ended written responses more accurately than through verbal descriptions or digital artifacts. In addition, the geometric and numeric dimensions of proportional reasoning, and their respective components were represented more often by students than any other dimension of proportional reasoning across the data. This suggests a maker-based instructional approach to teaching proportional reasoning in the middle grades may help students gain a solid foundation in those mathematical components and twenty-first century skills such as communication and collaboration. Implications and recommendations for practice and research are discussed.
The main purpose of this document is to show a technical overview in the context of the LASC 2020 Satellite Challenge from our 1U PocketQube, BerretaSat-1. Our goal is to make an ultra-low cost, reliable and Commercial of the Shelf (COTS) based satellite not only for those initiated in space technology but also for those making the first steps in the aerospace sector. We aim to contribute to the democratization of space in Latin America, particularly in our country, Argentina through a satellite that can be made by students, teachers, and almost everyone, taking care of safety, functionality and low-cost. We present technical specifications regarding hardware design, firmware, ground control and attitude stabilization. In addition, orbit calculations, decay time, hazards and assembly guidelines are described, including a mission concept of operations overview.
Amateur activities around industrial and consumer technologies are a fairly old practice, as is the development of
amateur space activity. In recent decades, the practices of hobbyists and experimenters began to merge with the values
of other streams of innovation and grassroots developments, such as those linked to free and open software and the
hacker ethic. The idea of democratizing technologies, disseminating their designs, sharing them freely and allowing
their modification, ended up coming together in what became known as the maker movement. The maker movement1
- a polysemic term mostly used to describe different communities oriented to the use of electronic rapid prototyping
and digital manufacturing technologies - is the result of this long history of hobbyist practices. 3D printing based on
FDM architecture -and mainly based on the RepRap project- together with the Arduino project oriented to rapid
electronic prototyping, have allowed the development of many communities of users and developers who call
themselves 'makers', together with startups and companies looking to cater to this new market of garage hobbyists and
innovators. The development of Internet of Things brang a new wave of makers interested in connecting their creations
to Internet, get data and control them remotely. Technologies like LoRa and SigFox are game changers under the IoT
paradigm, contributing to the creation of IoT networks of sensors using low power and long range.
At the level of satellite activity, many of these technologies have been in use for a long time. Microcontrollers
have been an integral part of the On-Board Computers (OBC) of satellites since much of space development, while
satellites based on Arduino boards2 have been tested by agencies such as NASA3
, in addition to developments
compatible with both the core of this project like others that use the plates in amateur satellite designs. 3D printing is
also another of those technologies used - albeit quite experimentally - in some satellites, using thermoplastics4,5
.
Although technologies such as selective laser sintering (SLS) are currently being considered for the manufacture of
complex parts in rockets based on powder of different metals, the FDM technology - the most widespread among
hobbyists - has also been used in some satellite projects.
In this paper we will comment on some learnings about the use of a system on chip (SoC) originally developed for
IoT and FDM technology in the development of the Berretasat-1 picosatellite.
Implementar los principios de la ética y cultura maker en situaciones de aprendizaje colaborativo presencial en aulas universitarias convencionales de diseño, supone una oportunidad para repensar la importancia de los vínculos interpersonales ligados al uso humano de la tecnología en dinámicas de creación en contextos postpandemia. En este estudio, a través de un caso de taller, convergen la visualización de dichos fundamentos proyectuales con la fabricación digital al servicio de la recuperación y valorización del conocimiento artesano de elaboración de baldosas hidráulicas. Así, se constituye una comunidad de práctica que interpreta gráficamente ocho conceptos; hacer, compartir, aprender, equipar, participar, jugar, apoyar y cambiar, para plasmarlos posteriormente en los productos resultantes, impregnando a su vez el propio proceso de experimentación colectiva. Además de incentivar la participación, el codiseño, la diversidad de soluciones gráficas, la autoorganización y búsqueda de consensos, se generaron recursos visuales y objetuales en abierto, disponibles para su uso y adaptación, fomentando la transmisión cultural.
Assistive technology has great potential to help individuals living with chronic health conditions, however devices often fail to align with the unique requirements of users. These results in device abandonment and missed opportunities to benefit people. This exploratory study aims to evaluate the short and longer-term satisfaction, psychological benefit, use and resources involved in co-designed customised assistive devices within a current healthcare service. Individuals with chronic health conditions identified daily living challenges. Eleven individuals completed the trial and were involved throughout the design process. Outcome measures evaluated the impact of the devices provided, healthcare utilisation, help required, and resources used. Nineteen custom assistive devices were produced for twenty-four challenges in daily living identified. At 3-months, eighteen devices were still being used. Daily challenges had become easier for individuals to complete and required less help from informal carers. Individuals were satisfied with the devices and service provided. Improvements in competence, adaptability and self-esteem were sustained long-term. The average clinician's time required to produce a device was 5 h 55 min, with an average cost of £203.79. People with chronic conditions were able to benefit from the co-design process resulting in satisfaction and long-term utilisation of the device, and positive psycho-social benefits. The costs associated with embedding this approach in a healthcare service were calculated. Scaling up the co-design process reduced the associated costs per device compared to previous work. Further work is required to evaluate co-designing across larger samples and explore opportunities to further improve the cost-efficiency.
Maker culture emphasizes informal, networked, self- and peer-led learning, motivated by fun and self-fulfillment, and learning through mistakes. However, studies often describe activities involving a lot of guidance. As guidance may lead to both the process and outcomes influenced by those guiding the activity, it is also important to examine how projects evolve without the supporters' push. We take a nexus analytical approach to explore 1) how teens' background, interactions with others, and available materials and spaces are at play when they shape their ideas and outputs in a collaborative maker project with minimal support, and 2) how these factors can be considered to better support learning in such projects. The work carried out by five teens in a local FabLab was based on peer collaboration within changing apprentice mentor pairs. When they ideated and prototyped for a future school, researchers provided minimal support, mainly online. Without their push, teens quickly modified tasks which both guided and narrowed down their thinking. Their experiences from school environment and the FabLab space served as an inspiration as they designed solutions to overcome current problems in the current school setting or digital fabrication process. When making, they gravitated towards processes they had previous experience of or which they enjoyed, perhaps partly affected by the competing discourses of maker culture and expertise we observed to be present in the FabLab space. While building on existing skillsets, this may leave the potential of novel trajectories and expanding one's skills and competences unexplored. Teens' self-esteem improved as they turned from apprentices to mentors for their peers. This allowed them to process their learning from a different perspective. In general, our results paint a detailed picture of the roles of different participants in a maker project and provide an example of how familiar discourses of education persist in teens' designs. Looking at the project through the lens of Nexus analysis contributes to an increased understanding of the space for action and participants' histories, and interactions on the process, valuable for researchers studying DF and making, and practitioners working in makerspaces and FabLabs with different user groups. On a more practical level, our work contributes to a deeper understanding on how to include teens into non-guided and community-driven maker practices. We provide practical implications on how to support learning in collaborative making projects in informal learning situations, and regarding the role of the different actors and the environment in such situations. We also identify avenues for future research in this area.
Over the past decade, the maker movement has gained prominence in China, garnering attention from policymakers, scholars, and practitioners. Although several studies have explored the movement’s macro-level impacts on the country’s economy and society, an adequate understanding of the individual makers’ lived experiences, practices, and ideologies remains elusive. This paper addresses this gap by examining how individual makers negotiate and respond to the global maker movement’s individualistic values and China’s state-led techno-nationalism. Framed by concepts of “critical making” and “maker ideology,” the study draws on qualitative data obtained from individual makers to offer insights into the evolving maker culture in China. Our findings suggest that Chinese makers have moved away from the Westernized critical-making paradigm and embraced a more techno-nationalistic orientation. By contributing to a nuanced understanding of the non-uniform and diverse development of the global maker movement in non-Western contexts, this paper sheds new light on the maker movement’s ongoing transformation in China.
Accurate hydrological data with high spatial resolution is important for flood risk and water resource management, particularly under the context of climate change. The cost of monitoring networks, as well as the characteristics of the hydrological environment itself, can be a barrier to meeting these data requirements, however. This study covers the design and testing of a low-cost, “build-it-yourself”, instream water depth sensor providing an assessment of its potential in future hydrological monitoring projects. The low-cost sensor was built using an Arduino microcontroller, a differential pressure sensor and a thermistor, a real-time clock, and an SD card module. The low-cost logger was deployed in tandem with a factory-calibrated Solinst®LevelLogger® 5 Junior for 6 months in the River Wissey, UK. We found the mean absolute error of the Arduino-based logger relative to the commercial setup to be ±0.69 cm for water depth and ±0.415 °C for water temperature. Economically, the Arduino-based logger offers an advantage, costing a total of £133.35 (USD 168.26 at time of publication) comparative to the industrial comparison’s cost of £408 (USD 514.83 at time of publication). This study concludes that the low cost of the Arduino-based logger gives a strong advantage to its incorporation in hydrological data collection, if the trade-offs (i.e., time investment and accuracy) are considered acceptable and appropriate for a project.
In this paper, we share and reflect on the co‐development of an assessment tool for educators; an observation tool to identify evidence of learning and engagement in a museum and library makerspaces. Through a collaborative and iterative design process with educators, we co‐developed, revised, and refined an observation tool to be used by maker educators, researchers, and evaluators. Through this process, we evolved roles that leveraged the strengths and perspectives of both the researchers and educators involved. We also discuss implications for co‐design as an approach for professional learning of informal educators.
Although solar photovoltaic (PV) system costs have declined, capital cost remains a barrier to widespread adoption. Do-it-yourself (DIY) system designs can significantly reduce labor costs, but if they are not attached to a building structure, they require ground penetrating footings. This is not technically and economically feasible at all sites. To overcome these challenges, this study details systems designed to (1) eliminate drilling holes and pouring concrete, (2) propose solutions for both fixed and variable tilt systems, (3) remain cost effective, and (4) allow for modifications to best fit the user’s needs. The ballast-supported foundations are analyzed for eight systems by proposing two separate ballast designs: one for a single line of post systems, and one for a double line of post systems, both built on a 4-kW basis. The results of the analysis found that both designs are slightly more expensive than typical in-ground concrete systems by 25% (assuming rocks are purchased at a landscaping company), but the overall DIY system’s costs remain economically advantageous. Sensitivity analyses are conducted to show how modifications to the dimensions influence the weight of the system and thus change the economic value of the design, so users can trade dimensional freedom for cost savings, and vice versa. Overall, all wood-based PV racking system designs provide users with cost-effective and easy DIY alternatives to conventional metal racking, and the novel ballast systems presented provide more versatility for PV systems installations.
The main purpose of this study is to measure the effect of COIL when implementing the maker methodological approach in teacher training in relation to motivation and the technology acceptance level. The sample consisted of 44 primary education pre-service teachers from the University of The Basque Country (UPV/EHU). The motivation level was measured using a post survey that included the Reduced Instructional Materials Motivation Survey (RIMMS) and the perception in relation to the acceptance of the technology using items from the Technology Acceptance Model (TAM). Quantitative data were collected at the end of the training to analyse the differences among the two groups, the EHU control group and the EHU-COIL experimental group. Results show that the EHU-COIL experimental group showed higher levels of motivation and technology acceptance in all of the subscales compared to the EHU control group after completion of the experience of being trained on maker education and designing collaboratively sustainable maker educational teaching and learning plans. The differences were particularly significant in the perceived usefulness subscale. In light of these findings, it seems that participation in COIL in teacher training adds value to maker-based educational practices.
p>The article explores how teachers in francophone Ontarian schools conceptualize the planning of a Maker activity. Anchored in the do-it-yourself tradition, the unprecedented enthusiasm in education for this type of activity raises certain planning challenges and issues. The results of our qualitative analyses of interviews with two teachers (6th grade and 11th grade technical) underscore that teachers undertake three actions when planning a Maker activity: 1) create a Maker community spirit; 2) implement a Maker mentality through actions; and 3) adopt a planning-in-action approach. Our research underscores that a form of planning that we define as planning-in-action seems specific to Maker activities in a classroom at the primary or secondary level.</p
At the end of 2016, the Education Bureau of Hong Kong published a report entitled “Promotion of STEM Education - Unleashing Potential in Innovation”, which set out directions for promoting STEM education in primary and secondary schools. STEM education in Hong Kong adopted a school-based curriculum and does not have a set of clear and standard official teaching guidelines. Each school developed its own set of curricula and teaching approaches based on the schools’ resources. Several studies pointed out that although the government has invested heavily in promoting STEM education, the results were far from satisfactory. The problems mainly arose from the implementation of STEM education in schools. In recent years, the “Maker” concept has appeared as a new trend in teaching and learning, mainly applied in STEM education among primary and secondary schools. It emphasizes learning by doing in a social environment and provides a real-world scenario in various projects to facilitate students’ learning. This research aims to bridge the gap in our understanding of the recent development of STEM education in Hong Kong and explore the implementation of the “Maker” concept in STEM education. This research will provide the government and educators with insights into developing effective policies and education strategies for STEM education in Hong Kong.
This paper explores do-it-yourself (DIY) and maker practices within sound and electronics through a close reading of Electronics and music maker magazine, first published in the UK in 1981 by electronic component supplier Maplin electronics. Comparisons are made between these sonic cultures of making of the early 1980s and more contemporary activity and commentary within the field. Themes used to make these comparisons are community, activism, learning and teaching, and experimentalism. Differences and similarities between sonic DIY practices defined as orthodox and experimental are considered; questions relating to what constitutes sonic DIY practice in a changing sociotechnical landscape are raised; shifting community identities and tensions within sound technology interest groups are discussed; and motivations and methods for the support of learning sound electronics are compared. The paper makes a novel contribution to contextual histories and theories of DIY sound and technology practices, which typically cite radio hams of the early twentieth century and experimental music of the 1960s/70s as precursors to current activities. It brings a breadth of scholarship from the wider field of maker culture to bear on sound-specific DIY practice
BioTinkering als Making-Aktivität in der Biologie begeistert Schüler:innen für die Pflanzenwelt und kann den naturwissenschaftlichen Unterricht durch überfachliche, digitale, prozessbasierte und produktorientierte Projektarbeiten bereichern. Dieser Artikel stellt Making-Aktivitäten im Themenbereich Pflanzenbiologie vor und diskutiert deren Kompetenzorientierung im Rahmen des Schweizerischen Lehrplan 21. Da sich BioTinkering anhand verschiedener Bereiche konstituiert, kann damit eine Vielzahl von Kompetenzen geschult werden. Im Artikel werden zur Vermeidung von Missverständnissen aufgrund der Multidisziplinarität eingangs Begriffsklärungen gegeben. Darauf folgend stellen wir Vorteile und Herausforderungen in Form von drei Thesen vor. Diese beinhalten (1) den Bezug von BioTinkering zum traditionellen naturwissenschaftlichen Unterricht, (2) die Thematisierung der Komplexität und des Zeitbedarfs sowie (3) die Förderung überfachlicher Kompetenzen. Im Anschluss diskutieren wir die Entwicklung und Erprobung von BioTinkering-Aktivitäten durch das CreativeLabZ des Zürich-Basel Plant Science Centers und stellen einen Leitfaden zur Anleitung von BioTinkering-Aktivitäten vor. Die Evaluationsresultate zeigen, dass BioTinkering sowohl für Lehrpersonen als auch für Schüler:innen interessant und kompetenzerweiternd ist.
In this study, the authors researched, designed, and implemented maker education opportunities into teacher candidate training, specifically in elementary mathematics and science methods courses. To investigate the impacts of active learning and maker education models in the teacher education program, the researchers observed, interacted with, and asked teacher candidates (1) which instructional design practices were helpful, (2) what they learned (i.e., knowledge gained, effective pedagogies, and teaching methods) and (3) what were the impacts of these learning opportunities in the context of learning to teach mathematics and other STEM subjects? The Maker Ed workshops involved creating opportunities for teacher candidates to gain experience of how to make, exploring ways to incorporate making in a variety of contexts and then extending this learning to their own pedagogy. To better prepare students for the workforce and everyday living, life skills, transferable skills, and workforce competencies need to be taught through student-centered and activating instructional practices.
This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.
A qualitative study was conducted in a secondary school to evaluate student learning processes and outcomes by examining their inquiry questions, journals, and maker artifacts in a curriculum-based maker learning environment supported by the Guided Inquiry Design (GID). Thirteen 8th-grade students in a suburban middle school in the southwest of the United States participated in the study. Inquiry questions, maker artifacts, and inquiry journals were collected and analyzed with rubrics that were developed based on a critical review of literature drawn from different bodies of literature. The objectives of this study were three-fold: (1) evaluate the quality of students’ inquiry questions and maker artifacts, (2) assess students’ internal knowledge representation (IKR) and external knowledge representation (EKR), and (3) develop a robust and valid assessment framework for maker learning considering students’ expertise development over time. The findings revealed that the students progressed at different developmental levels; therefore, expertise development should be incorporated into the assessment framework for maker learning. This study also implied that scaffolding should be tailored to meet special needs of each student in a maker learning environment. The originality of this research is that the assessment framework takes into account individuals’ development and progress towards expertise over time, instead of focusing on their learning outcomes at a specific time point. An additional value of this study is that the tools and supporting materials that serve as instructional scaffolds also serve as tools to collect evidence about student learning performance, processes, and outcomes.
Maker education provides the perfect context for young learners to develop 21st-century skills. However, research is inconclusive on how these skills could be assessed. Namely, the complex nature of 21st-century skills requires different types of assessments, not necessarily relying on paper-and-pencil or multiple-choice tests, but rather drawing on the learners’ perspective in the form of self-assessment and reflection. Prior studies highlighted several challenges of situating self-assessment in makerspace contexts, such as the lack of dedicated technology for documentation, distractions caused by noise or group work, and the lack of skills and motivation to practice self-assessment. This paper presents an exploratory case study aimed at an in-depth investigation of the use of a digital self-assessment tool of 21st-century skills in makerspace contexts. The authors converged qualitative data collected mainly from interviews with teachers and students. Researcher observations and tool log files (e.g., student work in the digital tool) were used as triangulation sources. Although challenges emerged, the study presents encouraging findings regarding the use of the digital tool for raising students’ awareness of their development of 21st -century skills and engaging them in self-assessment and reflection. The results of the study provide rich insights to guide future research on the topic.
This paper revisits the ongoing discussion on the concept of industrial relatedness by applying it to manufacturing industries in urban areas. The analysis uses a sample of firms operating in the Brussels Capital Region area and observed over the period 2009–2015. Based on a two-step quantile regression, results show that industrial relatedness is the agglomeration force that mostly sustains the performance of urban manufacturing, whereas this is not the case for other types of agglomeration externalities. Moreover, among the measures of industrial relatedness, the input–output relationship matters more than product similarity in the perspective of a relocation of manufacturing firms in urban areas.
This article traces bricolage in the city of Lomé, Togo, as it is given meaning, practised and resisted by the ‘makers’ involved in the city’s makerspaces. While the Lévi-Straussian definition of bricolage as ‘making do’ given limited resources is heralded as an innovative practice in the Euro-American Maker Movement, Lomé’s makers appear to distance themselves from the concept due to its perceived stigmatization in both Lomé and Francophone Africa as a devalued survival practice through improvisation. Through their identification as ‘makers but not bricoleurs’, and their expression ‘we deserve new things’, I unpack the ambiguous relationship Lomé’s makers have with bricolage, and how their disavowal of the concept reveals more about the global infrastructural inequalities that surround it. By foregrounding the critical self-awareness of Lomé’s makers, I explore how ethnography allows for the de-centring and decolonization of foundational concepts and ideologies, as the makers challenge and reclaim bricolage to arrive at a future where it is no longer a necessity but a choice.
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