Communities of Practice and Makerspaces: DMAC's Influence on Technological Professional Development and Teaching Multimodal Composing

McGrath, Laura; Guglielmo, Letizia

doi:10.1016/j.compcom.2015.04.005

Cited by 7 publications

(5 citation statements)

References 9 publications

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“…This section offers an interpretation of the aforementioned findings in light of the relation between communities, organizations, and space. We do so because we are intrigued by the many lab providers that refer to community‐building and community values, such as peer learning, collaborative problem solving, or information and strategy sharing (McGrath & Guglielmo, , p. 47). According to Wenger et al (, p. 27), a community of practice evolves through three main elements: First, the “domain” provides the common ground that brings together people and guides their learning, such as reference points for collaboration and interaction. Second, interaction between people contributes to a sense of belonging and commitment. Finally, the “practice” element comprises the connecting thread among community members and refers to the socially defined ways of doings in a domain.…”

Section: Linking Communities Organizations and Open Creative Labsmentioning

confidence: 99%

Open creative labs: Spatial settings at the intersection of communities and organizations

Schmidt

Brinks

2017

Creat Innov Manage

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This paper explores the relation between the notion of “communities” and the emergence of new spatial settings for innovation and creativity that we subsume under the term ‘open creative labs’. The paper starts by observing the omnipresence of the term community in both, self‐descriptions of coworking spaces, fab labs, etc., and first scientific publications on these spatial phenomena. However, attempts to conceptualize the relation between communities and these new spatial settings are still rare. This paper assumes that this gap can be addressed by adding the relation between organizations and communities to the conceptual debate. Therefore, this paper first presents a brief literature review on different forms of community–organization relations. Here, communities are regarded as entities that may exist within organizations, as alternative structures to organizations, as substitutes for organizations or as intermediaries between individuals and organizations. Second, we take a fresh look at an empirical data set on open creative labs in Berlin. We present a taxonomy of four lab types (experimentation labs, working labs, open innovation labs, and investor‐driven labs) and explore differences in terms of their community orientation and objectives. Thus, this paper sets out to contribute to conceptualizing the relation of communities and space.

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Section: Linking Communities Organizations and Open Creative Labsmentioning

confidence: 99%

Open creative labs: Spatial settings at the intersection of communities and organizations

Schmidt

Brinks

2017

Creat Innov Manage

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“…Makerspaces serve different audiences across the life span and vary quite widely in terms of media/project emphasis areas, the length of time a maker will work on a given project, and the structure of the community (Sheridan et al, 2014). Makers engage with varied media and technologies to create different products such as programmed e-textiles (Kafai et al, 2014), programmed robots (Fitton, Read, & Dempsey, 2015), 3D-printed or laser-cut building models (McKay, Banks, & Wallace, 2016), multimodal compositions and stories (McGrath & Guglielmo, 2015), and more.…”

Section: Introductionmentioning

confidence: 99%

Establishing a Virtual Makerspace for an Online Graduate Course: A Design Case

Oliver

Moore

Evans

2017

IJDL

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This design case discusses key steps taken to establish a virtual makerspace for students enrolled in an online graduate course on informal learning. Two key design decisions are elaborated around (a) the selection of appropriate projects and packaged materials that distance education students can receive by mail to participate in making, and (b) the choice of an online platform for distance education students to document their design processes for assessment purposes and peer interaction and learning. This design case is relevant to a variety of online communities who may wish to engage in maker activities as well as isolated face-to-face communities or individuals who may not have local mentors to support informal making and could, therefore, benefit from online connectivity to an expert or peer support. To promote replication of the design, materials and community tools to support making among geographically dispersed makers are detailed.

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“…According to Seyum Tekeher Getenet (2017), "TPACK stems from the notion that technology integration benefits from a cautious alignment of content, pedagogy, and technological knowledge" (2630) and, obviously, to integrate multimodality in their teaching practice, faculty must be competent in all three domains. According to Laura McGrath and Letizia Guglielmo (2015), DMAC (Digital Media and Composition Institute) could also serve as a model for faculty professionalization of multimodality. For them, "DMAC offered a model of goal-oriented activity and playful experimentation complemented by ongoing reflection and the support of co-learners and mentors, a model similar to what Barb Blakely Duffelmeyer ( 2003) described as a community of practice" (45).…”

Section: Copyrighted Material Not For Distributionmentioning

confidence: 99%

Professionalizing Multimodal Composition

Khadka,

Pandey

2023

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Communities of Practice and Makerspaces: DMAC's Influence on Technological Professional Development and Teaching Multimodal Composing

Cited by 7 publications

References 9 publications

Open creative labs: Spatial settings at the intersection of communities and organizations

Open creative labs: Spatial settings at the intersection of communities and organizations

Establishing a Virtual Makerspace for an Online Graduate Course: A Design Case

Professionalizing Multimodal Composition

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