Entrepreneurship Research, Makers, and the Maker Movement

Browder, Russell E.; Aldrich, Howard E.; Bradley, Steven W.

doi:10.5465/ambpp.2017.14361abstract

Cited by 24 publications

(14 citation statements)

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“…Digital fabrication and making brings powerful ideas to schools, enabling educators to promote progressive project‐based, interest‐driven, and student‐centered educational experiences [5]. Maker movement is called the digital revolution, as it places the means of fabrication on people's desks [19] and consists of people who use technology to collaborate in creating tangible, material artifacts [7].…”

Section: Resultsmentioning

confidence: 99%

“…The development of computational thinking is accessible through the integration of STEAM-related activities in schools, especially in hands-on projects [44]. FabLab is an example of maker movement, a fabrication laboratory that employs digital fabrication tools (such as three-dimensional [3D] printers, laser cutters, design files, skills training, and a network of other makers) affordable to their members for personal fabrication [7,70]. For example, the "M-Lab" FabLab [17] focuses on creating and adapting new learning content for formal education, which includes STEAM, hands-on and project-based learning, design thinking, and development of 21st-century skills.…”

Section: Fablab and Physical Computing For Steam Education Integratmentioning

confidence: 99%

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Integrated activities in STEM environment: Methodology and implementation practice

Juškevičienė

Dagienė

Dolgopolovas

2020

Comp Applic In Engineering

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Introduction Science, Technology, Engineering, and Mathematics (STEM) and STEAM (with A for Arts) have evolved to symbolize the renewal of science education. STEAM education offers a number of benefits, such as improved problem analysis and solving skills, as well as the development of creative abilities. Many researchers reiterate the importance of STEAM‐related activities and programs, especially the integration of maker education. Despite much interest in STEAM, it is often challenging for many educators to incorporate integrated activities into their teaching practice. This paper deals with the value of STEAM integration in a methodological sense, with a focus on the maker's laboratory and physical computing, as well as the application of design thinking and computational thinking approaches. Motivation and Objectives The goal of this study is to develop a comprehensive conceptual framework for integrated STEM curricula focusing on the following research questions: (a) how to improve daily activities of STEM education by combining the activities of different laboratories and using a design thinking approach? and (b) how to combine FabLab activities and physical computing related to teaching different aspects of computational thinking in the context of STEM? Research Methodology and Methods As a research methodology, we implement a mixed methods strategy to combine theoretical study and empirical research based on a synthesized literature survey and the process of iterative model development based on an observational case study. We conduct a detailed case study of two applications of integrated activities based on FabLab and physical computing integration, and illustrate how design thinking can guide teachers to open up for interdisciplinary, creative, and project‐based opportunities. Results and Findings The paper provides a conceptual framework for STEM integration activities and step‐by‐step guidelines on how design thinking methods could could interact in practice. The implications of the results may be useful for educators seeking recommendations for the integration process, which enable educators to design hands‐on activities and incorporate integrated aspect of students' STEAM learning into teaching practice. In conclusions, the authors suggest that as interdisciplinary crossroads, design thinking provides a natural bridge between subjects, and fits especially to integrate activities of the maker's labs and physical computing, focusing on the integration of computational thinking and computational making approaches within STEM education environment. The absence of a statistical evaluation, which is positioned as a further research step, may be mentioned as a limitation of the study.

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Section: Resultsmentioning

confidence: 99%

Section: Fablab and Physical Computing For Steam Education Integratmentioning

confidence: 99%

Integrated activities in STEM environment: Methodology and implementation practice

Juškevičienė

Dagienė

Dolgopolovas

2020

Comp Applic In Engineering

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“…The term "makers" was first coined by Anderson et al [11]. The idea of "making" became so famous that a maker movement has been started which provides entrepreneurs with the ability to tinker with the technologies to form applications [46,47].…”

Section: Related Workmentioning

confidence: 99%

Design and Implementation of Decoupled IoT Application Store: A Novel Prototype for Virtual Objects Sharing and Discovery

Ahmad

Mehmood

et al. 2019

Electronics

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The internet of things (IoT) has been growing towards the conception of a cyber-physical space in which physical things could be discovered, examined, activated, interlinked, and updated, for the realization of possible interactions in both virtual and physical space. The fundamental idea of IoT is the concept of a virtual object, which is regarded as the digital equivalent of a physical entity. Currently, in every IoT platform, the use of virtual objects has become a vital component. These virtual objects form building blocks of IoT applications, support the discovery of services, nurture the production of complex applications, foster the objects’ energy and power management efficiency, as well as address heterogeneity and scalability issues. Idea sharing and reusing are widesplread, and different solutions are built for this purpose to share applications or their components with similar domains to avoid duplication of efforts. In this paper, we design and implement a cloud-centric IoT application store that serves a purpose for hosting virtual objects of different IoT domains so that technology tinkerers can consume them and integrate them to build IoT applications. The proposed system is different than existing IoT marketplaces in the sense that they provide full-fledged IoT applications which include software and hardware that users can plug and play. The application store is aimed to be decoupled and can expose virtual objects of different IoT domains so that similar areas can use them with little or no modification. Moreover, it is also aimed to be modular, scalable, secure and support heterogeneity, which are considered vital attributes of IoT applications. An IoT testbed client application is developed to reuse some of the virtual objects from the proposed application store and to share specialized virtual objects to the proposed system for the use of other clients applications with similar goals. The performance and load of the platform are tested and found to be within an acceptable response time for up to 40 simultaneous users.

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“…The emergence of the "maker economy" in the past decade has captured the attention of scholars and popular observers interested in this new form of innovation and production (Anderson, 2012;Browder, Aldrich, & Bradley, 2017;Clark, 2014;Dougherty, 2012;Grodach et al, 2017;Stangler & Maxwell, 2012), as well as policy makers and practitioners interested in supporting these new entrepreneurial ventures as a pathway to revitalizing their manufacturing economy (Milstein Commission on New Manufacturing, 2014; National League of Cities, 2016). "Makers" can be defined as enterprises that integrate design with production to manufacture products for sale (Wolf-Powers et al, 2017).…”

Section: Understanding the Maker Economymentioning

confidence: 99%

Appetite for Growth: Challenges to Scale for Food and Beverage Makers in Three U.S. Cities

Schrock

Doussard

Wolf-Powers

et al. 2018

Economic Development Quarterly

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Food and beverage (Flab) manufacturing represents a promising opportunity for small-scale "makers" and local economic development. The growth of entrepreneurial maker businesses can be understood in terms of segmentation of market demand, emergence of new intermediaries, and availability of affordable production infrastructure. Yet, the ease of starting maker businesses stands in contrast with the challenges of achieving growth and scale as a manufacturer. Through semistructured interviews with 31 FaB makers in Chicago, New York City, and Portland, Oregon, the authors analyze the challenges facing maker-entrepreneurs in this sector. The authors find that the everyday character of food and the relative ubiquity of food production infrastructure helps makers get their start, but that the unique character of food inputs and distribution networks pose distinct challenges and opportunities as they grow. Economic development efforts to support FaB makers should focus on nurturing local demand, developing food-oriented intermediaries, and ensuring affordable production space.

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Entrepreneurship Research, Makers, and the Maker Movement

Cited by 24 publications

References 0 publications

Integrated activities in STEM environment: Methodology and implementation practice

Integrated activities in STEM environment: Methodology and implementation practice

Design and Implementation of Decoupled IoT Application Store: A Novel Prototype for Virtual Objects Sharing and Discovery

Appetite for Growth: Challenges to Scale for Food and Beverage Makers in Three U.S. Cities

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