Making (in) the smart city: The emergence of makerspaces

Niaros, Vasilis; Kostakis, Vasilis; Drechsler, Wolfgang

doi:10.1016/j.tele.2017.05.004

Cited by 104 publications

(57 citation statements)

References 36 publications

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“…Furthermore, child-centeredness can be levered to proscribe what is developmentally appropriate in ways that restrict children's access to knowledge and ways of coming to know, as a means of protecting them from difficult issues and everyday events. The makerspace movement aligns with child-centeredness in its commitment to enabling users to pursue their own passions (Hsu, Baldwin, & Ching, 2017), but its roots lie not in an individualized agenda of self-improvement but in a participatory, democratic, and commons-oriented vision (Vasilis, Vasilis, & Wolfgang, 2017). In relation to Rogoff's (2003) second plane of analysis (relational), in this paper we argue that the maker movement has the potential to contribute to contemporary theories that place children's prior experiences and funds of knowledge (Moll et al, 1992) at the heart of relational pedagogical practice.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Makerspaces in early childhood education: Principles of pedagogy and practice

Marsh

Wood

Chesworth

et al. 2019

Mind, Culture, and Activity

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The aim of the study reported in this paper was to identify the value that makerspaces can have in early childhood education (ECE). Drawing on data from research on makerspaces in four early childhood settings in a northern city in England, part of an international project on makerspaces in the early years ("Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity" or MakEY), we identify three key principles that are integral to this provision: maker agency, maker funds of knowledge, and postdigital maker play. The paper identifies that makerspaces lead to the development of skills and knowledge that will become increasingly important in societies that are becoming highly technologized.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Makerspaces in early childhood education: Principles of pedagogy and practice

Marsh

Wood

Chesworth

et al. 2019

Mind, Culture, and Activity

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“…The forward-looking development approach to a smart city considers issues such as awareness, flexibility, transformability, synergy, individuality, self-decisiveness, and strategic behavior [22]. The main point of smart city development is improving people's lives, efficiency, and sustainability [23,24]. Beginning in the early 90s with increasing interest in the relationship of urban development based on International Telecommunication Union perspectives will be central in the development and operation of the future city [25].…”

Section: Smart Citymentioning

confidence: 99%

Towards Evaluation the Cornerstone of Smart City Development: Case Study in Dalat City, Vietnam

Bach

Kim

2019

Smart Cities

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Over the past decade, the process of urbanization in Vietnam has taken place rapidly, leading to strong social disturbances and causing cities to face many problems. All these challenges have put pressure on urban planning and governance to make adjustments to allow cities to become livable. Moreover, the quality of urbanization is reflected not only in growth but also in harmonious development in all aspects. The urban development process must accordingly be handled by more smart solutions. Smart city development is becoming a trend not only in urban areas all over the world but also in Vietnam. The paper aims to assess the initial phases of the smart city development process in Dalat City. It first evaluated a four-dimensional smart city's strategic elements of city vision and transformation known as Strengths-Weaknesses-Opportunities-Threats. Then, based on these analytical characteristics, an adaptive model for development is suggested. This paper extends the previous research on smart cities and draws attention to further study on smart city development in Vietnam.

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“…La popularización del movimiento maker se ha producido a escala internacional gracias al efecto red (Farrell y Klemperer, 2007) que se produce en Internet y al papel que desempeñan las comunidades on-line en el espacio virtual (Rheingold, 1996), pero también a través de la difusión de innumerables espacios físicos donde se realizan actividades orientadas a interactuar con este tipo de tecnologías no propietarias y de bajo coste (Niaros, Kostakis y Drechsler, 2017). Este es el caso de espacios como Fab Labs, Makerspaces y Hackerspaces, los cuales permiten a sus usuarios desarrollar proyectos colaborativos de fabricación digital o acceder a cursos, seminarios y jornadas donde se puede aprender a dominar las máquinas indicadas y adquirir los conocimientos necesarios para desarrollar las capacidades adecuadas.…”

Section: Espacios Y Laboratoriosunclassified

“…Además el 97% poseen una carrera universitaria y el 80% ha recibido alguna formación de tercer grado (Leonard, 2013, 26 de julio). Las cifras en Reino Unido y China son bastante similares con un 80% y un 77% de varones que se autodefinen como makers (Niaros et al, 2017). A pesar de que estos espacios de fabricación digital se han desarrollado en un considerable y diverso número de localizaciones, estos números nos hacen preguntarnos si no se están cometiendo los mismos errores que en otros modelos que fomentan la ciencia, la tecnología y la innovación o si simplemente son un reflejo de las desigualdades que se proyectan a través de modelos culturales sesgados y tan ampliamente difundidos como el de Silicon Valley.…”

Section: Oportunidades Mitos Y Retosunclassified

La importancia de la cultura tecnológica en el movimiento <em>maker</em>

Tabarés

2018

Arbor

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RESUMEN: La emergencia global del movimiento maker constituye uno de los fenómenos más recientes de difusión y apropiación de tecnologías por parte de la sociedad. El vencimiento de varias patentes en los campos de la fabricación digital y de la microelectrónica, junto con un reverdecimiento de la mentalidad DIY (Do It Yourself) y con la popularización de espacios, laboratorios y eventos temáticos por buena parte de la geografía internacional, han ayudado a consolidar una creciente presencia en la sociedad del enfoque conocido como aprender haciendo. En este artículo examinamos cómo ha surgido este movimiento e identificamos los principales valores que inspiran esta filosofía de capacitación de la ciudadanía a través de la tecnología. Así mismo analizamos las oportunidades que plantea este fenómeno para la promoción de una cultura tecnológica en la sociedad y también las contradicciones, mitos y retos que en él se encierran. ABSTRACT:The rising of the maker movement globally constitutes one of the most recent phenomena of social diffusion and social appropriation of technologies. The expiration of several patents in the fields of digital manufacturing and microelectronics in combination with the rebirth of a DIY (Do It Yourself) state of mind and the popularization of different spaces, laboratories and thematic events at international level have helped to consolidate a growing presence in society of this learning by doing approach. In this article we examine the emergence of this movement and identify the main values that lie behind this philosophy for empowering citizenship through technology. Moreover, we analyze the opportunities presented by this phenomenon for promoting a technological culture in society and the contradictions, myths and challenges surrounding it.

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Making (in) the smart city: The emergence of makerspaces

Cited by 104 publications

References 36 publications

Makerspaces in early childhood education: Principles of pedagogy and practice

Makerspaces in early childhood education: Principles of pedagogy and practice

Towards Evaluation the Cornerstone of Smart City Development: Case Study in Dalat City, Vietnam

La importancia de la cultura tecnológica en el movimiento <em>maker</em>

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