The Emergence of Makerspaces, Hackerspaces and Fab Labs: Dewey’s Democratic Communities of the Twenty-first Century?

Abstract

The emergence of makerspaces, hackerspaces and fab labs: Dewey's democratic communities of the 21st Century?

Library makerspace in Turkey: Public and university libraries

“…The items of “share, give, learn, participate, support” from the makerspace declaration (Hatch, 2013: 1-2) guidance is provided for users to learn and improve themselves by communicating with each other. In addition, in the study conducted by Eaves and Harwood (2018: 38), it is explained that guidance is mostly carried out by the interaction of users with each other. In this context, the fact that the makerspace manager does not include a large number of staff in the two examined examples can be seen as an indication that users allowing interaction and user guidance is applied.…”

“…The concept of ‘makerspace’ can be defined as the spaces where creative individuals who are included in this community can design and produce something. These places can also be described as places where learning takes place in an experimental way, where expertise and guidance are often realized by the interaction of users with each other, and learning from mistakes takes place (Eaves and Harwood, 2018: 38). Typical activities of the maker movement range from the reconstruction and assembly of products using low-cost or broken electronics and raw (including biological) materials, to the use of new technologies such as 3D printing and laser cutting for prototype (Rosa et al, 2018: 21)…”

Video som refleksionsredskab: En undersøgelse af potentialer og udfordringer ved brugen af video i læreprocesser og deltagerinddragende forskning.

“…Materialerne anvendes eksempelvis i udviklingen af produkter, adfaerdsdesign og innovation, hvor designere udarbejder skitser og prototyper, ofte i samarbejde med relevante aktører Hansen & Dalsgaard, 2012;Sanders & Stappers, 2014;Shah et al, 2001;Tversky & Suwa, 2009;Ylirisku & Buur, 2007). Skitseringer anvendes også i uddannelse, hvor den laerende (enten voksne tilknyttet en uddannelse eller profession eller elever i grundskolen) anvender visualiseringer og materialers "modstand" til at understøtte undersøgelses-og laeringsprocesser (Eaves & Harwood, 2018;Frølunde, 2014;Mitchell, 2008;Tanggaard, 2014;Rusmann & Ejsing-Duun, 2021). Desuden benyttes skitseringer og formgivningsprocesser i forskning, hvor de bruges mhp.…”

“…Adskillige domaener angiver pragmatismen, repraesenteret ved John Dewey, som filosofisk afsaet for deres brug af materialer i undersøgelsesprocesserne (Eaves & Harwood, 2018;Frølunde, 2014;Hansen & Dalsgaard, 2012;Rusmann & Ejsing-Duun, 2021;Tanggaard, 2014;Ylirisku & Buur, 2007). Dog bliver andre taenkere også fremhaevet i designorienterede tilgange, der pointerer artefakters produktive rolle i undersøgelsesprocesser.…”