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The MINTspace, opened in 2024, is a new place for experimentation and learning at the central library of Kiel university. Equipment includes 3D printers, microscopes, AR glasses, a soldering unit and other experimental essentials to offer a variety of access paths to technical knowledge for all library users. Tailored to the needs of students of STEM subjects, it is also open to target groups beyond these disciplines. The MINTspace has become one of the core elements of the overall concept at the heart of an ongoing general remodelling of the central library to be completed by 2025. It was conceived, developed and set up in a big space formerly used for group work, in joint collaboration between staff of the Department for Learning and Teaching (physics and chemistry branch), sections of the university library and the technical building management at Kiel university. [ABSTRACT FROM AUTHOR]

Abstract Utilising emancipatory approaches to educational technology in higher education allows welcoming creative and artistic modes of inquiry. This article presents two methods, a virtual makerspace and a guided fantasy story that were applied in a project concerned with rewilding higher education pedagogy. It is argued that the methods encouraged curiosity and care to address diversity and inclusion. They afforded mindfulness of individual needs and welcomed explorations of new directions that challenged potential biases (gender, race, disability or professionality). The article illustrates how these two methods may offer a safe space to dream and imagine educational spaces.

Digital fabrication laboratories (Fab Labs) are accessible to the public, including children and families. However, a variety of technical skills, tools, and expertise are needed in these spaces, and Fab Lab staff—instructors working there—are in a key role in helping Fab Lab users. There is, however, a lack of research on how these instructors can inspire children's genuine participation in Fab Labs. We analyze the challenges faced by four instructors during two months of Fab Lab workshops with 7–12-year-old children. The children worked in child-only or child-parent groups on informal digital design and fabrication activities. Based on genuine participation principles derived from the literature, we designed our workshops, which included the creation of instructor guideline. At the end, we developed a post-workshop framework in which the instructors provided feedback about their performance and experiences. We provide recommendations to help instructors support children's genuine participation in digital design and fabrication. [ABSTRACT FROM AUTHOR]

This article challenges an over‐reliance on language as the primary means to communicate knowledge by adopting a languagelessness approach to maker pedagogies and maker literacies. Having conducted makerspace and design‐based research for some time, we separately and together noticed a productive relationship between wordless relational makerspace and making moments focused on craft, tools, technologies, and materials, and ways that an absence of verbal and written communication opens possibilities within learning environments. After meetings and discussions, we co‐wrote the article to examine ways that language‐light, even language‐free pedagogical spaces allow for a different quality of design work that motivates and fosters innovation. There are three international research projects that serve as research vignettes to investigate the efficacy of languagelessness. The theory foregrounded to anchor and interpret the three vignettes draws from maker literacies research and sociomaterial orientations to knowledge development. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class pursuit. Despite calls to broaden student participation in makerspaces due to the benefits of participation, there has been no examination of why some students choose not to visit these spaces. We surveyed (n = 151) and interviewed (n = 17) undergraduate STEM students to understand the barriers facing students before and during their initial participation. Using the lens of Social Boundary Spaces, we identified six barriers to successfully crossing the boundary into the makerspace, including: (1) not having enough time, (2) not feeling you have a purpose for visiting, and (3) not knowing how to obtain the proper certifications. Further, students find approaching makerspaces to be intimidating because of (4) the design of the space and (5) the perceived technical skillset of the students there. Notably, non-dominant students face a multitude of (6) barriers corresponding with their social identities. We conclude with recommendations relevant to educators, makerspace administrators, and engineering leadership for alleviating barriers and supporting students' involvement in STEM makerspaces. [ABSTRACT FROM AUTHOR]

Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers' education have been explored. The current study focuses on stimulating pre-service teachers' design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers' education, discusses implications for educational practices, and recommends further research in this area. [ABSTRACT FROM AUTHOR]

Utilising emancipatory approaches to educational technology in higher education allows welcoming creative and artistic modes of inquiry. This article presents two methods, a virtual makerspace and a guided fantasy story that were applied in a project concerned with rewilding higher education pedagogy. It is argued that the methods encouraged curiosity and care to address diversity and inclusion. They afforded mindfulness of individual needs and welcomed explorations of new directions that challenged potential biases (gender, race, disability or professionality). The article illustrates how these two methods may offer a safe space to dream and imagine educational spaces. [ABSTRACT FROM AUTHOR]

Makerspaces (MS) represent a type of new working space (NWS), a subject addressed by numerous researchers. Nevertheless, among the abundance of publications on NWS, only a limited number discuss the detailed distribution of MS and address the significant issue of their location factors. This article aims to supplement these research gaps based on the example of Polish makerspaces, through a comprehensive database of Polish NWS and spatial analysis conducted through GIS systems. According to the results, there is a predominance of MS in the main metropolitan centers, alongside a rising significance in peripheral areas while a co‑occurrence of MS with other institutions focusing on innovation, creativity and education is recorded. It is also pointed out that location factors related to transportation are mainly found in large urban centers, but not noticeable elsewhere. Through the use of in‑depth interviews, the author points to the significant relevance of social factors in the MS creation phase, together with accessibility and infrastructure‑related factors. In addition, crucial components impacting on MS establishment include the engagement of MS members, municipal support, location and the characteristics of the MS environment. Lastly, the validity of the rules and regulations of organizations supporting the creation of MS are outlined.

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. [ABSTRACT FROM AUTHOR]

Amidst this era of rapid technological advancement, the impact of White dominance in STEM causes inequity throughout the design, implementation, and function of modern technologies. Evidence of this includes AI systems that perpetuate racial and gender biases, medical devices that are incompatible with non-White medical needs, and hiring algorithms that prioritize the White male experience. Though not a panacea, greater representation of traditionally marginalized groups in the STEM workforce will help reduce and safeguard against digital racism, sexism, and ableism. Advocates of greater representation in STEM fields suggest that makerspace pedagogy and design that is rooted in equity and inclusivity can attract students from traditionally marginalized groups and make STEM more accessible and welcoming to all. To this end, this paper proposes a modification of the TPACK theoretical framework (Koehler and Mishra in Contemp Issues Tech Teach Educ 9(1):60–70, 2009) that centers knowledge of technological and inclusive practices in Makerspaces, giving rise to the Maker Technology, Pedagogy, Inclusion, and Content Knowledge (MakerTPICK) theoretical framework. Additionally, this paper presents the Makerspace Planning, Implementation, Establishment, and Reassessment (PIER) conceptual framework. This framework outlines the process for makerspace leaders to create and sustain an inclusive makerspace through the MakerTPICK framework, be they teachers in a school setting or makerspace coordinators outside of the field of K-12 education. The paper describes future implications for these frameworks in terms of practical applications for makerspaces and applied to research settings. [ABSTRACT FROM AUTHOR]

Existing research has illuminated the multidimensional nature of knowledge creation in school makerspaces. Yet, limited research exists on the boundary crossing of knowledge in makerspaces and how it can lead to the emergence of relational expertise. Using video records of interactions between 10–13-year-old students and their teachers in a school makerspace, this ethnographic case study applied mediated discourse analysis to investigate the boundary crossing of knowledge and the emergence of relational expertise—i.e., engaging with one's own expertise, while recognizing, responding to, and building on others' expertise. The results demonstrate how relational expertise emerged through boundary crossing of knowledge, with increased opportunities for students to identify themselves as experts. The boundary crossing of knowledge was mediated by participating students and teachers as well as material objects, evidencing the social and material nature of relational expertise in the makerspace. By recognizing the makerspace as a boundary object and an epistemic tool, the study enhances current understanding of the boundary crossing of knowledge and the emergence of relational expertise within creative and digitally enhanced learning environments. [ABSTRACT FROM AUTHOR]

La conservación de material bibliográfico patrimonial involucra, en muchos casos, el cambio de soporte para lograr mantener la consulta de la información sin comprometer la integridad física de los documentos. La digitalización de este material surge como una solución, pero requiere de una inversión alta para la adquisición de equipo especializado que permita realizar el proceso sin dañar los documentos. El presente artículo muestra el diseño de un prototipo de escáner aéreo para la digitalización de material bibliográfico patrimonial con una adaptación de la metodología de Design Thinking. El prototipo se construyó y se validó con diferentes documentos patrimoniales de la Sala de Libros Antiguos y Colecciones Especiales de la Biblioteca Joaquín García Monge de la Universidad Nacional (Costa Rica). Como resultado, se liberaron los planos para que cualquier unidad de información pueda replicar la construcción del prototipo y contar con su propio escáner aéreo a un precio más asequible = The conservation of heritage bibliographic material involves, in many cases, the change of support to maintain the consultation of the information without compromising the physical integrity of the documents. The digitization of this material emerges as a solution, but it requires a high investment to acquire specialized equipment that allows the process to be carried out without damaging the documents. This article shows the design of an aerial scanner prototype for the digitization of heritage bibliographic material with an adaptation of the Design Thinking methodology. The prototype was built and validated with different heritage documents from the Room of Ancient Books and Special Collections of the Joaquín García Monge Library of the National University (Costa Rica). As a result, the plans were released so that any information unit can replicate the construction of the prototype and have its own aerial scanner at a more affordable price.

As academic libraries shift services to meet the changing needs of patrons after the COVID-19 pandemic, educational technologies and services to support them require updating. Patrons using technology that was once associated with hands-on learning and in-person interactions are preferring flexible and hybrid iterations. In this case study, the authors describe and analyze the pivot of three technology services at the Spencer S. Eccles Health Sciences Library in the post-COVID-19 environment. Technologies discussed include a multimedia studio, virtual reality (VR), and a three-dimensional (3D) printing service. This case study utilizes available usage stats and survey data to demonstrate and provide rationale for the changing strategy in services for each technology "hub." The multimedia studio has been dismantled in favor of the equipment being available for checkout, VR is now available in a staff-supported classroom, and a 3D printing service has been fully automated through an online submission platform. These examples, and the rationale behind changing them, can help offer ideas for other libraries to help find solutions that meet the demands of a changing learning environment. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Contemporary Humanities & Educational Science is the property of International Journal of Contemporary Humanities & Educational Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Pacific Island communities are facing disruptions to supply chains from natural disasters and a changing global environment, which have become more acute following the COVID-19 pandemic. Further, it has been demonstrated how flexible systems can enhance resilience in low-resource environments, such as adapting to changing consumer needs and minimizing supply chain disruptions. This paper considers how the development of a flexible system for conducting a risk assessment on a product that was developed and manufactured in a Makerspace environment would have application in Pacific Island communities to improve resilience. Using a participative action research (PAR) approach, a traditional product risk assessment is refined through iterative PAR cycles to reconceptualize it into a structured simplified risk process. The resulting product development risk assessment process (PDRAP) demonstrates that it is possible to adapt a detailed systematic risk assessment process, such as hazard and operability analysis (HAZOP), to be more suitable and effective for low-resource situations requiring flexible solutions. The improved process provides greater system flexibility to empower people to develop products which may improve their resilience in an ever changing and complex world. The PDRAP process can improve product design and adaptability which assists safeguarding supply chains from system wide disruptions. With the emergence of Makerspaces in developing countries for supply chain recovery from natural disasters and a changing national strategy, the PDRAP provides communities with a low-resource approach for risk assessment to ensure the safe use of products fabricated using emerging low-volume, rapid prototyping, and manufacturing technology. [ABSTRACT FROM AUTHOR]

The conservation of heritage bibliographic material involves, in many cases, the change of support to maintain the consultation of the information without compromising the physical integrity of the documents. The digitization of this material emerges as a solution, but it requires a high investment to acquire specialized equipment that allows the process to be carried out without damaging the documents. This article shows the design of an aerial scanner prototype for the digitization of heritage bibliographic material with an adaptation of the Design Thinking methodology. The prototype was built and validated with different heritage documents from the Room of Ancient Books and Special Collections of the Joaquín García Monge Library of the National University (Costa Rica). As a result, the plans were released so that any information unit can replicate the construction of the prototype and have its own aerial scanner at a more affordable price. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic posed unprecedented challenges in patient care, prompting frontline clinicians globally to devise novel solutions. This article highlights the creativity of clinicians who adapted to meet the evolving standards of care. The researchers explored the scale of clinician awareness of the novel devices and protocols that were being made. A thematic analysis revealed rapid team coordination, supportive management, acknowledgment of practice-based medicine, and just-in-time fabrication as drivers behind the design, fabrication, and scaling of clinician-made solutions throughout the hospital. Results show that the presence of the Makerspace significantly contributed to the hospital's nimble and proactive response to the pandemic, emphasizing the need for transformative approaches that embrace innovation, collaboration, knowledge-sharing, and recognition of clinician-led innovations to advance patient care. • Clinicians worldwide created novel COVID-19 devices and equipment modifications. • Explore the drivers of clinician-made COVID-19 solutions. • Four drivers of clinician-made COVID-19 solutions: rapid team coordination, supportive management, practice-based medicine, and just-in-time fabrication. [ABSTRACT FROM AUTHOR]

Makerspaces are collaborative work spaces, within a library or other organization, in which people with common interests meet, socialize and collaborate around computing, technology, science or art. Today, makerspaces have become emerging spaces in public libraries worldwide, allowing communities to share resources and knowledge. The purpose of this research was to identify the use that makerspaces have in public libraries, through a systematic review of the literature. The bibliographic search was carried out in twelve information resources: Web of Science, Scopus, Taylor & Francis, E-lis, Dialnet, Oxford, ProQuest, Recolecta, La Referencia, ScienceDirect, Springer and Wiley Online. From thirty-one initial results, fourteen documents were selected for analysis. Three uses that are given to makerspaces in public libraries were identified, which are: participatory community, technology and learning factor. It is concluded that makerspaces are spaces that do not have a single use, rather, they can be used for various purposes, generating that these spaces adapt to the needs of the communities for which they are focused. [ABSTRACT FROM AUTHOR]

Die wachsende Bedeutung von VR-/AR-Technologien im unterrichtlichen Kontext (z. B. in Fächern wie Geografie, Chemie, Geschichte, Mathematik, Musik oder Informatik) erfordert eine entsprechende Ausbildung angehender Lehrkräfte, um entsprechende Lernszenarien im Unterricht zielgerichtet einsetzen und die Potenziale dieser Lernmedien ausschöpfen zu können. Welche Kompetenzen dafür erforderlich sind und inwiefern dies (fächerübergreifend) in der Hochschullehre gelingen kann, wurde in dem Projekt VReiraum qualitativ mithilfe explorativer Forschungsmethoden untersucht. Das zentrale Element des Projekts stellte der interdisziplinäre Makerspace dar, eine neuartige Form der fächerübergreifenden Hochschullehre, die Ressourcen teilt, Kompetenzen der einzelnen Fächer für alle nutzbar macht und übergreifende fachliche und methodische Hilfestellungen anbietet. Nach dem ersten Durchlauf des Projekts, welches von der Stiftung Innovation in der Hochschullehre gefördert wurde, wurde der Makerspace angepasst und neu strukturiert. Erste Erkenntnisse lagen darin, dass eine Vernetzung der sechs involvierten Fächer nur gelingen kann, wenn eine gewisse Vorstrukturierung der möglichen Schnittstellen zur Nutzung des Makerspace von den Dozierenden erfolgt. Auf diese Weise kann in Zukunft besser auf die Expertise der verschiedenen Fächer zurückgegriffen werden. Als gewinnbringend stellte sich die Erprobung und Evaluation der (selbst entwickelten) VR-/AR- Lernumgebungen in der Schule heraus, die auch im zweiten Durchgang des Projekts Bestandteile einiger Lehrveranstaltungen im Sommersemester 2023 blieben.

Afin de former les personnes futures membres du personnel enseignant, un cours universitaire a été élaboré permettant à des étudiantes d’aborder des dimensions de la compétence numérique jusqu’alors absentes de leur formation. Le cours s’intéresse à la place et aux possibilités des laboratoires créatifs dans un contexte scolaire. Par son aspect réflexif et pratique, le cours aborde l’innovation pédagogique et la créativité. L’article relate les initiatives pour placer les laboratoires créatifs, leurs outils ou leurs façons de faire, au cœur de l’activité du cours. L’un des enjeux rapidement révélé par l’initiative a été l’arrimage d’un espace créatif et des apprentissages informels au contexte formel d’un programme universitaire.

Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers’ education have been explored. The current study focuses on stimulating pre-service teachers’ design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers’ education, discusses implications for educational practices, and recommends further research in this area.

Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class pursuit. Despite calls to broaden student participation in makerspaces due to the benefits of participation, there has been no examination of why some students choose not to visit these spaces. We surveyed (n = 151) and interviewed (n = 17) undergraduate STEM students to understand the barriers facing students before and during their initial participation. Using the lens of Social Boundary Spaces, we identified six barriers to successfully crossing the boundary into the makerspace, including: (1) not having enough time, (2) not feeling you have a purpose for visiting, and (3) not knowing how to obtain the proper certifications. Further, students find approaching makerspaces to be intimidating because of (4) the design of the space and (5) the perceived technical skillset of the students there. Notably, non-dominant students face a multitude of (6) barriers corresponding with their social identities. We conclude with recommendations relevant to educators, makerspace administrators, and engineering leadership for alleviating barriers and supporting students’ involvement in STEM makerspaces.

In recent years, the global trend of Makers, the construction concept and ethos of Makerspace have influenced university libraries of Taiwan, making it a multifunctional and comprehensive library integrating learning, discussion, and creativity. The Case Study of Dah Hsian Seetoo Library, which opened in 2019 and actively develops Makerspace, this study interviewed 30 interviewees who had used the makerspace to learn about their experience and views. According to the interview results, the Management practices of twenty-one subitems of the three dimensions can be summarized, and it can be known that learners, teachers and librarians are satisfied with the current makerspace, although the learning results and needs of beginner learners and advanced learners are different, but most of them are positive feedback. However, Makerspace want to increase the use of other colleges, it need more human and financial support, and make the most of school resources, in order to establish a complete social network and feedback mechanism, to create a Makespace with suitable venues, sufficient resources, high-quality services, innovative learning atmosphere, and further achieve the purpose of creative exchange.

Als «Maker Days for kids» werden offene (digitale) Werkstätten für Kinder und Jugendliche von 8 bis 14 Jahren bezeichnet, die von einem Netzwerk rund um den Verein BIMS e. V. temporär aufgebaut und für mehrere Tage geöffnet und betreut werden. Die ersten Maker Days fanden im Jahr 2015 in Bad Reichenhall (Deutschland) statt. Seit 2018 gab es (bis dato) insgesamt vierzehn weitere Durchführungen in Graz (Österreich), Leipzig, Görlitz und Traunstein (alle in Deutschland). Das Netzwerk steht im engen Austausch im Hinblick auf Zielsetzung, Inhalte, didaktisch-pädagogische Vorgehensweise und Organisation. Obwohl sich die Verantwortlichen an den gleichen Prinzipien orientieren, gibt es doch mehrere Varianten der Durchführung – nicht zuletzt auch aufgrund von Herausforderungen, ausgelöst durch die Corona-Pandemie. Dieser Praxisbeitrag beschreibt die Merkmale und Prinzipien des Konzepts und stellt vergleichend dar, wie bei der Umsetzung des Konzepts vorgegangen wurde. Ziel dieses Beitrags ist es, erstmals einen Überblick über die durchgeführten Varianten der Maker Days for kids zu geben und die Hintergründe, Besonderheiten und Erkenntnisse der einzelnen Veranstaltungen aus Praxissicht zu beleuchten.

Die Maker Education hält inzwischen auch in Schulen im deutschsprachigen Raum Einzug. Soll pädagogisches Making jedoch im Sinne einer Bildungsinnovation über punktuelle Ergänzungen des Lernangebots oder kurzzeitpädagogische Aktivitäten wie Maker Days oder Blockwochen hinausgehen und im Sinne eines holistischen Ansatzes methodisch und inhaltlich zum festen Bestandteil des Schulalltags werden, dann kann es als Schulentwicklungsprojekt «gelesen», als solches konzipiert, realisiert und analysiert werden. Auf der Basis eines partizipativen Aktionsforschungsprojekts mit fünf Pilotschulen in der Schweiz wird aufgezeigt, welche Herausforderungen die Implementierung pädagogischen Makings mit sich bringt und welche Faktoren ein solches Schulentwicklungsvorhaben stützen. Dabei werden die erhobenen Daten in dieser Zwischenauswertung im Sinne der extrahierenden qualitativen Inhaltsanalyse anhand von Apriori-Kategorien ausgewertet. Die Kategorien leiten sich von drei Modellen der Schulentwicklungsforschung sowie von der aktuellen Forschungsliteratur im Bereich Making und Schulentwicklung ab (Rolff 2019; Altrichter und Wiesinger 2004; Holtappels 2013). Die analysierten Gelingensfaktoren lassen sich im Schulentwicklungsmodell von Rolff verorten, wobei in diesem Beitrag auf Faktoren im Umfeld der Schule, in der Organisationsentwicklung sowie in der Personalentwicklung eingegangen wird mit dem Ziel, dass sie interessierte Schulen dabei unterstützen, pädagogisches Making einzuführen.

Copyright of Egyptian Journal of Information Sciences is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Makerspaces are gaining popularity in the educational activities of all age groups, from primary schools to higher education institutions, particularly in science, technology, engineering, and mathematics (STEM) disciplines. Due to makerspaces' hands-on learning approach, it is generally believed that learning in makerspaces influences students' creative and thinking skills. Experiments have been performed to explore this relationship; however, they are limited to a particular type of makerspace and address only some aspects of creativity. Therefore, using a systematic literature review (SLR) approach, we attempted to understand the relationship between makerspaces and creativity in the context of STEM education. The SLR offers a holistic view of makerspaces fostering four aspects of creativity from primary to higher education. This SLR used three primary categories of terms in its search string: (i) makerspace and associated terms, (ii) creativity and innovation, and (iii) variants of the term "STEM." Using the Summon meta-database, we searched 103 digital databases (including Scopus, IEEE, and ASEE). The initial search considered peer-reviewed scholarly journal articles and conference proceedings focusing on STEM disciplines published from 2000 to August 2021. After following the PRISMA guidelines for reporting systematic reviews, 34 relevant papers remained eligible for inclusion. The selected papers were analyzed using thematic analysis. Various types of makerspaces show empirical evidence of fostering creativity. This review additionally identifies seven factors that foster creativity in a makerspace environment. These findings will be beneficial for applying makerspace tools and interventions to enhance creativity in the context of STEM disciplines. [ABSTRACT FROM AUTHOR]

Existing research has illuminated the multidimensional nature of knowledge creation in school makerspaces. Yet, limited research exists on the boundary crossing of knowledge in makerspaces and how it can lead to the emergence of relational expertise. Using video records of interactions between 10–13-year-old students and their teachers in a school makerspace, this ethnographic case study applied mediated discourse analysis to investigate the boundary crossing of knowledge and the emergence of relational expertise—i.e., engaging with one’s own expertise, while recognizing, responding to, and building on others’ expertise. The results demonstrate how relational expertise emerged through boundary crossing of knowledge, with increased opportunities for students to identify themselves as experts. The boundary crossing of knowledge was mediated by participating students and teachers as well as material objects, evidencing the social and material nature of relational expertise in the makerspace. By recognizing the makerspace as a boundary object and an epistemic tool, the study enhances current understanding of the boundary crossing of knowledge and the emergence of relational expertise within creative and digitally enhanced learning environments.

The cooperation between the Saxon State and University Library Dresden (SLUB Dresden) and the Subject of Economics, Engineering and Housekeeping/Social Affairs (EEH/S) at the Technische Universität Dresden is especially highlighted in projects with the SLUB Makerspace. In a real learning space, both partners intensively benefit from each other's technical equipment and the expert knowledge of the associates, especially in technical areas such as plastics engineering and wood technology. Links in the cooperation between the SLUB Makerspace and EEH/S are based on comparable theory and methodology. This text features the progression of both Units as producers of knowledge out of real learning spaces into a space inside virtuality. The focal point of this paper is the presentation of results from a project concerning the creation of immersive 360° learning resources usable for academic and proto-vocational education. The project is a facile example for knowledge transfer from the physical to the digital realm. [ABSTRACT FROM AUTHOR]

Makerspaces, workspaces where families can explore materials and tools collaboratively, can provide an opportunity for creative expression and early engineering learning in community spaces. The present study examined a cardboard-focused museum makerspace that included an assembly-style activity. Assembly-style making uses instructions to support makers. Such activities have been critiqued as limiting creativity and engineering thinking. However, makers who are less comfortable in makerspaces may benefit from assemblystyle activities helping to scaffold their entry into the space. We explored these criticisms and potential benefits of assembly-style making through developing case studies of video data taken by families in a makerspace. Visitors made creative and personally meaningful creations when engaged in assembly style making. Moreover, assembly-style making mediated a family less comfortable with making to get started in the space alongside ample evidence of families following engineering design processes. Contrary to popular belief, assemblystyle making offers an important support to novice makers, without eliminating creativity and engineering design processes, and should be considered in the mix of activities available in makerspaces to support makers of all levels of comfort in making. [ABSTRACT FROM AUTHOR]

This paper discusses the implementation of Maker Conversation, a self-access learning space in a university's Self-Access Learning Center (SALC) during the 2022 academic year. Maker Conversation is aimed at promoting English language use among students through science, technology, engineering, art, and mathematics (STEAM) activities and is based on the Maker Movement. After introducing the maker concept and explaining the rationale for adapting maker principles to fit into the university's SALC, two facilitators who participated in Maker Conversation reflect on their experiences during the academic year. This paper highlights the successes of Maker Conversation for both students and facilitators, as well as the challenges that facilitators faced. Future plans that address these challenges are discussed. The facilitators felt that Maker Conversation provides valuable learning opportunities and plan to further develop and enhance the program for students and facilitators. This paper may benefit educators at other institutions who are interested in implementing their own version of Maker Conversation in their SALC. [ABSTRACT FROM AUTHOR]

The incursion of tech companies into wider aspects of our lives means that computational thinking has become increasingly enmeshed with physiological, emotional, creative and social aspects of human life. We suggest that advanced computational thinking should be considered in wider terms than the limited scope of computer sciences and that we should recognise the expansion of the 'computer world' and its incursion into lived life: the pervasive encroachment of technology into physical, emotional, spatial, culturally complex and, strictly speaking, non-logical areas of our lives. The proposal is that we use a new term, advanced computational thinking, with the appropriate and relevant acronym of ACT, to suggest a social performative bias to existing ideas of computational thinking in education. The expansion of the computer world is the backdrop for exploring thinking as a 'kinship' with things (thing-kin) traversing human and material forms. In this article, ACT engages with the cultural scaffolding of the makerSpace, supporting a thinking space where kinship between 'things' and makers promotes diversity of learning style and an idea of epistemological pluralism. By recognising thinking and things as being closely entangled with sociomaterial realms, advanced computational thinking incorporates the wider social consequences of technology: expanding early definitions of computational thinking as tools exclusively focused on mathematical, logical or algorithmic thinking. [ABSTRACT FROM AUTHOR]

Quantitative evaluation of academic library makerspace's service quality helps to objectively reveal the weakness of the service, which can provide references for the improvement of service content and mode, and the construction of service quality evaluation system. The SERVQUAL model is introduced, with the scale revised according to the characteristics of academic library makerspace service, from five evaluation dimensions, namely tangibility, reliability, assurance, responsiveness and empathy. The questionnaire survey and interview were conducted to academic library makerspace users. There are expectation perception gaps in all dimensions of services; tangibility and reliability are the most prominent, followed by assurance, empathy and responsiveness. Combining statistical results and interview content, the paper analyzes the causes and proposes strategies: balancing multi-source funding and spatial positioning to optimize resource allocation and spatial layout; innovating interactive forms to highlight spatial value and build internal and external collaborative service teams; ensuring librarians' professional ability and training; strengthening user demand and feedback surveys to improve service insight. [ABSTRACT FROM AUTHOR]

The enormous scale of suffering, breadth of societal impact, and ongoing uncertainty wrought by the COVID-19 pandemic introduced dynamics seldom examined in the crisis entrepreneurship literature. Previous research indicates that when a crisis causes a failure of public goods, spontaneous citizen ventures often emerge to leverage unique local knowledge to rapidly customize abundant external resources to meet immediate needs. However, as outsiders, emergent citizen groups responding to the dire shortage of personal protective equipment at the onset of COVID-19 lacked local knowledge and legitimacy. In this study, we examine how entrepreneurial citizens mobilized collective resources in attempts to gain acceptance and meet local needs amid the urgency of the pandemic. Through longitudinal case studies of citizen groups connected to makerspaces in four U.S. cities, we study how they adapted to address the resource and legitimacy limitations they encountered. We identify three mechanisms—augmenting, circumventing, and attenuating—that helped transient citizen groups calibrate their resource mobilization based on what they learned over time. We highlight how extreme temporality imposes limits on resourcefulness and legitimation, making it critical for collective entrepreneurs to learn when to work within their limitations rather than try to overcome them. [ABSTRACT FROM AUTHOR]

In the context of digital transformation and the rapid development of artificial intelligence, corporate innovation has become increasingly important in leading industrial development and improving national competitiveness. In 2015, China launched a "mass entrepreneurship and innovation program"; in response to the policy, many makerspaces have been established, resulting in clusters of high-tech startups. High-tech startups are the pioneers in innovation development. However, there is still a lack of empirical evidence for whether these firms' innovative activities, capabilities, and performance can be effectively stimulated by public policy. Drawing from the institutional theory and resource-based view, this paper develops a model of policy perception on innovation response. Using a sample of 500 startups located in the three representative makerspaces in China, this work verifies the effectiveness of innovation and entrepreneurship incentives on startups' innovative activities, capabilities, and performance, and successfully identifies the mediating role of policy adaptation in the policy perception-innovative responses' link and the moderating role of makerspace support. [ABSTRACT FROM AUTHOR]

O presente artigo traz como tema o makerspace no contexto das bibliotecas. Objetivo: apresentar definições e histórico evolutivo do makerspace na literatura científica. Método: revisão de literatura científica. Análise dos dados: A definição de makerspace remete a um espaço de criação e compartilhamento de conhecimento que surgiu na literatura em 2012. É um espaço derivado da cultura Do It Yourself e do movimento maker que tem ganhado espaço dentro dos ambientes educativos e industriais em países desenvolvidos, sobretudo nos Estados Unidos. De acordo com a literatura, entende-se que o makerspace tem grande potencial educativo que ainda está apenas começando a ser explorado e pode ser uma ferramenta de grande importância para o desenvolvimento das bibliotecas num futuro próximo. No Brasil, o tema é ainda muito incipiente, tendo pouca representatividade na literatura. Conclusões: É um tema com potencial para ser desenvolvido e aplicado, que tende a crescer no país, se acompanhar a tendência mundial. Pode representar uma ferramenta revolucionária para o espaço físico tradicional das bibliotecas.

This paper synthesises theory and practice literature to define a new type of learning space: emergence studios. Emergence studios incorporate iterative, collaborative, and creative elements into graduate education in the social sciences. While some disciplines have a long history of studio spaces and others have begun to implement applied spaces like makerspaces and digital humanities labs, the social sciences rarely offer spaces for application and imagination. Some programmes are exploring how to foster a learning environment where students work together to imagine structures for addressing systemic issues, what I term 'emergence studios'. The principles of emergence studios are explored through theoretical concepts (empathetic, experiential, and ecological) and current practices (makerspaces, digital humanities laboratories, and design studios). Then, this paper uses worldbuilding techniques to outline a new type of experiential classroom space that acknowledges the complexity of our interconnected world and the need for learning that cannot be predetermined by learning objectives. By exploring related literature, this article defines an evolving practice and provides a starting point for further exploration. [ABSTRACT FROM AUTHOR]

This article presents findings from a design-based research study that investigated curriculum implementation in a makerspace with a grade six teacher and her class over the course of one year. In comparing the figured worlds of classroom and makerspace, the authors explore through the examples of three students and the teacher how they each adopted personal improvisations from the makerspace into the culture of the classroom, leading to developments in agency and identity on the part of all. In particular, by engaging in collaborative design-based research, the teacher was able to embrace the iterative, collaborative, risk-taking nature of maker culture, which led her to rethink and transform her teaching practice. Findings suggest that the makerspace serves as a specialized learning environment in which teachers can prototype inquiry-based approaches to curricular learning. [ABSTRACT FROM AUTHOR]