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Makerspaces High-end 3D printers that print with a variety o media can be expensive. Smaller, more aordable 3D printers generally cre- ate only small items, oten rom a single medium in only one color. Equipment such as milling machines, welding equip- ment, lathes, 3D printers, and laser cutters may be in high demand, which can result in long wait times or students trying to use these acilities. Some o these machines can be danger- ous, too, raising liability issues. Finally, much o the value o a makerspace lies in its inormal character and its appeal to the spirit o invention, and some o this advantage can be negated i well-meaning aculty choreograph student activity to a de- gree that squelches experimentation. Where is it going? One key demand o a makerspace is that it exist as a physical location where participants have room and opportunity or hands-on work, but as these environments evolve, we may see more virtual participation. Video may invite input rom re- mote experts, and teleoperation may enable manipulation o machinery rom aar. As makerspaces have become more com- mon on campuses and have ound their place in public libraries and community centers, their infuence has spread to other dis- ciplines and may one day be embraced across the curriculum. Eventually makerspaces may become linked from campus to campus, encouraging joint project collaboration. Students who use these studios to create tangible portolio piec- es may nd their work o interest to uture employers. As edu- cation assessment evolves, the project work done in makerspaces may one day be accepted and reviewed or college credit in lieu o more conventional coursework. What are the implications for teaching and learning? The makerspace gives room and materials or physical learn- ing. Because these spaces can easily be cross-disciplinary, stu- dents in many elds can use them, oten nding technical help or work they are undertaking in their areas. At the same time, those in engineering and technology will nd their work en- riched by contributions rom those in other elds. Makerspaces allow students to take control of their own learning as they take ownership o projects they have not just designed but dened. At the same time, students oten appreciate the hands-on use o emerging technologies and a comortable acquaintance with the kind o experimentation that leads to a completed project. Where makerspaces exist on campus, they provide a physical laboratory or inquiry-based learning. Who’s doing it? The makerspace emerged initially as a powerful learning force in the nonacademic community. One mem- ber-supported eort that refects that origin is the Milwaukee Makerspace, which invites the public to attend meetings. Members see sharing and learning skills as a key purpose o their makerspace, resulting in a dynamic studio environment that builds member projects, which have included electronic modications to musical instruments, mini robots, giant wind chimes, a biodiesel reactor, and an electric car. Colleges and universities have also been quick to recognize the value o the makerspace as a learning opportunity, with such options as the ThinkLab at the University o Mary Washington, Headquarters at Rutgers University, and the FabLab at Stanord University. At Case Western Reserve University, the current ThinkBox inven- tion center is seen as so important that it will soon expand to a seven-story building with 50,000 square eet o space. All these spaces unction similarly. At Wheaton College, or exam- ple, the WHALE Lab (Wheaton Autonomous Learning Lab) is an interdisciplinary makerspace where students embroider, solder, weld, sculpt, or otherwise design and manuacture cre- ative projects. The emphasis is on community-provided mutual assistance, and the output rom student activity might be a robot or a knitted sweater that lights up. At the Georgia Tech Invention Studio, students can even apply or project unding in the orm o Maker Grants. Multidisciplinary projects are encouraged, and winning teams must work on their projects at the Invention Studio. Completed projects are presented as portolio pieces at the Georgia Tech Capstone Expo. Why is it significant? Makerspaces are zones of self-directed learning. Their hands-on character, coupled with the tools and raw mate- rials that support invention, provide the ultimate workshop or the tinkerer and the perect educational space or individuals who learn best by doing. Interaction among inventors at these acilities osters a highly collaborative learning dynamic that is excellent or team eorts and or peer support, advice, and assistance. Where these spaces are open to use by aculty, students, and sta rom a cross-section o content areas, they promote multidisci- plinary thinking and learning, enriching the projects that are built there and the value o the makerspace as an educational venue. What are the downsides? Space in learning facilities is often at a premium , and cost is a consideration in setting up an area or making. APRIL 2013 4 7 5 7 THINGS YOU SHOULD KNOW ABOUT … ™ 3 6 © 2013 EDUCAUSE. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. EDUCAUSE is a nonprofit membership association created to support those who lead, manage, and use information technology to ben efit higher education. The EDUCAUSE Learning Initiative is an EDUCAUSE community committed to the advancement of learning through th e innovative application of technology. For more information about ELI, including membership, please contact us at info@educause.edu.
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