the maker movement
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2021 ◽  
Vol 13 (24) ◽  
pp. 13559
Author(s):  
Hanna Saari ◽  
Maria Åkerman ◽  
Barbara Kieslinger ◽  
Jouko Myllyoja ◽  
Regina Sipos

This article explores the multiple meanings of the concept of openness in the global maker movement. Openness is viewed as one of the key principles of the maker movement. As the global maker movement is a bricolage of diverse and situated practices and traditions, there are also many different interpretations and ways of practicing openness. We have explored this diversity with an integrative literature review, relying on the Web of Science™ database. We identified three interrelated but also, in part, mutually contested approaches to openness. Firstly, openness often refers to applying open hardware. Secondly, it is in many cases related to the inclusion and empowerment of various groups in making. Thirdly, openness appears to be seen as a means to pursue economic growth through increasing innovation activity and entrepreneurship. Our results also highlight the substantial barriers encountered by makers while aiming to open up their practices. These barriers include: value conflicts in which openness is overridden by other important values; exclusion of lower income groups from making due to a lack of resources; and difficulties in maintaining long-term activities. The different meanings of openness together with the barriers create tensions within the maker movement while implementing openness. We propose that engaging in a reflexive futures dialogue on the consequences of these tensions can enhance the maker movement to become more open, inclusive and resilient.


2021 ◽  
Author(s):  
Braz Araujo da Silva Junior ◽  
Simone André da Costa Cavalheiro ◽  
Luciana Foss

This paper presents a platform for creating games using graphs. The proposed game engine is based on a mathematical formalism called Graph Grammar. It aims to rescue, within computer science education, the stage of specification, that precedes programming. The proposal is aligned to the trends of the problem-solving focus, development of computational thinking, use of visual languages, game-related environments and the maker movement. The structure of the platform and the creation/execution of an example game are described and a brief discussion about specification in computer science education is given.


Author(s):  
Fernando Juárez-Urquijo

The maker movement is a social movement with a craft spirit through which digital fabrication methods have become accessible at a personal level. Public libraries are ideal for offering makerspaces that enable the collaborative use of tools and technologies to foster informal learning. Three-dimensional (3D) printing has been one of the keys to the expansion of the maker movement, and its presence in libraries, often identified as the “gateway” to the maker philosophy, is not unusual, albeit remaining more a desire than a reality. We recount herein our experience of purchasing and setting up a 3D printer to enable a reflection on makerspaces in a public library. Resumen El movimiento maker es un movimiento social en el que los métodos de fabricación digital se han hecho accesibles a escala personal. Las bibliotecas públicas son ideales para ofrecer espacios para creadores (makerspaces) en los que se propone el uso colaborativo de herramientas y tecnologías para fomentar el aprendizaje informal. La impresión 3D ha sido una de las claves para la expansión del movimiento maker y su incipiente presencia en bibliotecas, identificada a menudo como “la vía de acceso” a la filosofía maker, sigue siendo más un deseo que una realidad. En este trabajo contamos la experiencia de compra y puesta en marcha de una impresora 3D para reflexionar sobre los espacios de creación en una biblioteca pública.


2021 ◽  
Vol 1 ◽  
pp. 40
Author(s):  
Dimitris ALIMISIS

The H2020 project “INBOTS: Inclusive Robotics for a Better Society” (2018­–21) has worked in different disciplines involved in the acceptance and uptake of interactive robotics, including the promotion of accessible and multidisciplinary education programs. In INBOTS, educational robotics is considered as a learning tool that can bring robotics into school classrooms and benefit all children regardless of their future educational or professional orientation. Aiming to make robotics education inclusive, INBOTS has introduced a paradigm shift inspired by sound pedagogies (Papert’s constructionism) and emerging educational trends (the maker movement) and focused on creativity and other 21st-century skills. However, the realisation of this new paradigm requires appropriate curricula and technologies at both hardware and software levels. This paper addresses several questions and dilemmas related to the technologies currently in use in robotics education and the kind of technologies that can best support the proposed paradigm. This discussion results in specific criteria that robotics technologies must fulfil to foster the new paradigm. Based on these criteria, we review some representative technologies in both hardware and software. Then, we identify and discuss some technological solutions that exemplify the kind of technologies that can best support inclusive robotics education and make the proposed paradigm feasible. Finally, we show how some of these technologies can be combined to design a creative and inclusive project consistent with the criteria set in this paper.


Author(s):  
Mario Del Rosario ◽  
Hannah S. Heil ◽  
Afonso Mendes ◽  
Vittorio Saggiomo ◽  
Ricardo Henriques

The maker movement has reached the optics labs, empowering researchers to actively create and modify microscope designs and imaging accessories. 3D printing has especially had a disruptive impact on the field, as it entails an accessible new approach in fabrication technologies, namely additive manufacturing, making prototyping in the lab available at low cost. Examples of this trend are taking advantage of the easy availability of 3D printing technology. For example, inexpensive microscopes for education have been designed, such as the FlyPi. Also, the highly complex robotic microscope OpenFlexure represents a clear desire for the democratisation of this technology. 3D printing facilitates new and powerful approaches to science and promotes collaboration between researchers, as 3D designs are easily shared. This holds the unique possibility to extend the open-access concept from knowledge to technology, allowing researchers from everywhere to use and extend model structures. Here we present a review of additive manufacturing applications in microscopy, guiding the user through this new and exciting technology and providing a starting point to anyone willing to employ this versatile and powerful new tool.


2021 ◽  
Vol 13 (9) ◽  
pp. 4923
Author(s):  
Siyu Chen ◽  
Jian Lin

This paper investigates the government-led maker movement in Shenzhen, China by deploying Michel de Certeau’s concepts of “strategy” and “tactics”. While there is a growing body of literature surrounding the maker movement, the discrepancy between the maker movement presented in urban policies and its participants’ actual practices is underexplored. Situating the exploration in the Chinese context, this article looks into how state intervention shapes the maker movement and actors’ participation. This work starts with considerations of political economy to demonstrate how the “Make with Shenzhen” campaign as a strategy fits into the government’s creative city agenda. It then draws upon the findings of a longitudinal ethnographic study to illuminate how discourses, institutions and apparatuses are tactically appropriated by individuals to mobilize symbolic, monetary, social and political resources to serve their interests. We argue that these tactical practices can potentially lead to meaningful changes in the city of Shenzhen and the everyday life of its people. By juxtaposing the strategy of the “Make with Shenzhen” campaign with the tactical practices surrounding it, this study offers insight into the challenges and possibilities brought about by the city-wide learning and making in the Chinese context.


2021 ◽  
Vol 1 ◽  
pp. 40
Author(s):  
Dimitris ALIMISIS

The H2020 project “INBOTS: Inclusive Robotics for a Better Society” (2018­–21) has worked in different disciplines involved in the acceptance and uptake of interactive robotics, including the promotion of accessible and multidisciplinary education programs. In INBOTS, educational robotics is considered as a learning tool that can bring robotics into school classrooms and benefit all children regardless of their future educational or professional orientation. Aiming to make robotics education inclusive, INBOTS has introduced a paradigm shift inspired by sound pedagogies (Papert’s constructionism) and emerging educational trends (the maker movement) and focused on creativity and other 21st-century skills. However, the realisation of this new paradigm requires appropriate curricula and technologies at both hardware and software levels. This paper addresses several questions and dilemmas related to the technologies currently in use in robotics education and the kind of technologies that can best support the proposed paradigm. This discussion results in specific criteria that robotics technologies must fulfil to foster the new paradigm. Based on these criteria, we review some representative technologies in both hardware and software. Then, we identify and discuss some technological solutions that exemplify the kind of technologies that can best support inclusive robotics education and make the proposed paradigm feasible. Finally, we show how some of these technologies can be combined to design a creative and inclusive project consistent with the criteria set in this paper.


2021 ◽  
Vol 14 (1) ◽  
pp. 209-223
Author(s):  
David Campos ◽  
Carla Cipolla

Maker Networks indicate how society organizes itself to overcome significant challenges, such as the lack of Personal Protective Equipment (PPE) observed during the COVID-19 pandemic. We analyze initiatives that produced PPE for frontline health staff to propose design guidelines for implementing RDM-Maker Networks: networks of people and organizations in the Maker Movement that collaboratively produce goods or services organized in a redistributed manufacturing (RDM) model. This paper has two main results: five Maker Networks in Brazil analyzed in terms of their RDM features and the subsequent design guidelines. We selected cases through several criteria like their location and the type of one of their nodes. Those criteria also represent limitations that further works can address.


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