Active learning and makerspaces in particular have become a staple of modern engineering programs across universities around the world, helping teach students about manufacturing, inspiring creativity and engagement, as well as providing valuable novel learning projects in the classroom. Makerspace design however is still largely in its infancy, and there is still a plethora of research to be done on how to design makerspaces to maximize the learning benefits they provide, as well as ensure that the spaces are catered students of all races and genders.
Learning Through Making Instruments
Makerspaces are informal learning environments that facilitate multimodal learning through iterative practice, collaboration, design, building, prototype, and management. While emerging data demonstrate the tremendous impact makerspaces may create in the engineering learning experience especially for learning engineering-relevant skills, data also demonstrate that makerspaces fail to meet aspirations of being egalitarian, open, inclusive, and welcoming spaces for all. The research objective is to develop a survey for measuring learning in university makerspaces and similar environments.
Makerspace Network Project
Users’ experiences in makerspaces and the learning outcomes they takeaway vary widely based on past experiences, motivation for using the space, and what tools and spaces they use within the makerspace. Accounting for these many factors to better understand what makes makerspaces tick, and how they can be improved poses a daunting research challenge, however, by viewing the makerspace as an interconnected network comprised of students, tools, activities and spaces a network model can be generated to provide a comprehensive and holistic view of the makerspace, so that the design of university makerspaces may be better informed.
Network analysis, stemming from graph theory, is often used to model complex eco-systems in nature and genetic propagation, taking into account which actors in the network are interacting with others, and how frequently. Within these networks, whether a wetlands eco-system or university, the different roles of different actors can be identified based off the modularity of the system and connectivity of individual tools. This in turn provides a valuable insight into what aspects of makerspaces are most valuable, as well as how the makerspace is being used. This effort is largely concerned with Georgia Tech’s invention studio, and determining how it can be improved to foster a more inclusive environment and sustain better learning outcomes for all students who use it.