Making Spaces to Supporting Formal, Informal, and Nonformal  Learning Spanning a University’s Design and Makerspace Learning Ecology

Sever Thomas Gilbertson; Micah Lande

Download Paper | Permalink

Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Design in Engineering Education Division (DEED) Technical Session 4
Tagged Division: Design in Engineering Education Division (DEED)
Tagged Topic: Diversity
Page Count: 16
DOI: 10.18260/1-2--43525
Permanent URL: https://peer.asee.org/43525
Download Count: 162

Paper Authors

author page

Sever Thomas Gilbertson

biography

Micah Lande South Dakota School of Mines and Technology orcid.org/0000-0003-4964-5654

visit author page

Micah Lande, PhD is an Assistant Professor and E.R. Stensaas Chair for Engineering Education in the Department of Mechanical Engineering at the South Dakota School of Mines & Technology. Dr. Lande directs the Holistic Engineering Lab & Observatory. He teaches human-centered engineering design, design thinking, and design innovation courses. Dr. Lande researches how technical and non-technical people learn and apply design thinking and making processes to their work. He is interested in the intersection of designerly epistemic identities and vocational pathways. Dr. Lande received his B.S. in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design Education) from Stanford University.

visit author page

Download Paper | Permalink

Abstract

The purpose of this cross-case case study project is to ascribe characteristics of differently oriented makerspaces across the learning ecology at a singular institution to support design activities. By viewing specific spaces that emphasize a range of formal, informal, and nonformal learning contexts, we highlight considerations for physical, social, and cultural contexts, as well as founding design principles, metrics for success, and scalability and sustainability. With being an otherwise homogeneous corpus, this work can highlight the similarities and differences for makerspaces in educational settings. With the introduction and ongoing incorporation of principles from the making community, engineering colleges have begun modifying existing design project spaces and creating new makerspaces to reflect this change in mindset. The ongoing initiatives to reflect the more creative and less rigidly designed nature of making can be challenging to implement since many ideas are counterintuitive to existing organizational structures. This is especially true in engineering-focused entities where the parties that have historically managed existing workspaces and their resources may not be as familiar with the pedological approaches and philosophies behind these areas. In addition, by the very nature of making, many common trends in makerspaces present unique challenges for the management; They require a very abstract look at the purposes and function in the settings they will operate inside. Within a STEM-focused undergraduate school, we identify multiple workspaces available to students that provide aspects of makerspaces: library makerspace for all, machine shop area for mechanical engineering majors, and lap space to support low-and high-fidelity prototyping in design activities. The school is focused on the application of STEM learning through hands-on learning, design and project-based learning. Initial findings indicate that there are notable discrepancies between the defined uses of the variety of spaces and uses. More structured spaces like a machine shop discourage initial engagement but provide for continual learning among sustained users. More informal spaces promote a larger variety of uses though with less personal buy-in and investment of time.

Citation
Format

Gilbertson, S. T., & Lande, M. (2023, June), Making Spaces to Supporting Formal, Informal, and Nonformal Learning Spanning a University’s Design and Makerspace Learning Ecology Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43525

TY  - CPAPER
AB  - The purpose of this cross-case case study project is to ascribe characteristics of differently oriented makerspaces across the learning ecology at a singular institution to support design activities. By viewing  specific spaces that emphasize a range of formal, informal, and nonformal learning contexts, we highlight considerations for physical, social, and cultural contexts, as well as founding design principles, metrics for success, and scalability and sustainability. With being an otherwise homogeneous corpus, this work can highlight the similarities and differences for makerspaces in educational settings.
With the introduction and ongoing incorporation of principles from the making community, engineering colleges have begun modifying existing design project spaces and creating new makerspaces to reflect this change in mindset. The ongoing initiatives to reflect the more creative and less rigidly designed nature of making can be challenging to implement since many ideas are counterintuitive to existing organizational structures. This is especially true in engineering-focused entities where the parties that have historically managed existing workspaces and their resources may not be as familiar with the pedological approaches and philosophies behind these areas. In addition, by the very nature of making, many common trends in makerspaces present unique challenges for the management; They require a very abstract look at the purposes and function in the settings they will operate inside. 
Within a STEM-focused undergraduate school, we identify multiple workspaces available to students that provide aspects of makerspaces: library makerspace for all, machine shop area for mechanical engineering majors, and lap space to support low-and high-fidelity prototyping in design activities. The school is focused on the application of STEM learning through hands-on learning, design and project-based learning.
Initial findings indicate that there are notable discrepancies between the defined uses of the variety of spaces and uses. More structured spaces like a machine shop discourage initial engagement but provide for continual learning among sustained users. More informal spaces promote a larger variety of uses though with less personal buy-in and investment of time.
AU  - Sever Thomas Gilbertson
AU  - Micah Lande
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Making Spaces to Supporting Formal, Informal, and Nonformal  Learning Spanning a University’s Design and Makerspace Learning Ecology
UR  - https://peer.asee.org/43525
DO  - 10.18260/1-2--43525
ER  -