DOCSLIB.ORG

PROMOTING ENGAGEMENT of the CALIFORNIA COMMUNITY COLLEGES with the MAKER SPACE MOVEMENT Space

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
PROMOTING ENGAGEMENT of the CALIFORNIA COMMUNITY COLLEGES with the MAKER SPACE MOVEMENT Space PROMOTING ENGAGEMENT OF THE CALIFORNIA COMMUNITY COLLEGES WITH THE MAKER SPACE MOVEMENT space STEM/STEAM SKILLS FOR THE CREATIVE ECONOMY APRIL 2016 maker Promoting Engagement of the California Community Colleges with the Maker Movement Prepared by the California Council on Science and Technology for the California Community Colleges’ Chancellors Office Doing What MATTERS for Jobs and Economy Framework April 2016 Authors: Laura Feinstein, M. Daniel DeCillis, Laurie Harris Editors: Susan Hackwood, Amber Mace, Van Ton-Quinlivan Acknowledgments This report has been prepared for the California Council on Science and Technology (CCST) with funding from the California Community Colleges. Copyright Copyright May 2016 by the California Council on Science and Technology ISBN Number: 978-1-930117-81-5 Promoting Engagement of the California Community Colleges with the Maker Space Movement About CCST CCST is a non-profit organization established in 1988 at the request of the California State Government and sponsored by the major public and private postsecondary institutions of California and affiliate federal laboratories in conjunction with leading private-sector firms. CCST’s mission is to improve science and technology policy and application in California by proposing programs, conducting analyses, and recommending public policies and initiatives that will maintain California’s technological leadership and a vigorous economy. About the California Community Colleges The California Community Colleges is the largest system of higher education in the nation composed of 72 districts and 113 colleges serving 2.1 million students per year. Under the Doing What MATTERS for Jobs and the Economy framework, the Community colleges supply workforce training, basic skills education and prepare students for transfer to four-year institutions. The Chancellor’s Office provides leadership, advocacy and support under the direction of the Board of Governors of the California Community Colleges. For more information about the community colleges, please visit http://californiacommunitycolleges.cccco.edu/. Note Any opinions, findings, conclusions, or recommendation expressed in this publication are those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided support for the project. For questions or comments on this publication contact: California Council on Science and Technology 1130 K Street, Suite 280 Sacramento, A 95814 916-492-0996 [email protected] www.ccst.us ii Table of Contents Executive Summary ................................................................................................................ 1 Chapter 1. Introduction ......................................................................................................... 5 Purpose and Process ............................................................................................................................ 5 What Is Making? ................................................................................................................................... 5 What is a Makerspace? ....................................................................................................................... 6 Impact of the Maker Movement ....................................................................................................... 6 What Learning Outcomes are Achieved in a Makerspace? ........................................................... 7 Why Should Community Colleges Engage with the Maker Movement? ..................................... 7 Chapter 2. Literature Review ............................................................................................ 10 Evolution of the Makerspace .......................................................................................................... 10 Defining a Makerspace .................................................................................................................................. 10 How They’re Run: Legal Status and Governance .................................................................................. 11 Studies About the Maker Movement ....................................................................................................... 12 Makerspaces in Institutions of Higher Education ................................................................................. 16 The Entrepreneurial/Educational Interface ..................................................................................................... 17 The White House Initiative .......................................................................................................................... 19 Metrics for Success ......................................................................................................................................... 19 Literature Cited – Chapters 1 & 2 ............................................................................................................... 21 CHAPTER 3. A Playbook for Growing a Maker Network Across the California Community College System: Developing a Strong Workforce for California’s Innovation Economy ............................................................................................................ 25 Vision: Statewide Network of Makerspaces Linked to Community Colleges .......................... 25 Key Network Characteristics ..................................................................................................................................... 25 Network Purpose ........................................................................................................................................................... 26 Network Structure ......................................................................................................................................................... 27 Varying Models can be Represented in the Network ..................................................................................... 27 Timeline .............................................................................................................................................................................. 28 Start Up Checklist – What do you need to consider when opening a makerspace? .......................... 28 Learning Outcomes Achieved at Makerspaces .................................................................................................. 29 Network Evaluation ...................................................................................................................................................... 30 Practical Considerations for Makerspaces .......................................................................................................... 32 Makerspaces in Relation to Traditional Course Offerings ............................................................................ 34 Makerspaces as a Link Between Community Colleges and their Regional Economies ................... 35 Key Findings and Conclusions .......................................................................................................... 36 Acknowledgments ............................................................................................................................. 36 Literature Cited – Chapter 3 ............................................................................................................ 37 Table A. Potential strategies for aligning metrics with metrics ................................................. 39 Table B. Behaviors in a makerspace as they relate to Soft Skills and 21st Century Skills necessary for workforce success ..................................................................................................... 43 Table C. Estimated Three-Year Costs for Community College Makerspace Network ............ 45 Appendix A. Definitions ...................................................................................................... 47 Appendix B. Outfitting a Makerspace ............................................................................ 47 Appendix C. Makerspace Budget Example ................................................................... 48 iii Executive Summary Executive Summary The Maker Movement is rapidly growing at educational institutions around the world and across age and employment levels, from kindergarten to mid- and late-career. “Making” offers complementary learning environments to the traditional classroom and helps participants develop skills that differ from those developed in traditional student projects and learn-by- doing classes. The spaces housing these activities are called makerspaces, also sometimes referred to as hackerspaces, hacker labs, or fab labs. Broadly, they are all interdisciplinary, participatory, peer-supported learning environments where people can design and invent among a community of other makers. Yet, there is great variation in the capabilities and foci of makerspaces, ranging from traditional crafts such as woodworking to the use of digital technologies such as 3D printers and laser cutters. There is an inherent challenge in bringing together traditional academic institutions with Maker culture. Traditional academic environments rely on measureable outcomes, working to achieve the “correct” result, and testing to demonstrate the value of an educational experience. In contrast, makerspaces emphasize intrinsic motivation, student-led learning, multiple acceptable products/results, and the process
Load more

Recommended publications
  • From Maker Education Research? a Learning Sciences-Base Review of ASEE Literature on the Maker Movement
    Paper ID #23963 What Have We ”Learned” from Maker Education Research? A Learning Sciences-base Review of ASEE Literature on the Maker Movement Steven Weiner, Arizona State University, Polytechnic campus Steven Weiner is a PhD student in Human and Social Dimensions of Science and Technology at the School for the Future of Innovation in Society at Arizona State University. His interests include STEM education reform, innovative learning frameworks, and the future of schooling. His previous research focused on how young adults develop identities centered on the Maker Movement and his dissertation will explore the effect Maker-based initiatives, such as the establishment of school makerspaces, are having on the culture of formal educational institutions. Before starting his doctoral studies, Mr. Weiner served as the founding Program Director for CREATE at Arizona Science Center, a hybrid educational makerspace/ community learning center. He has previous experience as a physics and math instructor at the middle school and high school levels. Dr. Micah Lande, Arizona State University Micah Lande, Ph.D. is an Assistant Professor in the Engineering and Manufacturing Engineering pro- grams and Tooker Professor at the Polytechnic School in the Ira A. Fulton Schools of Engineering at Arizona State University. He teaches human-centered engineering design, design thinking, and design innovation project 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 epis- temic 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.
    [Show full text]
  • Makerspaces in the Early Years a Literature Review
    Makerspaces in the Early Years A Literature Review Authors: Jackie Marsh, Kristiina Kumpulainen, Bobby Nisha, Anca Velicu, Alicia Blum-Ross, David Hyatt, Svanborg R. Jónsdóttir, Rachael Levy, Sabine Little, George Marusteru, Margrét Elísabet Ólafsdóttir, Kjetil Sandvik, Fiona Scott, Klaus Thestrup, Hans Christian Arnseth, Kristín Dýrfjörð, Alfredo Jornet, Skúlína Hlíf Kjartansdóttir, Kate Pahl, Svava Pétursdóttir and Gísli Thorsteinsson Cite as: Marsh, J., Kumpulainen, K., Nisha, B., Velicu, A., Blum-Ross, A., Hyatt, D., Jónsdóttir, S.R., Levy, R., Little, S., Marusteru, G., Ólafsdóttir, M.E., Sandvik, K., Scott, F., Thestrup, K., Arnseth, H.C., Dýrfjörð, K., Jornet, A., Kjartansdóttir, S.H., Pahl, K., Pétursdóttir, S. and Thorsteinsson, G. (2017) Makerspaces in the Early Years: A Literature Review. University of Sheffield: MakEY Project. ISBN: 9780902831506 This literature review has been produced as part of the following project: Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity (MakEY) http://makeyproject.eu This project has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under grant agreement No. 734720 Photographs by Deborah Rodrigues Moreira and Dylan Yamada-Rice !2 CONTENTS Page INTRODUCTION 6 Jackie Marsh SECTION ONE: THE MAKER MOVEMENT AND EDUCATIONAL PRACTICE 1.1 Makerspaces – Why They are Important for Digital Literacy Education 12 Kristiina Kumpulainen 1.2 The History of the Maker Movement 17 George Marusteru 1.3 Innovation and Entrepreneurial Education (IEE)
    [Show full text]
  • Maker Movement’: Tracing the Implementation of an Educational Trend Within Public Libraries
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2016 Situating The ‘maker Movement’: Tracing The Implementation Of An Educational Trend Within Public Libraries Debora Lui University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Communication Commons, and the Instructional Media Design Commons Recommended Citation Lui, Debora, "Situating The ‘maker Movement’: Tracing The Implementation Of An Educational Trend Within Public Libraries" (2016). Publicly Accessible Penn Dissertations. 2448. https://repository.upenn.edu/edissertations/2448 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2448 For more information, please contact [email protected]. Situating The ‘maker Movement’: Tracing The Implementation Of An Educational Trend Within Public Libraries Abstract Rising in popularity in last decade, the “Maker Movement” is a technologically enhanced extension of the Do-It-Yourself (DIY) movement, which focuses on the use of novel technologies such as 3-D printers and microcontrollers for the creation of personalized projects. In addition to commercial growth within this area, educational practitioners and researchers have also embraced making, often heralding as the best new way of revitalizing STEM (Science, Technology, Engineering and Mathematics) education in the United States. With the explosion of maker-based programs for youth ranging from university classes to after-school programs, most research on educational making focuses on the question of learning and pedagogy. This dissertation, however, takes a broader look at these processes by attempting to understand the institutional and sociological contexts in which this educational trend is implemented. Through a 16-month ethnography of two educational maker programs within a suburban and urban library, I examine how the structures and concepts behind Maker Movement are actively and continually translated into on-the-ground practice.
    [Show full text]
  • Maker Education: How Makerspaces Can Change How Students Interact with Technology
    Foundations of Educational Technology Maker Education: How Makerspaces Can Change How Students Interact With Technology Rachel Au, Tomotaro Godai, Liam Smith Published on: Dec 07, 2020 Updated on: Dec 06, 2020 License: Creative Commons Attribution 4.0 International License (CC-BY 4.0) Foundations of Educational Technology Maker Education: How Makerspaces Can Change How Students Interact With Technology Maker Education Makerspaces build upon curiosity and ideas to cultivate independence and community relations. Many makers see this community as a movement, often because of the worldwide interconnected communities. Within education, makerspaces have begun to enter schools’ extracurricular activities. The spaces create products that range from keychains, 3D printed puzzles, to robotic limbs. This paper will explore the experiences of maker culture in education. What is Maker Education? Students Working in a Makerspace Makerspaces are simply a space with physical tools, digital technology, and resources for people to create. Tools can come in forms of engineering or woodworking equipment, workspaces, and even Legos. Students also have access to affordable miniaturized digital tools. The most valuable resource would be the community that forms, sharing skill sets and strategies. With the growing career path of technologists, digital literacy in education has become more of an interest in primary and secondary education. (Bevan, 2017) 2 Foundations of Educational Technology Maker Education: How Makerspaces Can Change How Students Interact With Technology Example Walking Robot Project Using Affordable Technology In schools, children are usually introduced to makerspaces in libraries and museums outside of traditional classroom settings. Traditional education structure tends to reward students for getting the “right” answer and punishes “wrong” answers.
    [Show full text]