Space Driven Educational Innovation
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| Natura: | Recurso digital |
| Lingua: | inglese |
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Zenodo
2018
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| _version_ | 1866901565865984000 |
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| author | Klaassen, R. G. Rouwenhorst, C. Brans, C. H. T. A. |
| author_facet | Klaassen, R. G. Rouwenhorst, C. Brans, C. H. T. A. |
| contents | In days long past, before the implementation of the scientific methods in engineering education, there was a lot of "shop work" in education. The implementation of the scientific methods, such analysis and mathematics resulted in a loss of building and designing in engineering programmes [2], [3]. In the 90's, however, under the influence of constructivist learning and student centeredness it was suggested by both industry and students, particularly in engineering, but also in general, that students should have more hands-on experiences [1]. In "The Engineer of 2020", it recognizes that creating, inventing, and cross disciplinary fertilization are essential skills for engineers [4b]. The National Research Council [4a] in education in the USA felt that the pace of skills learning was not fast enough and did not result in the required fluency to solve problems in a labour market setting with the technological developments and democratisation of production technology in mind [1]. It was felt learning to prototype and creating social communities in which learning could flourish, would be essential to bring learning up to speed with 21st- Century developments [3]. The Michigan Institute of Technology (MIT), Media lab was the first to establish maker spaces within higher engineering education. They created Fablabs around the US, with equipment for participants to tinker and engineer their "product" solutions. It became a huge success resulting in a network of over a 1000 fabrication spaces throughout more than 78 Countries [6]. These spaces span different and multiple disciplines as they are housed in colleges of architecture, design, engineering, and general university and community settings [7]. The developments from the first Fablabs to the exponential growth of learning/makers space is taking place much more rapidly. Universities started to create libraries spaces, learning or design factories, innovation spaces and maker spaces. Each of the spaces had a slightly different purpose. The common denominator is that these are spaces in which students can (1) run and try their own projects, while (2) having expensive equipment available (machine driven locations), (3) the opportunity to meet, (4) co-participate and (5) ask guidance from academia and industry in the spaces available [8]. In Engineering terms Keppel [9] defines a space as 'spaces where both teachers, professional experts and learners optimise the perceived and actual affordances of the space.' These academic oriented spaces are mostly non-accessible for members outside their own community [3] |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14672528 |
| institution | Zenodo |
| language | eng |
| publishDate | 2018 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Space Driven Educational Innovation Klaassen, R. G. Rouwenhorst, C. Brans, C. H. T. A. Maker Spaces Engineering Education Educational Innovation Solving Complex Problems In days long past, before the implementation of the scientific methods in engineering education, there was a lot of "shop work" in education. The implementation of the scientific methods, such analysis and mathematics resulted in a loss of building and designing in engineering programmes [2], [3]. In the 90's, however, under the influence of constructivist learning and student centeredness it was suggested by both industry and students, particularly in engineering, but also in general, that students should have more hands-on experiences [1]. In "The Engineer of 2020", it recognizes that creating, inventing, and cross disciplinary fertilization are essential skills for engineers [4b]. The National Research Council [4a] in education in the USA felt that the pace of skills learning was not fast enough and did not result in the required fluency to solve problems in a labour market setting with the technological developments and democratisation of production technology in mind [1]. It was felt learning to prototype and creating social communities in which learning could flourish, would be essential to bring learning up to speed with 21st- Century developments [3]. The Michigan Institute of Technology (MIT), Media lab was the first to establish maker spaces within higher engineering education. They created Fablabs around the US, with equipment for participants to tinker and engineer their "product" solutions. It became a huge success resulting in a network of over a 1000 fabrication spaces throughout more than 78 Countries [6]. These spaces span different and multiple disciplines as they are housed in colleges of architecture, design, engineering, and general university and community settings [7]. The developments from the first Fablabs to the exponential growth of learning/makers space is taking place much more rapidly. Universities started to create libraries spaces, learning or design factories, innovation spaces and maker spaces. Each of the spaces had a slightly different purpose. The common denominator is that these are spaces in which students can (1) run and try their own projects, while (2) having expensive equipment available (machine driven locations), (3) the opportunity to meet, (4) co-participate and (5) ask guidance from academia and industry in the spaces available [8]. In Engineering terms Keppel [9] defines a space as 'spaces where both teachers, professional experts and learners optimise the perceived and actual affordances of the space.' These academic oriented spaces are mostly non-accessible for members outside their own community [3] |
| title | Space Driven Educational Innovation |
| topic | Maker Spaces Engineering Education Educational Innovation Solving Complex Problems |
| url | https://doi.org/10.5281/zenodo.14672528 |