Resources, facilitation, and partnerships: three design considerations for youth makerspaces
Resources, facilitation, and partnerships: three design considerations for youth makerspaces
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资源、便利和伙伴关系：青年创客空间的三个设计考虑因素
DOI：
10.1145/2771839.2771913
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Breanne K. Litts
中科院分区：
文献类型：
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作者：
Breanne K. Litts
随着创客运动的蓬勃发展，交互设计学者和教育工作者越来越多地将创客空间称为学习环境，并将其用于更正规的教育。到目前为止，研究者主要采用了一种活动透镜来看待制作，即他们把制作作为一种学习活动来关注，在本文中，我还通过考察创客空间和创客身份来考虑社区和身份透镜。具体来说，我调查的启示和约束的活动，身份和社区设计功能在青年创客空间。我提出了一个比较案例研究在三个青年创客空间，并提供三个设计考虑因素（管理资源，装备促进者，并建立合作伙伴关系），跨越这些空间。借鉴这些特点作为典型的青年创客空间，我讨论的影响，设计和支持的创客空间。
As the maker movement proliferates, interaction design scholars and educators more commonly refer to makerspaces as learning environments and adopt making for more formal education. So far, researchers have primarily adopted an activity lens toward making, that is, they focus on making as an activity of learning, and in this paper I also consider community and identity lenses by examining makerspaces and maker identities. Specifically, I investigate the affordances and constraints of activity, identity, and community design features across youth makerspaces. I present a comparative case study across three youth makerspaces and offer three design considerations (managing resources, equipping facilitators, and establishing partnerships) that cut across these spaces. Drawing on these features as typical of youth makerspaces, I discuss implications for the design and support of makerspaces.