Remote Learners, Home Makers: How Digital Fabrication Was Taught Online During a Pandemic
Remote Learners, Home Makers: How Digital Fabrication Was Taught Online During a Pandemic
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远程学习者、家庭制造商：大流行期间如何在线教授数字制造
DOI：
10.1145/3411764.3445450
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Jacobs, Jennifer
中科院分区：
文献类型：
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作者：
Benabdallah, Gabrielle;Bourgault, Sam;Peek, Nadya;Jacobs, Jennifer
依赖实体创客空间的数字制造课程受到COVID-19的严重干扰。随着大学在2020年春季关闭，教师们开发了远程数字制造的新模型。通过对教师和学生的采访以及对课程材料的检查，我们讲述了八门远程数字制造课程的经验。我们发现，使用业余爱好者设备和在线社交网络进行学习可以模拟在共享车间使用工业设备。此外，家庭数字制造提供了独特的学习机会，包括更多的迭代，机器调整和维护。这些机会取决于新的劳动形式，并根据学生的生活情况而有所不同。我们的研究结果对远程和面对面的数字制造教学有影响。他们表明如何获得工具是重要的，但不是关键的迭代提供机会，他们显示远程制造加剧了学生的不平等，他们建议的战略，评估权衡远程制造模型的学习目标。
Digital fabrication courses that relied on physical makerspaces were severely disrupted by COVID-19. As universities shut down in Spring 2020, instructors developed new models for digital fabrication at a distance. Through interviews with faculty and students and examination of course materials, we recount the experiences of eight remote digital fabrication courses. We found that learning with hobbyist equipment and online social networks could emulate using industrial equipment in shared workshops. Furthermore, at-home digital fabrication offered unique learning opportunities including more iteration, machine tuning, and maintenance. These opportunities depended on new forms of labor and varied based on student living situations. Our findings have implications for remote and in-person digital fabrication instruction. They indicate how access to tools was important, but not as critical as providing opportunities for iteration; they show how remote fabrication exacerbated student inequities; and they suggest strategies for evaluating trade-offs in remote fabrication models with respect to learning objectives.