Collaborative Research: Identifying the Interplay of Expertise Development, Creativity, and Learning in University Makerspaces

协作研究：确定大学创客空间中专业知识发展、创造力和学习的相互作用

• 批准号: 1733708
• 负责人: Julie Linsey
• 金额: $ 24.29万
• 依托单位: Georgia Tech Research Corporation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1733708&HistoricalAwards=false
• 关键词: Collaborative; Research; Identifying; Interplay; Expertise

Makerspaces are collaborative and open work environments which are becoming increasingly popular on university campuses. As students work in makerspaces they traverse and integrate a wide variety of skills that create a dynamic relationship between the learning processes, creative exploration, and expertise acquisition. This work provides an initial examination of this interplay between learning and expertise. It begins to answer the question of what and how students learn in university makerspaces. At present, it is unclear what university students actually learn in university makerspaces and how this compares with other hands-on learning opportunities such as competition team projects, undergraduate research, or similar experiences. Educators hope makerspaces are effective learning environments that can 1) enhance lifelong and self-directed learning skills, 2) expand engineering curricula, and 3) motivate while simultaneously educating the next generation of STEM students. However, there are few studies on the development of expertise and learning or their impact on creativity in makerspaces because these spaces are complex, dynamic, non-standard environments that provoke unprecedented challenges when it comes to their study. In addition, most work on expertise and creativity compares novices and experts but fails to create detailed accounts of how one moves from novice to expert nor how this transition influences the ability to be creative within the domain. Most studies of expertise are comparison studies or simply snapshot of groups at certain points in time. These studies overlook the development of expertise. In makerspaces, students are often motivated by an idea to make a creative project, and in turn they thereby develop expertise and undergo learning. This learning that takes place in makerspaces is natural, organic, and uncontrolled. This study of makerspaces will examine these phenomena as they naturally occur, rather than altering the environment to conform to a typical controlled experiment. This approach enables the study of the evolution of making as engineering makers mature and evolve on two different campuses.This study will focus on two very different makerspaces at two different universities. Both spaces feature many of the commonly found making equipment (e.g., 3D printers, electronics equipment, wood and metal working equipment, etc.), but each has its own unique culture and placement into the programs at their respective universities. Further, the differences between the universities create a unique opportunity for comparison. To study the makerspaces at these two universities, the following methodological procedures will be used: 1) ethnographic observation in making activities, and 2) observations and interviews with student groups and individual students who are making in the engineering makerspaces. This work is also envisioned as a springboard for future studies in understanding makerspaces including makerspace culture, barriers and pathways to entry, tensions produced in the space, student design processes, innovative approaches, and collaborative efforts.

创客空间是协作和开放的工作环境，在大学校园中越来越受欢迎。当学生在创客空间中工作时，他们会遍历并整合各种技能，从而在学习过程、创造性探索和专业知识获取之间建立动态关系。这项工作对学习和专业知识之间的相互作用进行了初步检验。它开始回答学生在大学创客空间中学习什么以及如何学习的问题。目前，尚不清楚大学生在大学创客空间中实际学到了什么，以及这与其他实践学习机会（例如竞赛团队项目、本科生研究或类似经历）相比如何。教育工作者希望创客空间成为有效的学习环境，能够 1) 增强终身自主学习技能，2) 扩展工程课程，3) 激励并同时教育下一代 STEM 学生。然而，关于创客空间中专业知识和学习的发展或其对创造力的影响的研究很少，因为这些空间是复杂的、动态的、非标准的环境，给他们的研究带来了前所未有的挑战。此外，大多数关于专业知识和创造力的工作都对新手和专家进行了比较，但未能详细说明一个人如何从新手转变为专家，也未能详细说明这种转变如何影响该领域内的创造力。大多数专业知识研究都是比较研究或只是特定时间点的群体快照。这些研究忽视了专业知识的发展。在创客空间中，学生通常会受到创意项目的启发，从而发展专业知识并接受学习。这种在创客空间中发生的学习是自然的、有机的、不受控制的。这项创客空间研究将检查这些自然发生的现象，而不是改变环境以符合典型的受控实验。这种方法使得能够研究随着工程创客在两个不同校园中成熟和发展而演变的过程。这项研究将重点关注两所不同大学的两个截然不同的创客空间。这两个空间都配备了许多常见的制造设备（例如 3D 打印机、电子设备、木材和金属加工设备等），但每个空间都有自己独特的文化和在各自大学的课程中的位置。 此外，大学之间的差异创造了独特的比较机会。 为了研究这两所大学的创客空间，将使用以下方法程序：1）制作活动中的人种学观察，2）对在工程创客空间中进行制作的学生团体和学生个人进行观察和访谈。这项工作也被设想为未来研究理解创客空间的跳板，包括创客空间文化、进入的障碍和途径、空间中产生的紧张局势、学生设计过程、创新方法和协作努力。

项目成果

Investigating Why Students Choose to Become Involved in a University Makerspace through a Mixed-methods Study

通过混合方法研究调查学生为何选择参与大学创客空间

• 发表时间: 2018
• 期刊: ASEE annual conference & exposition proceedings
• 作者: Hilton, Ethan;Tomko, Megan;Newstetter, Wendy;Nagel, Robert;Linsey, Julie
• 通讯作者: Linsey, Julie

Participation pathways for women into university makerspaces

女性参与大学创客空间的途径

• DOI: 10.1002/jee.20402
• 发表时间: 2021
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: Tomko, Megan;Alemán, Melissa W.;Newstetter, Wendy;Nagel, Robert L.;Linsey, Julie
• 通讯作者: Linsey, Julie

A Methodological Roadmap for Phenomenologically Based Interviewing in Engineering Education: Identifying Types of Learning in Makerspaces

工程教育中基于现象学的访谈的方法路线图：识别创客空间中的学习类型

• DOI: 10.21061/see.32
• 发表时间: 2021
• 期刊: Studies in Engineering Education
• 作者: Tomko, Megan;Aleman, Melissa;Newstetter, Wendy;Linsey, Julie;Nagel, Robert
• 通讯作者: Nagel, Robert

Learning in Academic Makerspaces: Preliminary Case Studies of How Academic Makerspaces Afford Learning for Female Students

在学术创客空间中学习：学术创客空间如何为女学生提供学习费用的初步案例研究

• 发表时间: 2018
• 期刊: ASEE annual conference & exposition proceedings
• 作者: Tomko, Megan;Nagel, Robert;Alemán, Melissa;Newstetter, Wendy;Linsey, Julie
• 通讯作者: Linsey, Julie

A Typology for Learning: Examining How Academic Makerspaces Support Learning for Students

学习类型学：研究学术创客空间如何支持学生学习

• DOI: 10.1115/1.4062701
• 发表时间: 2023
• 期刊: Journal of Mechanical Design
• 影响因子: 3.3
• 作者: Tomko, Megan;Alemán, Melissa;Nagel, Robert;Newstetter, Wendy;Linsey, Julie
• 通讯作者: Linsey, Julie