Observing Space in a Digital Makerspace

• In Event: 42.072 - Observational Methodologies Across Informal Learning Spaces

Abstract

Objectives. Our research question is: “How do participants in a one-week digital fabrication laboratory (Fab Lab) summer camp program interact in the various physical spaces within a makerspace?” We are looking at differences in interactivity around spaces with computer design stations, 3D printers, laser cutters, vinyl cutters and open tables while also looking at the impact of facilitator presence in those spaces.

Perspectives. Maker-based education “has the potential to better engage students of all ages and better prepare them for successful careers after graduation” (The White House, 2009). Potential educational impacts include providing hands-on experience involving tinkering, iterating, and failing (Deloitte, 2013). Such spaces can address Next Generation Science Standards’ science and engineering problem-solving practices such as problem definition, planning, and designing solutions in their programs (Peppler et. al, 2016). Fab Labs are digital makerspaces used to design and manufacture products by creating digital drawings with computer software and producing them with digital machines such as 3D printers. These spaces allow for reprinting, hands-on modification, face-to-face collaborations, and open sharing across Fab Labs (Dyvik, 2013). “Despite the potential of digital fabrication labs and ‘making’ in education, … the real power of any technology is not in the technique itself or in the allure it generates, but in the new ways of personal expression it enables, the new forms of human interaction it facilitates, and the powerful ideas it makes accessible to children” (Blikstein, 2013). Specifically, more research has been called for studying user behaviors in makerspaces. (Weinmann, 2014).

Research Context. Fab Lab summer camps run for half a day or a full day over one week, four times per summer. Each camp focuses on robotics, 3D printing or general use of digital fabrication equipment (“boot camp”). Each camp includes staff-led lessons and times where campers work independently or in groups.

Methods & Data Sources. During each day at each camp (N=20 days), an observation rubric was used for multiple 30 minute periods of data collection (Figure 1). The rubric documented participant interactions in three ways: 1) participant roles, 2) attendees engaged, and 3) type of interaction, which included physical, verbal, technical, and interspace categories. Data was analyzed through descriptive analysis of rubric codes and emergent analysis of notes and quotations.

Results. Both the station the student was at and the presence (or not) of a facilitator had an impact on the types of interactions that took place. The open tables and computers had the most type of verbal interactions, in general. Interspace transactions, such as talking across spaces, occurred slightly more between participants and other participants than between participants and staff.

Significance of the study. The observation protocols provide a systematic manner of investigating and documenting how and with whom participants “engage” in hands-on experiences in a Fab Lab. It provides insights into the process of how participants interact with both staff and other children. Over 650 Fab Labs exist around the world (FabLabs, 2016), these findings will inform continued research and development of programs across them.

Authors

• Euridice A. Oware, Museum of Science and Industry - Chicago

• C. Aaron Price, Museum of Science and Industry - Chicago