The benefits of Makerspace for learning
Makerspaces are communal zones of self-directed learning. They are the ultimate in constructivist educational outcome, with a highly collaborative learning dynamic that provides peer-to-peer learning, advice and assistance. The communal nature of makerspaces promotes multidisciplinary thinking and learning and can spawn new ideas that would not have been considered in more traditional settings.
DOWNSIDES? Space is at a premium. As seen in the Case Western University’s Think[box], they have planned for a massive facility to grow their makerspace to fit the demands of the future. Most institutions do not possess this level of commitment, both in terms of resources and curriculum, to a dedicated future for makerspaces. In addition to space, cost is a major consideration. Equipment like 3D printers, milling machines and laser cutters are significant expenses for any institution. In fact, the cost alone puts much of the functionality of a high-tech makerspace beyond the reach of primary and secondary educational institutions, leaving only large community-driven projects and universities capable of the securing the funding necessary to host one of these cutting-edge makerspaces. WHERE IS IT GOING? Current makerspaces exist in a physical space, where virtual ideas can find physical form, but in the near future, these environments might evolve into virtual collaborative spaces. As personal computing power increases, virtual environments may evolve into distributed makerspaces, connecting people from around the world. Virtual makerspaces may evolve from existing makerspaces as university campuses network to encourage joint project collaboration. IMPLICATIONS FOR TEACHING AND LEARNING Constructivist theories find fertile ground for experimentation in makerspaces. The cross-disciplinary and collaborative nature of makerspaces brings students and ideas from diverse fields of study together in a kind of “creativity forge,” where new ideas can find expression and fabrication. Engineering and technology projects are enriched by contributions from other fields, while technical expertise can be reciprocated for the work being undertaking by non-technical fields of study. Finally, the merging of self-driven learning with inquiry-based learning in makerspaces affords learners with an ideal opportunity for self-discovery. Unlocking the ideas within is a powerful motivator for future learning and goal setting. We have only begun to explore the potential of makerspaces in education, but the future seems bright already. |