What kind of learning happens in a makerspace?

David Evers

During a recent visit to the Sheffield University iForge, it became obvious to me that a makerspace is definitely also a learning space, if we evaluate the kinds of activities that happen in a makerspace through a productive pedagogies lens (Lingard et al., 2003). Lingard et al.’s productive pedagogies model is a way of understanding how learning activities may better approach authentic forms of learning. We can very clearly see how learning occurs in this sort of makerspace, even though that may not be the current goal of the person using the makerspace for their own pursuits.

Are higher-order thinking and critical analysis occurring?

Here we have a definite yes. When a person is making something, either laser cutting, 3D printing or working with the many other tools available in the iForge, they often find themselves evaluating and adapting during the process of creation. When they have their creation, they also judge it and learn for future creations. Higher-order thinking is involved throughout the entire process. The freedom to pursue one’s own creations without being judged by anyone other than yourself is what facilitates the evaluation of one’s own production. Assistance and discussion about the process are available thanks to the reps in charge of the makerspace, but this is entirely optional. You can work completely on your own, judging your own process, or you can ask the people in the makerspace to help/guidance/recommendations/etc. This is all part of the Maker mentality.

Substantive conversation

Activities in the makerspace break away completely from the initiation/response/evaluation pattern of a normal lecture or classroom work and, instead, let substantive dialogue among peers happen in order for them to help each other with their own, self-determined goals.

Is there a focus on identifying and solving intellectual and/or real-world problems?

Dyson (2020) has suggested that ‘one cannot give someone else an intention’ (p. 125). There is always a self-determined goal or project that one pursues in a makerspace; creations hold aesthetic, utilitarian or even personal value beyond school work. This makes it so that whatever was learnt during the creative process can be considered authentic learning.

Student control, social support and engagement

Since there are no teachers, supervisors or any type of grades or marking involved in the process of making in a makerspace, all activities are entirely within student control. There is no pressure to succeed; one can learn from failure freely and at one’s own pace. At the same time, there are others who can help. Other people in the makerspace are part of a supportive and positive environment where knowledge and skills are shared freely, even when people are highly engaged in whatever personal project they set themselves.

There is also a group identity that seems to develop amongst people who use a makerspace. There is a sense of community and mutual aid during projects and there are also volunteer reps who are there to help and guide through the different creative processes.

On a personal note, I used laser cutting to make a keychain, 3D Printing to make earrings as a gift and metal cutting to make a can opener souvenir of the iForge, all in the space of a couple of hours. I am also planning on going back and trying out some ideas for Christmas decorations. I am looking forward to seeing what I can make.

References

Dyson, A. H. (2020). “This isn’t my real writing”: The fate of children’s agency in too-tight curricula. Theory Into Practice, 59(2), 119–127.

Lingard, B., Hayes, D., & Mills, M. (2003). Teachers and productive pedagogies: Contextualising, conceptualising, utilising. Pedagogy, culture and society, 11(3), 399–424.

David is a current student on MA Digital Literacies, Culture and Education at the School of Education.