Browsing by Subject "makerspace"
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(2020)Tekijätilat (makerspacet) ovat lähtöisin 2000-luvun alun Amerikan yhdysvalloista ja niissä tapahtuvaan toimintaan on liittynyt modernin teknologian hyödyntämisen lisäksi itse tekemisen (DIY-) kulttuuri. Tekijäliike (maker movement) on kahdessa vuosikymmenessä laajentunut kansainväliseksi ilmiöksi. Tämän tutkielman tarkoitus oli kuvailla ja tulkita makerspace-ilmiötä käsityön näkökulmasta Pohjoismaissa. Tavoitteena oli saavuttaa ajankohtainen ja käytännönläheinen kokonaiskuva makerspaceissa tehtävistä käsitöistä Pohjoismaissa. Työhypoteesikseni muodostui oletus, että yleensä makerspaceissa valmistettaisiin konkreettisia esineitä modernin teknologian avulla. Oletin myös, että makerspace käsitettäisiin yleensä konk-reettiseksi ja rajatuksi tilaksi. Tutkimuskysymykseni olivat: Mitä ja minkälaisia käsitöitä pohjoismaisissa makerspaceissa tehdään? Mitä pohjoismaisissa makerspaceissa vuosina 2016–2020 toteutetut käsityöt kertovat makerspaceissa tehtävästä käsityöstä ilmiönä? Tutkielmassa selvitettiin vastauksia tutkimuskysymyksiin sekä teoria- että aineistolähtöisesti laadullisen sisällönanalyysin ja integroivan kirjallisuuskatsauksen keinoin. Aineisto koostui vertaisarvioiduista tutkimusartikkeleista (n = 6), pro gradu -tutkielmista (n = 6) ja makerspace-Internet-sivuista (n = 10). Aineistoja luettiin, pelkistettiin, luokiteltiin, teemoiteltiin, analysoitiin ja tulkittiin. Tutkimuksen taustalla vaikutti fenomenologis-hermeneuttinen tieteenfilosofia. Aineiston perusteella makerspace-tila, -käsityöprosessit ja -käsityötuotteet ilmenivät monimuotoisesti erilaisilla aineellisuuden ja aineettomuuden tasoilla. Sekä akateemisessa- että Internet-aineistossa korostuivat käsityöprosesseihin liittyvät kuvaukset. Uuden teknologian käyttö ei ollut välttämätöntä kaikissa käsityöprosesseissa, mutta se oli läsnä makerspace-tiloissa perinteisten teknologioiden ohella. Analyysin perusteella voidaan todeta makerspace-käsityöilmiön laaja-alaisuus, ajankohtaisuus ja vakiintuneisuus Pohjoismaissa, sekä sen osittainen irrottautuminen yhdysvaltalaisesta kulttuurihistoriastaan etenkin Internet-aineiston perusteella. Tutkielman tuloksia voidaan hyödyntää esimerkiksi makerspacen yhteydessä tehtävien käsitöiden suunnittelussa.
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(2017)This Bachelor’s thesis reviews the current state of the so-called ‘maker culture’, which originated in the United States, within the field of Finnish design and technology education. In particular, I focus on the physical and social constructs of learning environments within the maker culture. The ‘makerspaces’ emerging from this movement represent an up-and-coming trend in learning environments at all levels of education. I used qualitative research methods to answer two research questions: (1) how to equip makerspaces based on the latest research, and (2) what kinds of learning do makerspaces support? The research undertaken in this thesis emerges from the practical need to acquire more knowledge for building new types of learning environments and cultures. At the moment, no extensive research on the maker culture exists in Finnish, but English-language materials are readily available. The theoretical part of the thesis consists of three chapters, which describe the maker culture and the makerspace phenomenon in general, while paying specific attention to the learning environments and their educational context. The qualitative research method selected for the study involved conducting a systematic literature review to evaluate the available material and its contents. The contents were analyzed from four perspectives: space, instruments, services, and activity culture. The analysis revealed that makerspaces can be equipped with modern technology, such as 3D printers and laser cutters, but they also feature traditional and recycled tools and materials. The results show that to ensure the functionality and accessibility of makerspaces as learning environments, the stakeholders and the culture of the respective subject must be taken into account in the design and construction of makerspaces. The pedagogy of the learning environment emphasizes the sharing of competence, thus reflecting the concept of collective competence. Finally, community makerspace learning environments were found to support phenomenal and exploratory learning, which may stimulate an entrepreneurial attitude. The results of the thesis can be used to design new, more diversified learning environments, and to inform decision-making when planning the pedagogy and architecture of new learning environments.
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(2019)During the last decade makerspace has gained popularity as a new way of learning. So far makerspaces have mainly focused on youth and adults instead of young children. Academic research on the subject is still fairly rare but makerspaces have been seen to support the goals of early childhood education. The goal of this research is to survey the realization of early childhood education in Finnish makerspaces. Makerspaces of the public libraries of the city of Espoo have been chosen as the subjects of material collecting due to their gratuitousness and quantity. One of the tasks of public libraries is organizing education with the cooperation of educational establishments. Due to it library makerspaces are favorable place to put early childhood education into practice. This research was carried out with semi-structured interviews. In total six makerspace staff members were interviewed. The study found that the library makerspace staff have a positive attitude towards early childhood education. All interviewed experts felt they are capable of planning and implementing activities for young children. Daycare groups have already visited some of the Espoo city library makerspaces. However, more information about the needs of early childhood education groups was desired. Daycare group participation in makerspaces has been dependent on the personal activity and knowledge of early childhood educators as the library makerspaces haven’t been marketed to kindergartens but are available on request. The library staff felt that they had ready-made lesson plans suitable for early childhood education groups but are afraid their resources are not sufficient if demand for their services rises. In early childhood education, the amount and importance of handicrafts have declined over the decades, and early childhood educators’ know-how of crafts and technology education is often seen as inadequate. Makerspaces can be used to increase the digital literacy skills of both children and educators, as well as the pedagogical skills of educators. In order to achieve this, the awareness of early childhood educators must be increased.
Now showing items 1-3 of 3