Making at the Margins: Making in an Under-resourced e-Waste Recycling Centre

HCI1and CSCW literature has extensively studied a wide variety of maker cultures. In this paper, we focus on understanding what making is like for people and communities who do not have access to advanced technological infrastructures. We report on six-month-long ethnographic fieldwork at a non-profit, resource-constrained, e-waste recycling centre that engages members from a low socioeconomic status (SES) community in making activities. Our findings show that making in such a setting is shaped by local economic and social factors in a resource-constrained environment and highlight how this community engages in a wide range of making activities. In describing these making activities, we emphasize how making was conducted to purposely enable ongoing and future making by others; promoted the wellbeing and skill development of centre members; and was socially-engaged to address concerns in the local community. We conclude by discussing how such type of making contributes a new understanding of maker culture, one that is appreciative of resource-constraints, integrates different sources of value, and is embedded in local place

How Open Is the Maker Movement?:Integrative Literature Review of the Openness Practices in the Global Maker Movement

This article explores the multiple meanings of the concept of openness in the global maker movement. Openness is viewed as one of the key principles of the maker movement. As the global maker movement is a bricolage of diverse and situated practices and traditions, there are also many different interpretations and ways of practicing openness. We have explored this diversity with an integrative literature review, relying on the Web of Science™ database. We identified three interrelated but also, in part, mutually contested approaches to openness. Firstly, openness often refers to applying open hardware. Secondly, it is in many cases related to the inclusion and empowerment of various groups in making. Thirdly, openness appears to be seen as a means to pursue economic growth through increasing innovation activity and entrepreneurship. Our results also highlight the substantial barriers encountered by makers while aiming to open up their practices. These barriers include: value conflicts in which openness is overridden by other important values; exclusion of lower income groups from making due to a lack of resources; and difficulties in maintaining long-term activities. The different meanings of openness together with the barriers create tensions within the maker movement while implementing openness. We propose that engaging in a reflexive futures dialogue on the consequences of these tensions can enhance the maker movement to become more open, inclusive and resilient

How Open Is the Maker Movement?:Integrative Literature Review of the Openness Practices in the Global Maker Movement

This article explores the multiple meanings of the concept of openness in the global maker movement. Openness is viewed as one of the key principles of the maker movement. As the global maker movement is a bricolage of diverse and situated practices and traditions, there are also many different interpretations and ways of practicing openness. We have explored this diversity with an integrative literature review, relying on the Web of Science™ database. We identified three interrelated but also, in part, mutually contested approaches to openness. Firstly, openness often refers to applying open hardware. Secondly, it is in many cases related to the inclusion and empowerment of various groups in making. Thirdly, openness appears to be seen as a means to pursue economic growth through increasing innovation activity and entrepreneurship. Our results also highlight the substantial barriers encountered by makers while aiming to open up their practices. These barriers include: value conflicts in which openness is overridden by other important values; exclusion of lower income groups from making due to a lack of resources; and difficulties in maintaining long-term activities. The different meanings of openness together with the barriers create tensions within the maker movement while implementing openness. We propose that engaging in a reflexive futures dialogue on the consequences of these tensions can enhance the maker movement to become more open, inclusive and resilient.EC/H2020/101006285/EU/Critical Making: Studying RRI Principles in the Maker Community/Critical Makin

The Innovation Makerspace: Geographies of Digital Fabrication Innovation in Greater New York City

Desktop digital fabrication technology has the potential to powerfully alter the economics, geography, and sociology of production. The desktop technology cannot reach its potential for widespread impact until it improves in quality and decreases in price. Makerspaces have emerged in the United States in the last eight years as informal social organizations where innovation in this technology may be occurring. This study examines whether innovation in digital fabrication technology has occurred, or has the potential to occur, at makerspaces in the New York City area

Makerspace Models and Organizational Policies for Technological Inclusion

In the early part of the 21st Century, discourses about the “Creative Economy” rose to prominence resulting in educational, economic, and policy initiatives supporting what became known generically as “makerspaces.” As interdisciplinary sites where arts, technology, design, and entrepreneurship meet, makerspaces were heralded as transformational organizational models for learning and innovation. This dissertation explores the social arrangements opened and foreclosed by makerspaces through ethnographic case studies of how different institutions introduced and adapted makerspace models from 2013-2019. Using a communicative ecology approach (Foth & Hearn, 2007), this study interrogates the structures and practices that shape participant experience of these collaborative media, technology, and design spaces, analyzes the construction of “maker literacies,” and traces the broader evolution of technology access concerns in the U.S. This study thereby contributes to the research literature on social production practices, technological literacy, and technological inequality as well as offering recommendations for similar initiatives. The Maker Movement refers to the early 2000s rise in visibility of Do-It-Yourself (DIY) “making” activities aided by the advent of publications such as Make magazine, online communities such as Instructables, in-person meetups called Maker Faires, and localized communities of practice in makerspaces. Unfortunately, many of the independent makerspaces that were opened during the height of The Maker Movement from 2011-2016 have since closed due to leadership issues, funding shortfalls, and other organizational challenges. As of 2019, libraries, universities, schools, and museums are the most common places to find makerspaces. Rather than a unique phenomenon, makerspaces are conceptualized here as an evolution and re-branding of community access points for social inclusion like that of the community technology centers (CTCs) that arose throughout the U.S. when policy concerns for “digital divides” were at their height. Examining these spaces from a communication perspective as part of a longer history of technology access initiatives reveals how emerging technologies continually reorganize activities and influence priorities for organizations with social inclusion goals. Through in-depth case studies of three makerspaces in Massachusetts with different institutional ties—a community access media center, a public library, and an economic/community development project—this study explores the contributions of makerspaces to local ecologies with special attention to how media and technological literacies are enacted in makerspace initiatives. In particular, the study documents how policies and practices shape participation through questioning the impetus for creating a makerspace and what activities are recognized and valued in these spaces. The study also explores the sustainability of initiatives concerned with media and technological literacies amidst the changing terrain of digital inequality in the U.S. While political and economic transformations in the U.S. continually change access initiative priorities, interrogating discourses related to digital inequality, creativity, and innovation are still important for supporting equitable community development. A fuller understanding of the promises and pitfalls of the makerspace approach will enrich our understanding of social values related to technology and may be used to inform media and technological literacy initiatives

The InclusiveMag Method: A Start Towards More Inclusive Software for Diverse Populations

How can software practitioners assess whether their software supports diverse users? Although there are empirical processes that can be used to find “inclusivity bugs” piecemeal, what is often needed is a systematic inspection method to assess software’s support for diverse populations. To help fill this gap, this thesis introduces InclusiveMag, a generalization of GenderMag that can be used to generate systematic inclusiveness methods for a particular dimension of diversity. We then present 1) a multicase study covering eight diversity dimensions, of eight teams’ experiences applying InclusiveMag to eight under-served populations and their “mainstream” counterparts and 2) the start of the application of InclusiveMag to making software more inclusive to individuals of low socioeconomic status, through means of a systematic mapping study

Introducing Green, Eco-Friendly Practices and Circular Economy Principles in Vocational Education Through a Novel Analysis-Synthesis Method: Design, Implementation and Evaluation

Purpose: A novel, Project- and Collaborative Learning-based educational method is proposed, implemented and evaluated in this paper. The aim is to exploit hands-on laboratory modules in Vocational Education in order to experientially introduce students to green, eco-friendly practices and the principles of sustainability and circular economy. Besides their apparent individual and social benefits, such knowledge and skills are also expected to raise qualifications and employability of Vocational Education graduates. Methods: The proposed method is tested through a quasi-experimental methodology, via an educational intervention with a class of Vocational Lyceum students, in the field of Electrical and Electronics Engineering. The learning content focuses on the reclaiming and reuse of operational components from damaged electrical/electronic equipment at end-of-life stage. Through repeated Analysis and Synthesis phases, students learn to extract, measure, classify and reuse operational components either to repair similar equipment or to design and construct novel devices. Results: Evaluation is carried out via closed and open type activities as well as by observation sheets of the teacher. Learning outcomes are evaluated through knowledge post-tests of the closed type while social/emotional outcomes are evaluated through questionnaires. Evaluation results indicate that the proposed method does produce cognitive and social/emotional skills gains for the students. The development of metacognitive skills and the stimulation of imagination and innovative thinking in the students is also observed by the teacher, but not formally evaluated due to practical constraints. Conclusions: The proposed method is implemented and pilot-tested with positive results both as to the cognitive and as to the social/emotional domain - yet, these results are of an indicative value, due to the limited scale of the educational intervention. Future research is necessary in order to evaluate the proposed method in extent and possibly compare results across education grades or engineering fields, as the method is generic enough to be easily adaptable for different ages/grades and engineering/technical fields of study

Makerspaces for Education

In my dissertation, I present research examining Makerspaces for education. The concept of a Makerspace has evolved, currently being understood as a space for people to practice the idiomatic term Making, which is to tinker or fabricate. Broadly put, Makerspaces are environments where individuals use technologies to Make physical artifacts within a community of fellow Makers. When I started this work, stakeholders from a variety of backgrounds had begun to discern the educational potential of Makerspaces. Since then, several resources in schools, libraries, educational research, and community spaces have been directed towards realizing this educational potential. However, despite the belief in their potential for learning and development, there is still little systematic research outlining their educational benefits. My research in this dissertation is not just motivated by the lack of systematic research addressing the education potential of Makerspaces, but also by their potential for being venues for students to develop self-sufficiency and practice agency while working on projects that they are personally motivated to be a part of. The work comprises three related studies on the topic of Makerspaces for education. In the first study, I conduct a thematic analysis and synthesize publicly available descriptions of Makerspaces to develop a framework for educational Makerspaces. This framework can serve as a tool to support Makerspace researchers and educators in articulating a purpose and setting up an educational Makerspace aligned with that purpose. In the second study, I analyze narratives of Makers to understand their practices and knowledge in comparison to design using a narrative inquiry approach. Via this study, I make a case for the epistemological legitimacy of Making by proving it similar to design. I also find what makes Making distinct from design, which is it being a venue to realize personal purposes and meaning, adding to its educational potential. Finally, for the third study, I conduct a thematic analysis of narratives from a Maker course and an engineering camp to understand reflective practice and identity formation in the context of educational Makerspaces. This third study can be considered an addition to previous empirical work on connections between engineering, design, identity and reflective practice. The unique contribution of the study is in it being situated in the context of Makerspaces, with implications for how we teach and assess learning in such spaces. The three studies, though distinct, are closely related and inform each other. They are connected via the intent behind them and also their results and contributions. Beyond Makerspaces, my work in this dissertation explores the connections between identity formation, reflective practice, and personal meaning. It also challenges our current understandings of engineering knowledge, exploring it beyond boundaries of formal classrooms. Though the present work is situated in Makerspaces, I consider this work to add to the intersectional conversations of these areas of interest amongst engineering educators and engineering education researcher

Business Risk in Changing Dynamics of Global Village 2

The monograph is prepared based on the presentations and discussions made at the II International Conference “BUSINESS RISK IN CHANGING DYNAMICS OF GLOBAL VILLAGE (BRCDGV 2019)”, November, 7th-08th, 2019, in Ternopil, Ukraine. The aim of this scientific international conference is to provide a platform for professional debate with the participation of experts from around the globe in order to identify & analyze risks and opportunities in today’s global business, and specifically in Ukraine. The conference will provide a framework for researchers, business elites and decision makers to uplift the business ties and minimise the risk for creating a better world and better Ukraine.The Conference is designed to call experts around the globe from different sectors of practices which are effected by globalization and watching changes in Europe as well as in Ukraine. It is an excellent platform for interactions and communication between academicians, corporate representatives, policy makers, representatives of organizations and community, as well as individuals being the part of this globalized world. The 1st edition of this conference was held at the University of Applied Sciences in Nysa, Poland (2017); the 2nd edition took place at Ternopil Ivan Puluj National Technical University, Ukraine (2019); the 3rd edition will be organized at Patna University, India (2020) in cooperation with Indo-European Education Foundation (IEEF, Poland) and its partner universities from Poland, India, Europe and other part of the world.Under modern conditions of globalization nowadays, economic activity is undergoing changes. Innovative technologies, new forms of business, dynamic changes taking place in the world today result in the emergence of the necessity to minimize risks in order to maximize benefits. The cooperation between experts from different fields with the aim to ensure sustainable growth – policymakers, scientists, universities representatives and business elites is essential nowadays. With the purpose to bring them together and discuss the main issues of todays’ global world this conference took place in Ternopil, Ukraine. As Ukraine is now passing through a dynamic period of changes, recommendations coming up from such discussions can be very beneficial for building stronger society and meet the risks globalization brings up. This monograph provides a useful review of economic, financial and policy issues in the context of globalization processes and has proven extremely popular with practitioners and industry advisors. This edition is given the continued high demand and interest for experts form different areas working on diminishing of business risks wishing to keep abreast of current thinking on this subject. According to many experts process of managing risks is currently one of the most relevant business technologies and at the same time it is a complex process which requires ground knowledge in the research field and practical experience. The popularity of business risks management is due to objective reasons such as dynamics of society, interconnections and interdependence between different players in the society, increasing role of human capital in the country’s sustainable developmen

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality