Making Culture: 21st Century Communities of Practice

4 pagesIn this article, Darts explores intersections of technology and hackerspaces, cultural participation and knowledge generation, and collaborative maker culture. As a response to many of the community conversations that took place during the November event, Darts invites us to consider questions such as: How do we live and make meaning in this era of pervasive interconnection? How do we establish collaborative communities of practice online as well as in physical spaces? How do we make culture through shared creative activity and active shared creation

Documenting Downloadable Assistive Technologies

This major research project explores Downloadable Assistive Technologies (DAT) and the possibilities as well as the limitations of publishing and fabricating DAT through online 3D printing communities. A design probe was used for this research within the context of Thingiverse, in the form of a 3D printed dog wheelchair design probe – the FiGO Dog Wheelchair. FiGO enabled an exploration of issues of design and communication of DAT. Through research involving both end users as well as a health professional, as well as interactions within the FiGO project page on Thingiverse, criteria for communicating DAT published on Thingiverse were developed, and a second FiGO project page reflecting these criteria was prototyped and evaluated. It is concluded that DAT could potentially benefit most greatly from a structured set of guidelines of use and communication of risks in the form of a design brief, and that there are specific considerations to developing a meaningful design brief for DAT including: 1) Tell the story of the design, 2) Do not make assumptions about the end user, 3) Clear instruction about the design use, 4) Inclusion of source files to enable user participation and extension of the design

A Corpus-assisted Discourse Analysis of Music-related Practices Discussed within Chipmusic.org

abstract: This study examined discussion forum posts within a website dedicated to a medium and genre of music (chiptunes) with potential for music-centered making, a phrase I use to describe maker culture practices that revolve around music-related purposes. Three research questions guided this study: (1) What chiptune-related practices did members of chipmusic.org discuss between December 30th, 2009 and November 13th, 2017? (2) What do chipmusic.org discussion forum posts reveal about the multidisciplinary aspects of chiptunes? (3) What import might music-centered making evident within chipmusic.org discussion forum posts hold for music education? To address these research questions, I engaged in corpus-assisted discourse analysis tools and techniques to reveal and analyze patterns of discourse within 245,098 discussion forum posts within chipmusic.org. The analysis cycle consisted of (a) using corpus analysis techniques to reveal patterns of discourse across and within data consisting of 10,892,645 words, and (b) using discourse analysis techniques for a close reading of revealed patterns. Findings revealed seven interconnected themes of chiptune-related practices: (a) composition practices, (b) performance practices, (c) maker practices, (d) coding practices, (e) entrepreneurial practices, (f), visual art practices, and (g) community practices. Members of chipmusic.org primarily discussed composing and performing chiptunes on a variety of instruments, as well as through retro computer and video game hardware. Members also discussed modifying and creating hardware and software for a multitude of electronic devices. Some members engaged in entrepreneurial practices to promote, sell, buy, and trade with other members. Throughout each of the revealed themes, members engaged in visual art practices, as well as community practices such as collective learning, collaborating, constructive criticism, competitive events, and collective efficacy. Findings suggest the revealed themes incorporated practices from a multitude of academic disciplines or fields of study for music-related purposes. However, I argue that many of the music-related practices people discussed within chipmusic.org are not apparent within music education discourse, curricula, or standards. I call for an expansion of music education discourse and practices to include additional ways of being musical through practices that might borrow from multiple academic disciplines or fields of study for music-related purposes.Dissertation/ThesisDoctoral Dissertation Music Education 201

New Opportunities for Interest-Driven Arts Learning in a Digital Age

Traditionally in the United States, schools and after-school programs have played a promi-nent part in teaching young people about the arts. Arts education has been waning in K-12 public schools in recent times, however. This is especially true in low-income communities, where public schools have often cut back on arts instruction so they can devote limited public education dollars to subjects such as writing and math that are the focus of high-stakes standardized tests.When we look outside of school, however, we see a strikingly different landscape, one full of promise for engaging young people in artistic activity. What makes this landscape possible is an eagerness to explore that springs from youths' own creative passions -- what we call "interest-driven arts learning" -- combined with the power of digital technology.This report is a step in trying to understand the new territory. It gives a rundown of scholarship in the areas of arts and out-of-school-hours learning; offers a framework for thinking about interest-driven arts learning in a digital age; examines young people's media consumption; provides a survey of youths' creative endeavors online and elsewhere, along with a look at the proliferation of technologies that young people are using in the arts; and concludes with thoughts about challenges and possibilities for the futur

Mix&Match: Towards Omitting Modelling Through In-Situ Alteration and Remixing of Model Repository Artifacts in Mixed Reality

The accessibility of tools to model artifacts is one of the core driving factors for the adoption of Personal Fabrication. Subsequently, model repositories like Thingiverse became important tools in (novice) makers' processes. They allow them to shorten or even omit the design process, offloading a majority of the effort to other parties. However, steps like measurement of surrounding constraints (e.g., clearance) which exist only inside the users' environment, can not be similarly outsourced. We propose Mix&Match a mixed-reality-based system which allows users to browse model repositories, preview the models in-situ, and adapt them to their environment in a simple and immediate fashion. Mix&Match aims to provide users with CSG operations which can be based on both virtual and real geometry. We present interaction patterns and scenarios for Mix&Match, arguing for the combination of mixed reality and model repositories. This enables almost modelling-free personal fabrication for both novices and expert makers.Comment: 12 pages, 15 figures, 1 table, To appear in the Proceedings of the ACM Conference on Human Factors in Computing Systems 2020 (CHI'20

The impact of sharing platforms on collaborative design development during emergencies: the case of COVID-19

The COVID-19 outbreak resulted in an emergency of projects developed, shared and produced by makers, fablabs and open source enthusiasts. These projects are often released in design sharing platforms, e.g. Thingiverse, Github and Instructables, under open source licenses. It is often argued that the release of such projects holds potential for enhancing collaboration, continuous development and design dissemination. These arguments have been subject of recent studies on the structure of maker/Open Design communities and sharing platforms. This study aims to contribute to the on-going debate on the potentialities of such communities. We adopt an explorative approach to (i) identify the influence of the COVID-19 outbreak on the activity volume of Thingiverse, the object of our study, (ii) analyze the designs metadata and its network patterns, and (iii) identify interaction patterns based on real-world localities. Based on our findings we comment on the importance of the maker/Open Design communities to tackle critical situations and highlight the current limitations for a wider dissemination of open source designs. Our findings may contribute to build better tools for designers and enthusiasts of the maker/open culture as well as to studies on collaborative development

Online “Maker” Modules to Support Production Pedagogies in Education

Our research study examines the use of online maker modules (developed by our research team) on the learning process for, and professional development of, graduate M.Ed. and M.A. students in a faculty of education in Ontario, Canada. The research draws on the practice of critical making with both digital and real-world artefacts as a vehicle for collaborative knowledge- sharing and generation, deep learning and meaningful engagement with one’s local and global communities. The students engaged in all five online maker modules as part of a graduate-level course and this paper offers insight into the experiences of two of these students -- how the modules impacted their learning process, professional development and their willingness to adopt an inquiry and/or production (maker) pedagogy in their own teaching and learning environments

The role of remixing for innovation in online innovation communities

Potentially innovative ideas are being generated, shared, and even remixed (recombined) in the online innovation communities. These ideas create new innovations through remixing of ideas. In this study, we investigate how remixing makes ideas more innovative in online innovation communities. Our model is validated through ordinary least squares regression on a secondary dataset of 57,049 ideas collected from one of the largest 3D printing online innovation communities, Thingiverse.com. The result shows that the number of prior ideas has an inverted U-shaped relationship with the idea\u27s degree of innovation and the cross-boundary remix has a positive effect on the idea’s degree of innovation

Remixing Rural Texas: Local Texts, Global Context

Remixing Rural Texas (RRT) prototype frames critical race narratives in rural, northeast Texas by bringing together archival research methods with three traditions increasingly common in the Digital Humanities: aggregation, remixing, and geomapping tools. RRT is both expository and participatory in nature. Expository aspects feature video documentaries remixed almost entirely from existing local history collections illustrating the convergence of geographical, temporal, political, and economic factors in shifting critical race narratives across local landscapes by foregrounding tensions surrounding local texts and contexts with global implications. The participatory role invites and guides research, community and student participants in collecting, remixing, and likewise framing additional critical race narratives of their own. Level I grant will fund the expository portion of RRT leading to a Level II grant application to support the participatory role to build from prototype