Abstract
During the last decade, different values, tools and practices promoted by maker culture have been adopted in formal educational settings with the aim of reinvigorating Science, Technology, Engineering and Mathematics (STEM) education. Higher education institutions (HEIs) have also engaged with maker culture to explore its potentialities regarding education, entrepreneurship and innovation. However, these collaborations with various stakeholders are not always smooth and educators need to deal with significant challenges that arise in these engagements, despite the problem-solving learning opportunities that they can offer their students. This paper presents the results of a case study that dealt with these issues through the establishment of an open and collaborative learning ecosystem (OCLE) between different educators, students and external stakeholders. The empirical work was based on thirty-three semi-structured interviews across four countries, eight focus groups and a final participatory workshop. The study argues that maker culture can offer several potentialities for pushing forward an integrative vision of STEM education as well as other disciplines from social sciences and humanities. An emphasis is placed on how tertiary education can benefit greatly from the adoption of OCLEs and how these communities of practices can encourage an education oriented to meeting societal challenges. The paper also warns that these kinds of interventions face significant organisational challenges in HEIs that demand significant institutional recognition and support to overcome this organisational resistance.
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The datasets generated and/or analysed during the current study are not publicly available but are available from the corresponding author on reasonable request.
Notes
See the recognised educational project “Dando forma al Medievo” https://dandoformamedievo.wordpress.com/.
For a detailed description of these numbers, see the different OD&M activity reports available at https://odmplatform.eu/results/activities-reports-2/.
Examples of these physical prototypes were a smart T-shirt and inclusive urban solutions. See also https://odmplatform.eu/wp-content/uploads/2017/05/d6.3-success-stories-catalogue.pdf.
Abbreviations
- AI:
-
Artificial Intelligence.
- CAD:
-
Computer-aided Design.
- CNC:
-
Computer Numerical Control.
- EU:
-
European Union.
- HEI:
-
Higher Education Institution.
- IoT:
-
Internet of Things.
- OCLE:
-
Open and Collaborative Learning Ecosystem.
- OD&M:
-
Open Design and Manufacturing.
- STEAM:
-
Science, Technology, Engineering and Mathematics.
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Acknowledgements
We would like also to thank all teachers, students, makers, manufacturers and other stakeholders that voluntarily participated in this research for kindly allowing us to share some time with them.
Funding
This work has benefited from the funding received by the OD&M Erasmus + Programme of the EU under Project Number: 575063-EPP-1-2016-1-IT-EPPKA2-KA and project PID2019- 107251RB-100 granted by MCIN/AEI/ https://doi.org/10.13039/501100011033.
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Tabarés, R., Boni, A. Maker culture and its potential for STEM education. Int J Technol Des Educ 33, 241–260 (2023). https://doi.org/10.1007/s10798-021-09725-y
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DOI: https://doi.org/10.1007/s10798-021-09725-y