Adaptability is defined as having the capacity to be modified for a new use or purpose; the quality of being able to adjust to new conditions. Adaptability in a space can have many venues and effects depending on the intent of its flexibility. This thesis will explore several methods of adaptability in design in context with a Makerspace, a community space which functions to provide the facilities and work environment for a variety of creators to use. In a building typology, a Makerspace with a large variety of users, the ability for the spaces to be informed by and reactive to each individual user is imperative to its objective. The approach to exploring adaptable design solutions is in analyzing the potential makers occupying the space, what their specific needs are and how can architectural designs become flexible in a way that allows the Makers to craft their own work environments. The primary objectives of this thesis are to: 1. Explore some of the various definitions of adaptability and how those meanings can be incorporated into design solutions 2. Identify spaces in the project that can be adapted for their specific purpose 3. Determine the methods of adaptability suited to the building typology and its users 4. Discuss adaptable design in terms of fixed and kinetic characteristics 5. Design spaces that are responsive to the site, the project's purpose and the unique needs of each user. The site of the project is located on the 500 block of South Broadway Street, Baltimore MD in the upper Fells Point district. Site dimensions are roughly 55' by 200' of infill space between surrounding retail and residential properties. This site was chosen to accommodate a Makerspace as it is central to Baltimore city's three major arts districts (Bromo, Highlandtown, and Station North Arts Districts) and could be considered a hub where local makers convene and establish a work space for a period of time that has the specific equipment and environment they require. / Master of Architecture / Adaptability is defined as having the capacity to be modified for a new use or purpose; the quality of being able to adjust to new conditions. This thesis explores ways in which architectural design can be adaptable. To have the quality of being able to adjust to new conditions, in this case the people that will use the space and the purpose of the spaces. Baltimore city is home to a large variety of local artists and creators working on their craft. The three major arts districts in the city, Bromo, Highlandtown, and Station North cultivate a community of people that create and consume artistic and innovative projects. In order to most successfully create, an artist should have access to a work environment that is not a hindrance but an asset to their process. The arts community of Baltimore could greatly benefit from a place that offers suitable work environments to a community which does not typically have a designated place. This thesis uses the building type: Makerspace which is a facility used as a tool for creators or "makers" to enter with an idea and facilitate a project. A makerspace can provide access to communal equipment that would otherwise be expensive for the individual maker to own, private and/or public work spaces to use for the maker's individual needs and a sense of community. The Makerspace was chosen as the vessel for exploration into adaptable design because of the nature of the building's purpose. The people that will inhabit and use the spaces will have a variety of specific needs in a work space. I wanted to explore how the designs of spaces could become flexible to accommodate those specific needs. The primary objectives of this thesis are to: 1. Explore some of the various definitions of adaptability and how those meanings can be incorporated into design solutions 2. Identify spaces in the project that can be adapted for their specific purpose 3. Determine the methods of adaptability suited to the building typology and its users 4. Discuss adaptable design in terms of fixed and kinetic characteristics 5. Design spaces that are responsive to the site, the project's purpose and the unique needs of each user.

Als „Gemeinschaft in Neuen Medien“ wird im Artikel die Community der sog. Makerspaces diskutiert – offene kreative Werkstätten, deren neues Medium die im Begriff „Fablab“ zusammengefassten neuen Design- und Herstellungstechnologien sind. Diese beruhen auf einer digitalen Durchgängigkeit von den frühen konzeptionellen Phasen bis hin zur Prototypen-Fertigung und haben inzwischen eine globale Vernetzung zwischen einzelnen Werkstätten und Akteuren hervor gebracht. Basierend auf der Einrichtung eines temporären Makerspaces durch die SLUB Dresden, die TU Dresden und die Dresdner Kreativszene im Frühsommer 2014, untersucht der Beitrag die Rolle von Makerspaces bzw. Fablabs im wissenschaftlichen Kontext. Konkret wird die Frage diskutiert, welchen Mehrwert Makerspaces vor allem der akademischen Forschung bieten: Sind Makerspaces „Science Fabs“ – also Werkstätten in denen belastbare neue Wissenschaft fabriziert wird? Und welche neue „Fab Science“ entsteht in solchen Werkstätten? Wie beeinflusst das Wissen um die Herstellbarkeit der Dinge die Entwicklung von Wissen und Wissensgesellschaft? Eine Reihe von „Begabungen“ machen die Fablabs relevant für die wissenschaftliche Arbeit: ihr praktisches Potential, Interdisziplinarität auf den verschiedensten Ebenen zu unterstützen („Synergieverstärker“); ihre Zugänglichkeit und Offenheit für ein breites Nutzerspektrum („Citizen Science“) sowie ihr Modellcharakter zur Beforschung produktiver Kooperation und Interaktion (“Living Lab”). Diese Annahmen wurden am Beispiel des Dresdner Makerspaces untersucht und bewertet.

Das Paper beschreibt das Konzept des im EU Kooperationsprogramm INTERREG Polen-Sachsen 2014–2020 geförderten Projekts „TRAILS – Traveling Innovation Labs and Services“ und stellt erste Ergebnisse der explorativen Analyse vor. TRAILS bringt mobile Innovationslabore direkt zu Schulen sowie Unternehmen an Standorte in der deutsch-polnischen Grenzregion und ist dort jeweils für eine Woche stationiert. In den Innovationslaboren kommen Schüler in eintägigen Workshops mit Unternehmertum in Berührung, kreieren eigene Projektideen und testen neue Technologien. Mitarbeiter von KMU trainieren Methoden, um neue Produkte und Services zu entwickeln und Prozesse zu optimieren. Ziel ist es, Formate wie Business Modeling, Makerspaces und Hackathons samt benötigten Räumlichkeiten, Technologien und Workshop-Programmen in strukturschwachen Regionen vor Ort anzubieten und für die digitale Transformation sowie neue Geschäfts- und Vermarktungsmodelle zu sensibilisieren.

Syftet med studien är att beskriva och exemplifiera uppfattningar och tankar om datorkunskap och programmering inom grundskolan och Makerspace-rörelsen. Lärare, verksamhetsutvecklare och avdelningschef inom samma skolverksamhet samt, i jämförande syfte, en anställd på ett Makerspace intervjuades om deras uppfattning om datorkunskap och programmering. Resultatet av studien visar att inom skolverksamheten används i stor utsträckning färdiga lektionsupplägg för programmeringsundervisningen, framtagna av organisationen Naturkunskap och teknik för alla (NTA). NTA har en central roll i skolverksamheten och erbjuder fortbildning och lektionsmaterial för de naturorienterande ämnena, matematik och teknik. På Makerspace sker utbildning i programmering främst med programmeringsplattformen Roblox som erbjuder en virtuell programmerbar värld.   Alla i studien uttryckte att det behövs medvetenhet och kunskap hos lärare såväl som hos elever om hur och när digitala verktyg ska användas. Framtidens samhälle ställer även krav på individen att ha en grundläggande förståelse för programmering och datalogiskt tänkande. För att möta kraven på arbetsmarknaden samt för att förstå och hantera teknologiska förändringar, inklusive användningen av AI. En erfarenhet från skolverksamheten som både lärare och avdelningschef hade var att programmering tilltalade elever som kan befinna sig i riskzon för att bli hemmasittare. Det skulle vara av värde både för individ och samhälle att utforska vad det är i programmeringsämnet som tilltalar dessa individer. / The purpose of this study is to describe and exemplify perceptions and thoughts about computer science and programming in primary school and the Makerspace movement. Teachers, an educational developer, and a head of a department within the same school organisation and, for comparative purposes, an employee at a Makerspace, were interviewed about their views on computer science and programming. The study’s results showed that within the school organisation ready-made lesson plans for programming education developed by the organisation “Naturkunskap och teknik för alla” (NTA) were widely used. NTA plays a vital role in the school organisation and offers teacher education and lesson materials for the subjects of mathematics, science and technology. In Makerspace, education in programming primarily takes place using the programming platform Roblox, which offers a virtual programmable world. Everyone in the study expressed that there is a need for awareness and knowledge among both teachers and students regarding how and when digital tools should be used. The society of the future also demands that individuals have a basic understanding of programming and computational thinking, to meet the demands of the job market and to understand and manage technological advances, including the use of AI. An experience from the school organisation, that both teachers and the department head had, was that programming appealed to students who may be at risk of becoming non-attenders. It would be of value for both the individual and society to explore what it is about the subject of programming that appeals to these individuals.

abstract: The 21st century will be the site of numerous changes in education systems in response to a rapidly evolving technological environment where existing skill sets and career structures may cease to exist or, at the very least, change dramatically. Likewise, the nature of work will also change to become more automated and more technologically intensive across all sectors, from food service to scientific research. Simply having technical expertise or the ability to process and retain facts will in no way guarantee success in higher education or a satisfying career. Instead, the future will value those educated in a way that encourages collaboration with technology, critical thinking, creativity, clear communication skills, and strong lifelong learning strategies. These changes pose a challenge for higher education’s promise of employability and success post-graduation. Addressing how to prepare students for a technologically uncertain future is challenging. One possible model for education to prepare students for the future of work can be found within the Maker Movement. However, it is not fully understood what parts of this movement are most meaningful to implement in education more broadly, and higher education in particular. Through the qualitative analysis of nearly 160 interviews of adult makers, young makers and young makers’ parents, this dissertation unpacks how makers are learning, what they are learning, and how these qualities are applicable to education goals and the future of work in the 21st century. This research demonstrates that makers are learning valuable skills to prepare them for the future of work in the 21st century. Makers are learning communication skills, technical skills in fabrication and design, and developing lifelong learning strategies that will help prepare them for life in an increasingly technologically integrated future. This work discusses what aspects of the Maker Movement are most important for integration into higher education. / Dissertation/Thesis / Doctoral Dissertation Human and Social Dimensions of Science and Technology 2017

Les FabLabs, les hackerspaces et les makerspaces sont des ateliers collectifs équipés de machines à commandes numériques et organisés en réseau. Ces lieux s’inscrivent dans l’élan du mouvement maker et dans l’héritage des hackers. Ils se présentent comme des espaces ouverts à tous et pour tout faire. Malgré une forte médiatisation, la réalité des discours et des pratiques qui s’y développent est encore peu étudiée. Cette thèse en esthétique et en design s’appuie sur une vaste enquête ethnographique menée de 2012 à 2015 au coeur de ces communautés, en France et à l’étranger.De nombreux entretiens et observations dessinées permettent une description critique des manières de faire rencontrées sur ces terrains.Les pratiques, les discours et les ambitions de la fabrication numérique personnelle se construisent dans les marges des territoires classiques de l’industrie et du design et en brouillent les cadres historiques. La première partie de la thèse retrace les origines des mouvements maker et hacker et des FabLabs. En s’appuyant sur des données de première mains et sur des récits plus classiques, elle montre comment la contre-culture américaine et les ambitions technophilesdes chercheurs du MIT rencontrent des appropriations locales divergentes.La réhabilitation du plaisir au travail et l’héritage des Arts and Crafts sont deux aspects qui permettent d’envisager ces lieux comme des terrains d’expérimentation sociale, au-delà de la stricte production. Dans la deuxième partie, la thèse se concentre sur les valeurs d’ouverture et de partage prônées par les amateurs, bricoleurs, makers ou inventeurs contemporains. L’hypothèse d’un design ouvert et participatif conçu hors des standards de la production industrielle de masse est examinée. L’« open design » place la production d’objets dans le sillage de l’open source. Les résultats de ce type de production dessinent les contours encore fl ous d’un territoire nouveau pour le design.La troisième partie étudie les promesses et contradictions qui entourent la démocratisation de l’innovation et de la production. L’impression 3D est prise comme cas d’étude emblématique pour étudier les ambivalences de l’émancipation espérée par les porteparoles du mouvement maker. Ces pratiques hésitantes nourrissent les ramifi cations de ce que nous proposons d’appeler un design diffus. Celui-ci se développe par tâtonnements dans les communautés d’amateurs et touche à des activités créatives d’invention, de Conception et de fabrication.L’étendue rhizomatique des manières de faire propresau design diff us est composée d’objets sans apparat,situés dans les marges de l’industrie. Selon la défi nitionqui en est proposée, ils sont conçus de manière ouverteet documentée dans l’objectif d’explorer et de contribuerà la découverte des technologies de la fabricationnumérique personnelle. Sans constituer de paradigmeclos, le design diff us détourne les normes instituées etles procédures classiques du design et de l’industriepour proposer une conception exploratoire et ouverte dela fabrication. / FabLabs, hackerspaces and makerspaces are shared workshops, equipped with digital tools and organised in a network. These places are connected to the maker movement and are heirs to hackers.They off er themselves as places where anybody can come and make anything. In spite of some strong media coverage, the reality of discourses and practices that occur in those places has not yet been much studied. This dissertation in Aesthetics and design is based on a large ethnographic survey conducted between 2012 and 2015, in France and abroad. A series of interviews and drawn observations allows for a critical description of the ways of doing that can be witnessed on these fields. Practices, discourses and ambitions of personal digital fabrication are built in the margins of the classical fields of industry and design, blurring their historical frames. The fi rst part of this dissertation retraces the origins of FabLabs as well as of the maker and hacker movements. First hand data and classical accounts reveal how American counter-culture and the technophile ambitions of MIT researchers result in diverging local appropriations.The rehabilitation of pleasure at work and the heritage of the Arts and Crafts both point to these places as fields ofsocial experimentation, beyond mere production. In the second part, this dissertation focuses on the values of openness and sharing advocated by contemporary amateurs, tinkerers, makers or inventors. The hypothesis of a design that could be open, participative, out of the standards of industrial mass production is examined. « Open design » places the production of artefacts in the wake of open source. This type of production ends up shaping a new, though hazy, field for design.The third part studies the promises and contradictions that surround the democratization of innovation and production. 3D printing is taken as an emblematic case study to consider the ambivalences behind the emancipation expected by representatives of the maker movement.These indecisive practices feed the branches of what we might call 'diff use design'. It develops itself by trial and error in amateur communities and reaches creative activities of invention, conception and fabrication. The rhizomatic area of diff use design comprises rather plain objects, situated in the margins of industry. According to this defi nition, they are produced in an open and documented way, in order to explore and contribute to the discovery of digital fabricationtechnologies. Diff use design is not a closed paradigm, but turns away from instituted norms and off ers an openand exploratory conception of fabrication.

Orientador: Dorival Campos Rossi / Resumo: Objetivo deste trabalho é descrever, analisar e interpretar algumas metodologias ativas no desenvolvimento do processo criativo para o ensino-aprendizagem nas interfaces do design e a educação maker. A presente pesquisa foi desenvolvida com o método da pesquisa-ação e o registro dos marcos são destacados como os resultados que apontam para ferramentas conhecidas como o design thinking e canvas, que organizam e compartilham processos de criação individual ou coletiva em diferentes organizações e agora são aplicados em processos de aprendizagem e demonstram a aplicação do uso framework Kangram em uma gama diversa de habilidades que contemplam as necessidades do século 21. / Abstract: The objective of this work is to describe, analyze and interpret some methodologies active in the development of the creative process for teaching-learning in the interfaces of design and maker education. This research was developed using the action research method and the recording of milestones is highlighted as the results that point to tools known as design thinking and canvas, which organize and share individual or collective creation processes in different organizations and are now applied in learning processes and demonstrate the application of using Kangram framework in a diverse range of skills that address the needs of the 21st century. / Mestre

Workshop 2015 Veranstalter: Fraunhofer-Institut für Werkzeugmaschinen und Umformtechnik IWU, Dresden / Technische Universität Dresden, Technisches Design / SLUB Dresden Ort: Makerspace der SLUB Dresden

The aim of the thesis is to examine a number of librarians’ descriptions and opinions of what makerspace in public libraries is. The questions which will be answered are: How do the librarians in this study express and explain what makerspace is? In which ways can makerspace contribute to achieve the missions given to the public libraries, as directed in the library law, according to the librarians in this study? In which way can makerspace contribute to expand the mission of the public libraries, according to the librarians in this study? The material is derived from seven semi structured interviews, with essential personnel from makerspaces. Qualitative content analysis and the four spaces model by Henrik Jochumsen, Casper Hvenegaard Rasmussen and Dorte Skot-Hansen. (2012) were used to analyse the interviews. The results show that makerspaces in public libraries look different all over the country. The local community shapes the makerspace, in ways of form, offer, activities, machines etc. Makerspace expand the traditional resources and offer of public libraries, by also offering digital participation. The new modern libraries with makerspace can be seen as something new and old. This because one might consider they are both. Makerspace is old in the traditional way of offering new knowledge to the public. It’s new in the way the knowledge is presented, instead of learning by reading you can now participate in activities or create and build things in order to learn how they work.  Makerspace can contribute to achieve the mission but not to expand it.

The aim of this thesis is to gain insights into which competencies librarians working at public libraries with makerspaces consider important to possess in order to perform their work, and how and from where they acquire these competencies. The study also examines whether the Swedish Library & Information science education has prepared the librarians in this study for this type of work. The method used is semi-structured interviews. The respondents are four librarians working at public libraries with makerspaces. The theoretical framework is Knud Illeris' expanded concept of competence. The findings show that the Library & Information science education prepares librarians with a basic approach needed to work in all types of libraries. Another finding is that competence development to cultivate the skills needed to specifically work in public libraries with makerspaces occurs more through networks and personal environmental monitoring. The study also concludes that specific skills and competencies needed for working in makerspaces are rather linked to qualities and attitudes related to the ability to acquire the competencies needed for the work such as curiosity, creativity, flexibility, social and pedagogical skills and ability to structure and organize one's work. The study also shows that organizational and collegial support are important for cultivating relevant competencies and developing the makerspace. The participants in the study request that the Library & Information science education should focus more on the learning situation, technology, and project management. Future research should focus more deeply on the challenges these librarians meet in this new type of libraries.