Bridging distance: Practical and pedagogical implications of virtual Makerspaces

Abstract

Makerspaces are locations where people with common interests can work on projects, share ideas, tools and expertise to make or create. There is an abundance of "how to" guides and research studies on physical makerspaces, little research focuses on describing the virtual making processes and the experiences therein. This qualitative study explores the experiences of seven participants who engaged in a synchronous virtual makerspace. Meeting once a month over 16 weeks, members of the International Maker Educator Network participated in the making of a robot. This case study describes how the virtual making occurred, the personal experiences of the makers, technology used to support virtual making, and the affordances and inhibitors of virtual making. Data are analysed through the lens of a professional learning community and the People, Means and Activities makerspace framework. The paper concludes with implications for virtual making in practice and future research opportunities.

Promoting maker‐centred instruction through virtual professional development activities for K‐12 teachers in low‐income rural areas

“…Our study provided a practical example of how teachers' maker‐centred PD could be accomplished through a virtual programme. To realize at‐a‐distance making, it is important to provide access to a collection of tools (Lock et al., 2020). In the present study, a variety of technologies were used such as telepresence robots for accessing makerspace, open‐source maker platforms (eg, Tinkercad) for virtual making, web conferencing for tool training and asynchronous discussion forums for idea sharing and peer critique.…”

“…Our findings showed that remotely driving the robots allowed teachers to not only have an immersive experience of an authentic makerspace, but also have synchronous interaction with the people in that space. In this way, teachers, teacher educators and makerspace experts could come together in the same space to communicate and collaborate, synchronously, without having to worry about social distancing or geographical challenges (Lock et al., 2020).…”

“…The common challenges included: lack of technical knowledge of maker technology and concerns about technical problems (Stevenson et al., 2019), limited access to makerspace resources (Stevenson et al., 2019) and development of maker activities that aligned with specific learning standards and curriculum goals (Harlow & Hansen, 2015; Jones, 2020). More research on teacher PD is needed to help K‐12 teachers take full advantage of maker technology and master the pedagogy skills associated with making in classroom practice (Lock et al., 2020; Oliver, 2016).…”

Making ‘Math Making’ Virtual

“…Fortunately, research exploring virtual makerspaces is emerging. Lock et al (2020) describe the act of virtual making as the process of synchronous and/or asynchronous making in an online environment. It can involve a virtual (i.e., Internet-driven or virtual-reality) environment to create, build and invent (Loertscher, 2015) that supports makers in direction, asking questions, sharing work, and giving and receiving feedback (Oliver, Moore, & Evans, 2017) while at a distance.…”

“…Asynchronously, makers work at a distance on their project, then meet virtually with others specifically for the purpose of sharing creative work and eliciting feedback. Or, makers can meet synchronously at a specified time for the purpose of doing the making togetherwhich simulates experiences in the face-to-face makerspaces (Lock et al, 2020).…”