Extending research impact by sharing maker information

Howell, Larry L.; Bateman, Terri

doi:10.1038/s41467-023-41886-3

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…With 'misunderstanding' being attributed as one of three drivers of unsustainable development 7 , there is a need to discard less appropriate models of how complex, dynamic systems like universities really work. This is especially important as pedagogies and spaces diversify with the emergence of hybrid, apprenticeship-based and lifelong learning, and the evolution of spaces which blur boundaries such as makerspaces 13 . Ecological principles have been applied to human social and mental activity since the 1970s 14 and are utile in this context: interconnectedness, systems thinking, resilience, continuous learning, sustainability and a biodiversity of people and ideas 5 .…”

Section: Introductionmentioning

confidence: 99%

An ecological approach to understanding transitions and tensions in complex learning contexts

McCrone,

Kingsbury

2024

Preprint

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The move away from transmission-based lecturing towards a more student-centred active learning approach is well evidenced in STEM higher education. However, the examination of active learning has remained generally confined to formal timetabled contexts, with assumptions made that students independently manage the transition between timetabled and non-timetabled learning. This paper introduces research findings from a mixed method study which used an ecological approach when investigating student transitions between a formal lecture theatre and adjacent informal breakout space in a UK STEM university. Using quantitative occupancy monitoring data to analyse usage patterns of both spaces, in combination with qualitative ethnographic observations and field interviews, permitted a purposeful exploration of student engagement with transitions within and between the two learning spaces. The ecological approach aided the discovery of spatial, pedagogic and agentic transitions and tensions, which subsequently informed strategic modification of space across the institution to facilitate adoption of active learning pedagogy.

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Section: Introductionmentioning

confidence: 99%

An ecological approach to understanding transitions and tensions in complex learning contexts

McCrone,

Kingsbury

2024

Preprint

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“…We measure the short, intermediate, and long-term outcomes of this case study, then repeat it and show similar short-term outcomes in a second case study. The history and motivation of the study were described previously by Howell and Bateman [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Expanding research impact through engaging the maker community and collaborating with digital content creators

Sheffield,

Parkinson,

Bascom

et al. 2024

PLoS ONE

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This paper proposes a method for increasing the impact of academic research by providing materials for public use, thus engaging the maker community, and by collaborating with internet content creators to extend the reach. We propose a framework for engagement and report a multi-year study that evaluates short, intermediate, and long-term outcomes, with a second effort to demonstrate repeatability of the short-term outcomes. In the first study, we posted forty-one 3D printable compliant mechanisms on public repositories and collaborated with physicist and content creator Derek Muller (Veritasium YouTube channel). Outputs and outcomes from this interaction were measured over 3 years. The framework was exercised again with four new 3D printable mechanisms in collaboration with engineer and STEM influencer Mark Rober. The proposed methods aim to help researchers extend the reach of their work to broader audiences, including professional engineers, hardware designers, educators, students, researchers, and hobbyists. This work demonstrates promising impacts of the framework, including (1) extending public awareness of research findings to broader audiences by engaging the maker community and collaborating with content creators, (2) accelerating the pace of innovation and further hardware-based research through public application of research findings, (3) fostering a culture of open-source design and collaboration among other researchers, engineers, educators, and makers, and (4) increasing utilization of peer-reviewed published content. These outreach practices can be valuable tools for researchers to increase impact of and excitement for their research.

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Demonstrating FEDT: Supporting Characterization Experiments in Fabrication Research

Savage,

Püsök,

Goldstein

et al. 2024

ACM Symposium on Computational Fabrication

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Extending research impact by sharing maker information

Abstract: The availability of maker resources such as 3D printers, makerspaces, and public repositories enable researchers to share information with research peers, educators, industry, and the general public. This broadens the impact of research and inspires its extension and application.

Cited by 3 publications

References 19 publications

An ecological approach to understanding transitions and tensions in complex learning contexts

An ecological approach to understanding transitions and tensions in complex learning contexts

Expanding research impact through engaging the maker community and collaborating with digital content creators

Demonstrating FEDT: Supporting Characterization Experiments in Fabrication Research

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