Library Element Report

Makerspaces for education and training. Exploring future implications for Europe

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Uploaded by RRI Tools on 14 April 2021
Last modified on 14 April 2021

Vuorikari, R., Ferrari, A., Punie, Y., Makerspaces for Education and Training – Exploring future implications for Europe, EUR 29819 EN, Publications Office of the European Union, Luxembourg, 2019, ISBN 978-92-76-09032-8, doi:10.2760/946996, JRC117481

This report explores the long term potential that makerspaces and making activities can bring to education and training in Europe. Through developing four scenarios with an outlook to 2034, the report supports anticipatory thinking and helps policymakers, makers and educators to better envision and debate the added value that makerspaces and making activities can offer for education and training in Europe.

The report outlines three unique aspects of makerspaces which make them appealing to education and training.

  1. Firstly, making activities naturally combine disciplines that are traditionally taught separately
  2. Secondly, while exploring real world problems individuals acquire new knowledge and create meaning from the experience; and
  3. Thirdly, due to informal ways of social interaction in makerspaces, a diversity of flexible learning arrangements are created (e.g. peer learning and mentoring, peer coaching).

The report outlines a number of ‘drivers of change’ which are used for developing the scenarios for makerspaces in 2034. A 4-quadrant graph derived from two ‘drivers of changes’ illustrates the possible combinations of developments and their potential impacts.

The report offers a number of Insights for policy in the areas of education, training, validation of non-formal and informal learning, and employability to prompt and foster further discussions about the future role of makerspaces and maker programs in Europe

Contents

Foreword

Executive summary

1. Introduction

2. Emergence of makerspaces and terminology

3. Three unique aspects of makerspaces for educational goals of the future

  •  3.1. Makerspaces in education and training

4. Future of makerspaces and drivers of change

  •  4.1. Nature of activities: explorative vs. directed activities 
  •  4.2. Learning through making: incidental and intentional 
  •  4.3. Compatibility of makerspace type-activities with educational curricula 
  •  4.4. Assessment of making activities
  •  4.5. The gender question and equity of expectation 
  •  4.6. Resourcing tools and material, the role of industry and public-private partnerships

5. Scenarios of makerspaces for education and training in 2034

  •  5.1. Two axes for the future scenarios
  •  5.2. Four contexts for makerspaces activities in education and training
  •  5.3. Scenarios
    •  Scenario 1: Making as a learning space 
    •  Scenario 2: Making as a methodology 
    •  Scenario 3: Making as a community
    •  Scenario 4: Making as a life skill

6. Insights for further policy reflections 

  •  Commonalities running across all scenarios
  •  Lifelong learning and pathways for employment 
  •  Compulsory education, higher education and other qualification programmes

7. References

8. Key terms used in the report

Annex: Issues explored in Scenarios 

Open
English

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