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.
Firstly, making activities naturally combine disciplines that are traditionally taught separately
Secondly, while exploring real world problems individuals acquire new knowledge and create meaning from the experience; and
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
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
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