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DESIGNING AND MAKING: WHAT COULD CHANGE
IN DESIGN SCHOOLS. A FIRST SYSTEMIC
OVERVIEW OF MAKERS IN ITALY AND THEIR
EDUCATIO...
CONTEXT
CONTEXT
3203/
An emerging socio-technical paradigm
characterized by new forms of advanced, open and
distributed manufactur...
o  the change in the occupational field of design à design is
becoming a mass profession (Branzi, 2010);
o  the transform...
Explore the evolution of designers and makers and
their educational models in relation to:
o  places (virtual/real)
o  edu...
MAKERS’ INQUIRY
1.  Makers as advanced design users and design
innovators;
2.  Designers-producers as self-producers, designer-
crasmen a...
We collected 245 answers (134 answered to more than
30 questions over 60: this is the sample considered)
1.  Makers 29,4%;...
PROFILE: AGE
3209/
AGE
PEOPLE
PROFILE: IS MAKING YOUR MAIN ACTIVITY?
3210/
PEOPLE
PROFILE: WHICH IS YOUR MAIN ACTIVITY?
3211/
PEOPLE
TYPEOFACTIVITY
COMMUNITY: WHICH AMONG THE FOLLOWING
KEYWORDS DO YOU ASSOCIATE TO MAKING?
3212/
PEOPLE
COMMUNITY: HOW MUCH IMPORTANT
COLLABORATION AND SHARING ARE COMPARED TO?
3213/
PEOPLE
COMMUNITY: DO YOU WORK IN A LABORATORY/
FABRICATION SPACE?
3214/
TYPEOFATTENDANCE
PEOPLE
SPACES: WHERE DO YOU CARRY OUT YOUR MAKING
ACTIVITY?
3215/
PLACES
PEOPLE
COMPETENCES: WHICH IS YOUR LEVEL OF
TECHNICAL/TECHNOLOGICAL COMPETENCES?
3216/
COMPETENCES
PEOPLE
COMPETENCES: HOW DID YOU ACQUIRE THOSE
COMPETENCES?
3217/
COMPETENCES
PEOPLE
COMPETENCES: WHICH IS YOUR EDUCATION LEVEL?
3218/
PEOPLE
EDUCATIONDEGREE
APPROACH: WHAT IS YOUR APPROACH TO DESIGN?
3219/
PEOPLE
SPACES: WHICH ELEMENTS ARE PART OF YOUR
SERVICE OFFER?
3220/
PEOPLE
SPACES: WHICH KIND OF TRAINING DO YOU OFFER?
3221/
PEOPLE
REPORT
(2015)
Download:
WWW.MAKERSINQUIRY.ORG
3222/
CONCLUSIONS
e emergence of designers-producers opens two
main issues for design education:
1.  change of design educational activitie...
CONCLUSION#1: Change of design education #A
3225/
o  Design schools could be considered as an
integrated part of an emergi...
CONCLUSION#1: Change of design education #B
3226/
o  Strong interest in sharing, collaboration and
openness (to a lower le...
e Design schools + makerspaces / Fab Labs
connection may also facilitate an evolutionary leap
from multidisciplinarity (c...
o  Design schools and universities as ‘Factories of
the Future’ when connected to makerspaces and
Fab Labs.
o  Becoming th...
3229/
Few connections at the moment: an analysis
conducted on the 185 Schools and Universities of
Cumulus Network shows a ...
1.  Research the implementation of
connections among makerspaces / Fab Labs
with Design schools
2.  Research the impact of...
3231/
Tomorrow @ Cumulus Milan 2015
http://bit.ly/1Jc8B9D
THANKS.
http://www.makersinquiry.org
MASSIMO MENICHINELLI | Aalto University / Fondazione Make in Italy CDB massimo.menich...
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Designing And Making: What Could Change In Design Schools. A First Systemic Overview Of Makers In Italy And Their Educational Contexts @ Cumulus Milan 2015

Presentation of the paper presented at Cumulus Milan 2015

Designing And Making: What Could Change In Design Schools. A First Systemic Overview Of Makers In Italy And Their Educational Contexts @ Cumulus Milan 2015

  1. 1. DESIGNING AND MAKING: WHAT COULD CHANGE IN DESIGN SCHOOLS. A FIRST SYSTEMIC OVERVIEW OF MAKERS IN ITALY AND THEIR EDUCATIONAL CONTEXTS CUMULUS Conference | Politecnico di Milano | Bovisa Campus | 4th June 2015 MASSIMO MENICHINELLI MASSIMO BIANCHINI ALESSANDRA CAROSI STEFANO MAFFEI
  2. 2. CONTEXT
  3. 3. CONTEXT 3203/ An emerging socio-technical paradigm characterized by new forms of advanced, open and distributed manufacturing. Democratization of fabrication devices linked to an increasing abundance of low cost (free) design resources, the appearance of indie online marketplaces and new social forms of micro-financing innovative projects (crowdfunding) show the rise of new ways of learning by doing (e.g. making, tinkering, hacking, fabbing).
  4. 4. o  the change in the occupational field of design à design is becoming a mass profession (Branzi, 2010); o  the transformation of production and distribution activitiesà open&distributed digital manufacturing technologies and personal fabrication services (Lipson and Kurman, 2013); o  the change in the design approachàpro-amateur phenomenon and the democratization of technologies lead to the openness of the designer profile: everyone could potentially act as a designer. A NEW LANDSCAPE FOR EMERGING DESIGN AND PRODUCTION PRACTICES 3204/ Branzi, A. (2010). Ritratti e autoritratti di design. Venezia: Marsilio. Lipson, H., & Kurman, M. (2013). Fabricated: e New World of 3D Printing (1 ed). Indianapolis, Indiana: Wiley
  5. 5. Explore the evolution of designers and makers and their educational models in relation to: o  places (virtual/real) o  educational activities (virtual/real) o  technologies o  the modification of designers’ profile in terms of skills and capabilities OBJECTIVES 3205/
  6. 6. MAKERS’ INQUIRY
  7. 7. 1.  Makers as advanced design users and design innovators; 2.  Designers-producers as self-producers, designer- crasmen and designer-entrepreneurs; 3.  Makerspace managers as product manager and design facilitators. A NATIONAL SURVEY ON MAKING AND MAKERS: THE MAKERS’ INQUIRY (July-October 2014) 3207/
  8. 8. We collected 245 answers (134 answered to more than 30 questions over 60: this is the sample considered) 1.  Makers 29,4%; 2.  Designers-producers 48,5%; 3.  Makerspace managers 21,6%. THE MAKERS’ INQUIRY SAMPLE 3208/
  9. 9. PROFILE: AGE 3209/ AGE PEOPLE
  10. 10. PROFILE: IS MAKING YOUR MAIN ACTIVITY? 3210/ PEOPLE
  11. 11. PROFILE: WHICH IS YOUR MAIN ACTIVITY? 3211/ PEOPLE TYPEOFACTIVITY
  12. 12. COMMUNITY: WHICH AMONG THE FOLLOWING KEYWORDS DO YOU ASSOCIATE TO MAKING? 3212/ PEOPLE
  13. 13. COMMUNITY: HOW MUCH IMPORTANT COLLABORATION AND SHARING ARE COMPARED TO? 3213/ PEOPLE
  14. 14. COMMUNITY: DO YOU WORK IN A LABORATORY/ FABRICATION SPACE? 3214/ TYPEOFATTENDANCE PEOPLE
  15. 15. SPACES: WHERE DO YOU CARRY OUT YOUR MAKING ACTIVITY? 3215/ PLACES PEOPLE
  16. 16. COMPETENCES: WHICH IS YOUR LEVEL OF TECHNICAL/TECHNOLOGICAL COMPETENCES? 3216/ COMPETENCES PEOPLE
  17. 17. COMPETENCES: HOW DID YOU ACQUIRE THOSE COMPETENCES? 3217/ COMPETENCES PEOPLE
  18. 18. COMPETENCES: WHICH IS YOUR EDUCATION LEVEL? 3218/ PEOPLE EDUCATIONDEGREE
  19. 19. APPROACH: WHAT IS YOUR APPROACH TO DESIGN? 3219/ PEOPLE
  20. 20. SPACES: WHICH ELEMENTS ARE PART OF YOUR SERVICE OFFER? 3220/ PEOPLE
  21. 21. SPACES: WHICH KIND OF TRAINING DO YOU OFFER? 3221/ PEOPLE
  22. 22. REPORT (2015) Download: WWW.MAKERSINQUIRY.ORG 3222/
  23. 23. CONCLUSIONS
  24. 24. e emergence of designers-producers opens two main issues for design education: 1.  change of design educational activities 2.  change of design and making facilities where these activities take place. CONCLUSIONS 3224/
  25. 25. CONCLUSION#1: Change of design education #A 3225/ o  Design schools could be considered as an integrated part of an emerging production system that combines new and traditional design and production entities, different actors, skills and capabilities o  e link between schools/universities and local/ global makers communities can enable new kind of design educational activities ‘without borders’ (e.g. Fab Academy).
  26. 26. CONCLUSION#1: Change of design education #B 3226/ o  Strong interest in sharing, collaboration and openness (to a lower level): most of activities consist of personal fabrication (DIY), but with important aspects of collaboration (DIWO). o  e issues of sharing, collaboration and openness could be therefore still emerging and relevant in order to better coordinate activities within makerspaces and/or schools and universities.
  27. 27. e Design schools + makerspaces / Fab Labs connection may also facilitate an evolutionary leap from multidisciplinarity (currently guaranteed by makerspaces) to multispecialization in terms of combination among design, maker practice, technology and science. CONCLUSION#1: Change of design education #C 3227/
  28. 28. o  Design schools and universities as ‘Factories of the Future’ when connected to makerspaces and Fab Labs. o  Becoming then enabling educational environments for policy, organizational, economic, cultural and political dimensions. CONCLUSION#2: Change of design facilities #A 3228/
  29. 29. 3229/ Few connections at the moment: an analysis conducted on the 185 Schools and Universities of Cumulus Network shows a lack of presence of makerspaces. Only 12 makerspaces over 185 schools and universities were identified (Bianchini, Bolzan, Maffei, 2014). Bianchini, M., Bolzan, P., & Maffei, S. (2014). (re)Designing Design Labs. Processes and places for a new generation of Designers=Enterprises. Presented at the Nord Design 2014, Espoo, Finland / Melbourne, Australia. Retrieved from http://www.academia.edu/8629200/ _re_Designing_Design_Labs._Processes_and_places_for_a_new_generation_of_Designers_Enterprises CONCLUSION#2: Change of design education #B
  30. 30. 1.  Research the implementation of connections among makerspaces / Fab Labs with Design schools 2.  Research the impact of this connection on educational activities, organizations and places 3.  Replicate the survey periodically, as well as in other countries 3230/ Further research
  31. 31. 3231/ Tomorrow @ Cumulus Milan 2015 http://bit.ly/1Jc8B9D
  32. 32. THANKS. http://www.makersinquiry.org MASSIMO MENICHINELLI | Aalto University / Fondazione Make in Italy CDB massimo.menichinelli@aalto.fi MASSIMO BIANCHINI | Dipartimento di Design, Politecnico di Milano massimo.bianchini@polimi.it ALESSANDRA CAROSI | Dipartimento di Design, Politecnico di Milano alessandra.carosi@mail.polimi.it STEFANO MAFFEI | Dipartimento di Design, Politecnico di Milano stefano.maffei@polimi.it

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