To support the co-creation of the desired future of educational makerspaces, the JRC report will explore the future implications

1. Educational makerspaces &
maker-programs
in Europe
–
Exploring future implications
Riina Vuorikari
Unit B.4 Human Capital & Employment
May 24 2019

2. The European Commission’s science
and knowledge service
DG Joint Research Centre

3. Key Competence Frameworks
https://ec.europa.eu/jrc/entrecomphttps://ec.europa.eu/jrc/digcomp

4. JRC report: the future of Educational Makerspaces
• Aim: Help education policymakers to start envisaging how educational
makerspaces could be used for advancing the goals of E&T in the
future
• Scenarios for 2034: forward looking in order to uncover a number of
implications that the “Maker-movement” could have on education and
training focused activities
★ Rather than make predictions, scenarios can help explore uncertainty,
complexity and the longer term implications of the actions taken today
★ Future is something that we intentionally create!

5. Outline for this morning
1. Defining educational Makerspaces and Maker programs
1.Type of learning while making: intentional and incidental learning
2.Proposed definition
2. Exploring future implications: Axis to create scenarios
3. Group work: Co-creating the scenarios for 2034
1. Example of a scenario
2. “How to” (working on google docs)
4. Next steps for scenarios

6. 1.About Making, Makerspaces, Fablabs, Hackerspace
• Makerspace: a generic term, originally associated with MAKE Magazine in the US
• Fablabs: labs comply with the Fab Charter (same hardware&software capabilities)
• Hackerspace: physical space for people interested in programming and tinkering
with technology
• Maker program: making that takes place without a dedicated space (link)

7. About Maker-culture, Making, Makerspaces, Fablabs
• JRC study surveyed
makerspaces
across the 28 EU
(Rosa et al., 2017)
• "It shows that this
is not a
homogeneous
movement, both in
terms of spatial
distribution and
identity".
1.About Making, Makerspaces, Fablabs, Hackerspace

8. 1. Types of learning: intended and incidental
The learning that takes place in makerspaces is possibly both intentional
and incidental:
• the learning is goal directed (intentional learning*), but…
• there is also unplanned, accidental learning that takes place
(incidental learning) through activities.
* e.g. Bereiter & Scardamella (1989), intentional learning refers to "cognitive processes that have
learning as a goal rather than an incidental outcome.”; Intentional learning is the "persistent, continual
process to acquire, understand, and use a variety of strategies to improve one's ability to attain and
apply knowledge" (American Accounting Association, 1995)
‘

9. 1. Defining Educational Maker spaces & programs
• “MAKERSPACES are playgrounds for tinkering and construction where learning may
occur even if it is not the primary objective.”
• EDUCATIONAL makerspaces on the other hand, are the “intellectual playground
concept for the purpose of inspiring deeper learning through deep questioning”. In
this approach, the learners are gently guided by the context—the space, its
activities and tools—to create their own learning for their own reasons (Kurti et al.,
2014, p.1).
• Moreover, educational makerspaces should offer “student-driven opportunity for open-
ended exploration”.
• PROPOSAL: Our report suggests that educational makerspace activities should aim
for intentional learning as the primary objective, preferably including some
assessment. There may or may not be a link with intended learning outcomes or
learning objectives.

10. 2. Exploring future implications:
Axis to create scenarios

11. Learner-driven open-ended exploration
with intended learning outcomes.
Activities are directed by the interest of
the individual, intentional learning is the
primary objective.
Learner-driven open-ended exploration
with no formal learning outcomes.
Activities are directed by the interest of
the individual, intentional learning is the
primary objective.
Link with
intended learning outcomes/ curriculum goals
2. Axis to co-create the future
No link with
intended learning outcomes/
curriculum goals

12. Learner-driven open-ended explora
with intended learning outcomes.
Activities are directed by the interest
the individual, intentional learning is
primary objective.
Link with
intended learning outcomes/ curriculum goals
2. Axis to co-create the future
Link to Innokas-blog
Technology Education blog
2. Axis to co-create the future

13. Makerspace (e.g. on-site in school, out of school) Maker program (e.g.on-site in school. out of school)
Activities take place in a space that is
physically part either of an educational
institution or a community-
based makerspace, library, museum or
other space
Activities take place without a dedicated space,
e.g. using a mobile cart or a “pop up” box with
tools. They can also be only applying the
philosophy of “making” and “tinkering”
Link to case studies on Fyxxilab and Innokas!
2. Axis to co-create the future

14. No
link with intended learning outcomes/
curriculum goals
No
link with intended learning outcomes/
curriculum goals
Maker programMakerspace
Maker program
Makerspace
Link with intended learning outcomes/
curriculum goals
Link with intended learning outcomes/
curriculum goals
I. II.
IV.III.
Makerspace
No link
with intended learning outcomes/ curriculum goals
Link
with intended learning outcomes/ curriculum goals
Maker program

15. Link with
intended learning outcomes/ curriculum goals
No link with
intended learning outcomes/
curriculum goals
Learner-driven open-ended exploration
with no link with formal learning outcomes.
Activities are directed by the interest of
the individual, intentional learning is the
primary objective.
Learner-driven open-ended exploration
with no link with formal learning outcomes.
Activities are directed solely by the interest of
the individual, intentional learning is the
primary objective.
Activities take place without a dedicated space,
e.g. using a mobile cart or a “pop up” box with
tools. Activities can also only apply the philosophy
of “making” and “tinkering” as a mind-set.
Activities take place in a physical makerspace
that is part of an educational institution, library,
museum, a community-based makerspace or any
other space.
Activities take place in a physical makerspace
that is part of an educational institution, library,
museum, a community-based makerspace or any
other space.
Activities take place without a dedicated space,
e.g. using a mobile cart or a “pop up” box with
tools. They can also only apply the philosophy
of “making” and “tinkering” as a mind-set.
Makerspace Maker program
Learner-driven open-ended exploration
with intended learning outcomes.
Activities are directed by the interest of
the individual, intentional learning is the
primary objective.
Learner-driven open-ended exploration
with intended learning outcomes.
Activities are directed by the interest of
the individual, intentional learning is the
primary objective.
I. II.
IV.III.

16. 3. Group work: Co-creating the scenarios
for 2034

17. No
link with intended learning outcomes/
curriculum goals
No
link with intended learning outcomes/
curriculum goals
Maker programMakerspace
Maker program
Makerspace
Link with intended learning outcomes/
curriculum goals
Link with intended learning outcomes/
curriculum goals
I. II.
IV.III.
Makerspace
No link
with intended learning outcomes/ curriculum goals
Link
with intended learning outcomes/ curriculum goals
Maker program

18. No
link with intended learning outcomes/
curriculum goals
No
link with intended learning outcomes/
curriculum goals
Maker programMakerspace
Maker program
Makerspace
Link with intended learning outcomes/
curriculum goals
Link with intended learning outcomes/
curriculum goals
I. II.
IV.III.
Makerspace
No link
with intended learning outcomes/ curriculum goals
Link
with intended learning outcomes/ curriculum goals
Maker program
The Learner:
In the morning of May 2034, Petra is immersed in her thoughts at a VR makerspace. She is testing and
evaluating the process and the final product of a virtual robot that keeps company to her grandfather. It
was co-designed and implemented with her peer-tutor who lives in another country.
This is “business as usual” of how the assessment works in her high-school: the final evaluation is based on
various steps.
First, there are the goals that she set for her project in the beginning of the year and now she self-
evaluates how well those were reached, of course also using the digital data that she generated
throughout the process.
Second, there is an assessment by the peer-tutor which mostly consists of evaluating her interpersonal and
social skills as well as collaboration and learning to learn.
Finally, her teacher will also evaluate both her including the process, but they will also discuss the details
of Petra’s own evaluation and……
Although her older sister never got to participate in makerspace activities in school, she is exited that lots
of her classmates share the interest in experimenting with VR. The downside is that as “Making” became
compulsory in her school, she had to give up ….

19. Group work
➢ Form groups of 3-5 people who share the same
setting
➢ Work on your own narrative at
https://tinyurl.com/y2zqcog7
➢ 30 min to create
➢ Think of the issues that are important to you

20. 4. Next steps: JRC report out by autumn 2019

21. 謝謝
If you have additional comments or
questions
You can find me at
Riina.Vuorikari@ec.europa.eu