Resumé

In this paper we observe how ‘Fablabbing’ as a global social movement (Walter- Hermann 2013) in convergence with ‘the Maker movement’ (Hatch 2013) creates new spaces for learning, innovation, research and self-actualization. On the background of our experiences with establishing and running FabLab RUC as an experimental space for learning, innovation and research, we discuss how ‘working through materials’ enables new forms of student-centred learning. We do this firstly by considering some of the ways lab-based learning has been discussed in the design literature. In particularly we want to address some of the recent debate around “Making” as model for learning in current design and anthropological theory. We then, secondly, move on to consider three cases for knowledge creation in a Fablab context. All three have been drawn from current work at FabLab RUC and demonstrate various key features of what we see as key potentials for the marriage between grassroot movements, academia and high-tech environments. Finally, and thirdly, we discuss the role of “design”, “sketching” and “prototyping” in these cases in order to understand the role of design practices as a learning tool in the fablab. With this background we discuss the characteristics of this space, emphasizing in particular the role of proximity between researchers, students and professionals in art, technology and entrepreneurship as the ‘hybrid hub’ of the bizarre bazaar of the Fablab.
In this paper we observe how ‘Fablabbing’ as a global social movement (Walter- Hermann 2013) in convergence with ‘the Maker movement’ (Hatch 2013) creates new spaces for learning, innovation, research and self-actualization. On the background of our experiences with establishing and running FabLab RUC as an experimental space for learning, innovation and research, we discuss how ‘working through materials’ enables new forms of student-centred learning. We do this firstly by considering some of the ways lab-based learning has been discussed in the design literature. In particularly we want to address some of the recent debate around “Making” as model for learning in current design and anthropological theory. We then, secondly, move on to consider three cases for knowledge creation in a Fablab context. All three have been drawn from current work at FabLab RUC and demonstrate various key features of what we see as key potentials for the marriage between grassroot movements, academia and high-tech environments. Finally, and thirdly, we discuss the role of “design”, “sketching” and “prototyping” in these cases in order to understand the role of design practices as a learning tool in the fablab. With this background we discuss the characteristics of this space, emphasizing in particular the role of proximity between researchers, students and professionals in art, technology and entrepreneurship as the ‘hybrid hub’ of the bizarre bazaar of the Fablab.
SprogEngelsk
Dato23 jun. 2016
Antal sider16
StatusUdgivet - 23 jun. 2016
BegivenhedCritical Edge Alliance Conference 2016 - Roskilde University, Roskilde, Danmark
Varighed: 22 jun. 201624 jun. 2016
http://criticaledgealliance.com/ (Link til konference)

Konference

KonferenceCritical Edge Alliance Conference 2016
LokationRoskilde University
LandDanmark
ByRoskilde
Periode22/06/201624/06/2016
Internetadresse

Emneord

  • FabLabs Making Design Learning Protuoyping

Citer dette

Pedersen, M. H., Hobye, M., & Padfield, N. (2016). The Bizarre Bazaar: FabLabs as Hybrid Hubs. Afhandling præsenteret på Critical Edge Alliance Conference 2016, Roskilde, Danmark.
Pedersen, Michael Haldrup ; Hobye, Mads ; Padfield, Nicolas. / The Bizarre Bazaar : FabLabs as Hybrid Hubs. Afhandling præsenteret på Critical Edge Alliance Conference 2016, Roskilde, Danmark.16 s.
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Pedersen, MH, Hobye, M & Padfield, N 2016, 'The Bizarre Bazaar: FabLabs as Hybrid Hubs' Paper fremlagt ved Critical Edge Alliance Conference 2016, Roskilde, Danmark, 22/06/2016 - 24/06/2016, .

The Bizarre Bazaar : FabLabs as Hybrid Hubs. / Pedersen, Michael Haldrup; Hobye, Mads; Padfield, Nicolas.

2016. Afhandling præsenteret på Critical Edge Alliance Conference 2016, Roskilde, Danmark.

Publikation: Bidrag til konferencePaper

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T1 - The Bizarre Bazaar

T2 - FabLabs as Hybrid Hubs

AU - Pedersen,Michael Haldrup

AU - Hobye,Mads

AU - Padfield,Nicolas

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N2 - In this paper we observe how ‘Fablabbing’ as a global social movement (Walter- Hermann 2013) in convergence with ‘the Maker movement’ (Hatch 2013) creates new spaces for learning, innovation, research and self-actualization. On the background of our experiences with establishing and running FabLab RUC as an experimental space for learning, innovation and research, we discuss how ‘working through materials’ enables new forms of student-centred learning. We do this firstly by considering some of the ways lab-based learning has been discussed in the design literature. In particularly we want to address some of the recent debate around “Making” as model for learning in current design and anthropological theory. We then, secondly, move on to consider three cases for knowledge creation in a Fablab context. All three have been drawn from current work at FabLab RUC and demonstrate various key features of what we see as key potentials for the marriage between grassroot movements, academia and high-tech environments. Finally, and thirdly, we discuss the role of “design”, “sketching” and “prototyping” in these cases in order to understand the role of design practices as a learning tool in the fablab. With this background we discuss the characteristics of this space, emphasizing in particular the role of proximity between researchers, students and professionals in art, technology and entrepreneurship as the ‘hybrid hub’ of the bizarre bazaar of the Fablab.

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Pedersen MH, Hobye M, Padfield N. The Bizarre Bazaar: FabLabs as Hybrid Hubs. 2016. Afhandling præsenteret på Critical Edge Alliance Conference 2016, Roskilde, Danmark.