abstract
Based on the characteristics of Maker's practice and Maker's education, this paper discusses the concept and mode of Maker's spatial ecology, which provides support for creativity, innovation and entrepreneurship education. Under the background of entrepreneurship education, maker practice has become an important force in higher education reform. Practical education based on maker model provides new ideas for the cultivation of innovative talents in colleges and universities from the aspects of participation model, learning content, teacher-student interaction and learning environment. As a platform for carrying maker's practice, Zhongchuang Space's core elements include cooperative community, creative practice, open resources and collaborative space. Cooperative community is the basis of participatory innovation, and innovation practice includes courses and seminars, with various exchanges and competitions. Open resources include open source equipment, tools and methods, and collaborative space supports participatory innovation with flexible space. The four core elements support each other and form an organic ecosystem.
Keywords: maker; Education; Space; Community; ecology
Word Maker comes from the English word Maker or Hacker, which refers to people who are willing to practice and share, and strive to turn various ideas into reality. Chris Anderson, former editor-in-chief of Wired magazine [1] described Maker as follows: "First, they use digital tools to design on the screen, and more and more machines and products are made on the desktop; Secondly, they are the Internet generation, so they instinctively share their achievements through the Internet and introduce the manufacturing process through Internet culture and cooperation. Together, they created the future of DIY on an unprecedented scale. " Mark Hatch, CEO of TechShop, believes in the Manifesto of Maker Movement that the core of Maker Movement is to better acquire tools, acquire knowledge and establish an open distribution system with everyone's participation.
First, the development of maker space
The early development of Maker has always been characterized by technological democratization and counter-mainstream culture. With the reshaping of American manufacturing industry and the transformation of China from manufacturing to creation, Maker has quickly become the core force of innovation. The cognition of maker needs to integrate cognition by combining maker space and maker culture.
Silvia Lindtner of the University of Michigan [3] summarized four forms of maker space: early member community, open network organization, international maker movement and product incubation platform. When 1992 started to operate, L0pht Maker Space in Boston, USA was only open to a few members. Berlin's C-base, 1995 was built in autumn, which is more popular. Its goal is to increase the knowledge and skills of computer software and hardware and data networks, and promote the liberalization of the Internet with a strong sense of mission. The organization is engaged in a large number of related activities. For example, on Children's Day, they launched the theme of robots and computer-aided design that young people like. Noisebridge in the San Francisco Bay Area is an award-winning maker space, which has guided the global maker space movement. Inspired by European manufacturers spaces Metalab in Vienna and C-base in Berlin, Noisebridge was established in 2007 as a space for sharing, creating, cooperating, researching, developing, guiding and learning. Noisebridge also extends to grassroots communities around the world. At present, a large number of maker spaces exist in the form of start-up team incubators, such as firewood maker space in Shenzhen, which also plays an important role in research and development.
Dale Dougherty, editor-in-chief of Making magazine, defines maker space as: "Creative people and communities from different professions gather here, and through sharing with each other, they can meet like-minded friends and turn their ideas into reality." Kayla. D[5] thinks that maker space can be defined from a series of * * * enjoyment technologies, governance processes and values related to open source software, hardware and data. Mitch Altman, the founder of Noisebridge [6], believes that in the maker space, people can explore what they love through hacking and get the support of community members, and hacking means giving full play to their abilities and being willing to share.
For the maker community and activities, the open Hackerspace, Makerspace and TechShop provide offline gathering places for makers. Makers learn, compete in teams and show themselves by holding seminars, hackathons, maker conferences and other activities. TechShop is a membership-based self-made space, which provides digital and mechanical manufacturing tools to make anything, including robots, lunar rover, iPad case and handmade products [2]. Maker space represents the democratization of design, engineering, manufacturing and education. Maker Space is a community center equipped with tools, which provides resources for community members to design, prototype and create works by integrating manufacturing equipment, community and education. These spaces have loose space forms and tools for individuals to enjoy. Operators can be for-profit enterprises, non-profit enterprises, and can also be affiliated or hosted in schools, universities and libraries [7].
1, American promotion policy
Maker activities promote the development of design, production and scientific and technological engineering, and can cultivate entrepreneurship. At the beginning of 20 12, the Obama administration introduced maker space for 1000 American schools to train a new generation of system designers and production innovators. On June 2014 18, the White House held the first Maker Carnival in the United States, and at the same time launched a national participation plan to expose more students and entrepreneurs to the tools, space and mentors needed for Maker. These policies include: allowing enterprises to support the school's maker space and extracurricular plans, employees of enterprises can take vacations as mentors, enterprises become "big customers" of maker space, just like the cooperative relationship between Ford and TechShop, or as multi-channel retailers to help consumers become innovative makers or start-ups. Universities can add a "maker combination" option in the enrollment process (such as MIT), and at the same time build more maker space for students and communities on campus, and support better software and hardware tools at the national, regional and local levels, such as MIT FabLabs equipment. Government agencies and community groups can implement projects similar to production and design clusters, so that entrepreneurs can create more employment opportunities or initiatives. Establish more maker spaces in schools, libraries, museums and community organizations, so that the public can have more opportunities to contact maker tutors and participate in maker activities. Foundations and philanthropists should also provide corresponding funding for communities interested in accepting makers [8].
2. Features of Maker Education
Maker education emphasizes action, sharing and cooperation, and pays attention to the combination with new scientific and technological means, and gradually develops into a new way to cultivate interdisciplinary innovation. Some famous foreign universities have begun to regard maker practice as an important mode of interdisciplinary innovation and experiential learning. For example, MIT has established Maker Space MITERS, which is operated independently by students, and Stanford University's Change Learning Technology Laboratory is creating open source courses for Maker Space and Rapid Prototyping Labs around the world.
In the practice of maker, students are regarded as creators rather than consumers, and schools are changing from the center of knowledge transfer to the place centered on practical application and creation. Academic maker space and rapid manufacturing laboratory are rapidly increasing, in which students can carry out course projects and self-led projects, and at the same time carry out teaching activities centered on content and products. These spaces show their value to education in an innovative way. Maker practice is creating an organizational culture, encouraging students to participate in it and proposing creative solutions to real-world problems. The Horizon Report of the New Media Alliance (20 14 Higher Education Edition) predicts that this trend will have a strong influence in three to five years [9].
Second, makers and entrepreneurship education
Education is a process of changing human behavior patterns. Behavior here refers to a generalized behavior, including thinking, feeling and obvious action [10]. Entrepreneurship education focuses on the change of students' thinking and cognition, emphasizing that entrepreneurship drives action and thinking, and is not limited to the achievements of entrepreneurship education in the traditional sense, that is, incubating successful enterprises or entrepreneurs.
1, from STEAM to maker education
STEM education, which was widely popularized in the early years, has evolved and improved, adding elements of "art" and becoming STEAM (science, technology, engineering, art and mathematics) education. The encounter between STEAM education and maker education will promote the process of cultivating students' innovative ability more comprehensively. Although STEAM education is widely used in Europe and America, the concept of maker establishes the connection between students and real life, and at the same time makes up for the shortcomings in engineering education. In the United States, more than 60 colleges and universities have successively opened maker spaces on campus. In order to promote the development of Maker Movement in the field of education, Stanford University has also established Maker Education Research Scholarships to encourage educators to explore the application of Maker Movement in different educational fields.
The ultimate goal of maker education is to cultivate students' creative personality. The theoretical basis of maker education is based on the concepts of experiential education, project-based learning, innovative education, DIY (do it yourself) and DIT (do it together). At the same time, maker education pays attention to the integrity of educational experience, and the learning process itself replaces the learning result as the most important part. Education experts Sylvia Libow Martinez and Gary S.Stage[ 1 1] summarized eight elements needed for a good maker project: goal and relevance, sufficient time, complexity, intensity, cooperation, available materials, shareability and novelty. These elements have become the reference specification for the design and development of Maker Education curriculum. The "CCR (Creative Classroom)" framework developed by the European Institute for Science and Technology Outlook also consists of eight dimensions: content and curriculum, evaluation, learning practice, teaching practice, organization, leadership and values, connectivity and infrastructure [9]. This framework regards the ubiquitous learning environment as a part of the learning ecosystem and can respond to situations and cultures over time. The eight dimensions of this model form a system, which encourages the learning environment based on information technology to expand innovative teaching practice in a multi-dimensional way.
2. From Maker to Entrepreneurship
Since Milwaukee Maker Space invited the public to participate in activities, Maker Space has gradually gathered into a powerful non-academic learning force. As a result, many universities have found learning opportunities, such as ThinkLab of Mary Washington University and FabLab of Stanford University. Self-directed learning is the main way for makers to learn in maker space. The interaction between makers breeds a dynamic and highly cooperative learning behavior, in which the strength of the team and the support, advice and help of peers are well reflected. Students can control and lead problem-based learning by themselves. In the end, Maker Space will promote the connection between schools and promote cooperation projects.
In order to meet the needs of innovation and development, colleges and universities have launched entrepreneurship education one after another, connecting practical education with the needs of society, industry and innovation value. As a form in which everyone participates in innovation, Maker has become a new force from creativity to innovation in colleges and universities, creating a better atmosphere for entrepreneurship education. Tsinghua University regards "three innovations" (creativity, innovation and entrepreneurship) as an integrated perspective. Maker education has become an important connection point of "three innovations" education. Maker practice, on the one hand, is an important mode to spontaneously turn ideas into reality, and at the same time, it also creates opportunities for innovation and entrepreneurship.
3. From Entrepreneurship to Development
The early study of entrepreneurs has always been in the field of economics, and its starting point is mostly to explore the role, function and contribution of entrepreneurs to the competitive world. In recent years, due to the investment of management scholars, their perspective has gradually turned to organizing individuals and thinking about how to make effective entrepreneurial decisions and actions [12]. Put forward the concept of "entrepreneurship", making entrepreneurship a gerund, which is intended to show the course of "entrepreneurship". From a historical point of view, the result can not be the only factor to judge the success of entrepreneurship, because entrepreneurship is a continuous and interactive behavior with society. Hjorth and Steyaert[ 13] believe that entrepreneurship is essentially a "form of social creation", not only in the commercial field, but also in the whole society. Entrepreneurship is not only a seemingly grand undertaking, but also a process of making changes from daily subtle things and driving qualitative changes with quantitative changes. Entrepreneurship is also considered as a kind of "dialogue creativity", which occurs and forms in our daily life experiences, stories, plays, dialogues and performances. Gartner[ 14] believes that action creates entrepreneurs, so the study of entrepreneurship can also start with the analysis of entrepreneurs' behavior. To this end, the maker practice that pays attention to participation and process is also closely related to entrepreneurship in its internal driving force.