25 Matching Annotations
  1. Mar 2019
    1. FERRONATO, P. FALCÃO, A. C., GIACOLINI, L. VADALIYA, P. Symbio: o protótipo de uma economia social baseada no compartilhamento de conhecimento.

  2. Nov 2017
  3. Sep 2017
    1. Mike, the most involved director, described a conscious move towards maker culture and away from "being like a closed little nerd group that requires a prerequisite of being able to program in C." Software production was frequently used as a point of contrast to the current space. Making captured a notion of productivity and openness that the previous iteration lacked. Mark described the current version of GeekSpace as "more of a makerspace ... there's a lot of physical fabrication happening." The original members, by comparison, were "more software [oriented]... specifically, hardcore infosec [information security]," harkening back to the group's roots in local 2600 meetings and professional occupations.

      Una discusión similar la hemos tenidos en HackBo. La práctica, sin embargo ha sido preservar el nombre y lididar con la ignorancia y la cultura popular frente a la connotación de hacker. Otros espacios, como La Galería, en Armenia, se han alineado desde el comienzo a esa tradición artesanal referida al trabajo con maderas en la región y han elegido la connotación más abierta de maker, desde le comienzo.

    2. Maker culture has been criticized for simply being a de-politicized version of hacker culture, naively unable to reconcile its own promises of a revolution (Morozov, 2014). While maker culture's connection with socio-economic change and hacker culture at larger is debatable, it seems more certain it comes with an attendant set of nested practices and attitudes. Lindtner and Li (2012) describe maker culture as ''technological and social practices of creative play, peer production, a commitment to open source principles, and a curiosity about the inner workings of technology" (p. 18). Chris Anderson (2012) claims that the maker movement has three characteristics: the use of digital tools for creating products, cultural norms of collaboration, and design file standards (p. 21 ). Hughes (2012) notes maker culture's emphasis on being open-source and posited that it ''ties together physical manufacturing skills with the higher end technical skills of hardware construction and software programming" (p. 3884).
    3. Compared with the contentious history of hacker culture, the history of making is comparatively unmapped. It can be most accurately described as a new craft movement (Rosner & Ryokai, 2009) that recalls relationships with materials through craft (Sennett, 2008) and hobbies (Gelber, 1999).
    1. We have framed the theme of this issue as “The Democratization of Hacking and Making” to draw attention to the relationships between action, knowledge, and power. Particularly, hacking and making are about how practices of creation and transforma-tion generate knowledge and influence institutions. These acts concentrate and distrib-ute power through publics and counterpublics. Yet, the very mutability of hacker and maker relations makes them a challenge to identify and research. Hacking and making collectives have proven capable of constituting and reconstituting themselves in physi-cal and virtual spaces. They integrate across infrastructures, collaborative systems, socio-economic divides, and international boundaries.
  4. Jul 2017
  5. Feb 2017
    1. This Armillary Sphere was made of laser cut particle board.  We debated whether we should build the model out of wood, metal, or 3D print it, but we settled on cutting it from wood.  Once we settled on a material and method of building, we then went through several different images and models to decide how to build it.  The design we went with worked best with a solid stand that would allow the meridian to rotate between the horizon.  Next, we used Adobe Illustrator to create the rings and print the cardinal directions and degrees, which was then cut or etched into the wood by the laser cutter.  The pieces were fit together, and two nails were used to allow the globe and its parts to rotate.  The Earth is a Styrofoam ball suspended by a wooden dowel.  Once the pieces were cut, it was a matter of putting them together and making sure that the zodiac was in the correct orientation.

      This is a fantastic example of what humanities students can do in a maker space.

  6. Jul 2016
    1. real world, authentic purpose

      Going back to the “projects” in the Maker Movement. Not “project-based learning” with projects set through the curriculum. But the kind of “quest” that allows for learning along the way and which may switch at a moment’s notice.

    2. the Maker Movement in schools, when fully embraced, is one such example of shifting roles in the classroom.
  7. Jun 2016
    1. ublinCore and REACH (Record Export for Art and CulturalHeritage) prefer the terms ‘creator’ and ‘maker’ to the moretraditional ‘author’ (Baca, 1998). T

      Dublin Core and Reach prefer "creator and maker" to "author"

  8. Feb 2016
    1. In Silicon Valley, this divide is often explicit: As Kate Losse has noted, coders get high salary, prestige, and stock options. The people who do community management—on which the success of many tech companies is based—get none of those. It’s unsurprising that coding has been folded into "making." Consider the instant gratification of seeing "hello, world" on the screen; it’s nearly the easiest possible way to "make" things, and certainly one where failure has a very low cost. Code is "making" because we've figured out how to package it up into discrete units and sell it, and because it is widely perceived to be done by men.
    2. It’s not, of course, that there’s anything wrong with making (although it’s not all that clear that the world needs more stuff).

      The wave of "Internet of Things" seems to be co-opted by consumerist view of the world needing more "stuff". While repairing or repurposing is kind of a second class activity, particularly in the Global North and in contrast with the Global South (see for example the gambiarra approach and critique from Brazil).

      So this maker of the new and visible seems not only informed by gender but also by race/place.

    3. Almost all the artifacts that we value as a society were made by or at the order of men. But behind every one is an invisible infrastructure of labor—primarily caregiving, in its various aspects—that is mostly performed by women.

      The main issue here is the visible versus the invisible work. Making in the "makers" movement sense is related with making the visible stuff, usually the hardware/software related one with a strong formal correlate (because stuff takes the form of programmed code or is the result of programming code, i.e 3D printing), while "soft" informal stuff, like the day to day issues of logistics about places and doings is invisible.

      The question in not solved simply by making the invisible visible, as Susan Leigh Star has pointed out (in the case of nursing, for example). It's also about leaving the invisible to be agent of important stuff without being trapped by the formalism of the visible. To give the visible and the invisible the proper weight without only trying one to become the other.

  9. Aug 2015
    1. Hands on

      This might be the most explicit link to constructivism and constructionism. Not only is it about “learn by doing”, but it’s about concrete action in the physical world. Can’t help but find it limiting and restrictive to mention “3D Printing” as the main component. After all, FabLabs got started without 3D printers and the Maker movement has a lot of stuff which has little to do with 3D Printing. But it’s hard to argue that 3D Printing haven’t attracted attention, in the past couple of years. Sexier than laser etching? As Makers often point out, there’s a lot in the movement which is really very similar to what was happening in shop class. Though the trend may sound new, it’s partly based on nostalgia. A neat aspect, though, is that much of it can happen through learners’ projects cutting across class boundaries. Sure, we’ve known about project-based learning for a while. You do a project for a class or a series of classes. But how about a personal pathway (cf. “individualism”, above) through which learners add learning experiences around a central project? Learning Circles can make that into something really neat.