The purpose of this paper is to focus on how the “Making as Micro-Manufacture (M2)” model, can elucidate STEM learning and self-efficacy outcomes in high-school students through the development of communities of practice in the classroom. We focus on …
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This paper proposes Micro-Manufacture (M2), a model of Making that extends its practice to include aspects of engineering concerns of production and reproducibility. A longitudinal study was conducted with six high school students engaging in the M2 …
With the increasing interest of integrating Making into formal set- tings, like public school classrooms, questions have emerged on how to sustain Making as a practice in these environments. Men- tors, who can guide students’ development of Making …
As Making moves from informal settings, such as museums and libraries to formal learning contexts, such as the classroom, questions arise with regard to the sustainability of the practice of Making. Learning in the classroom is continuous over time, …
Newcomers to digital fabrication often fail during initial attempts without mentor guidance, causing many to abandon these technologies completely due to a lack of self-efficacy and social support. In order for digital fabrication technologies to be accessible within diverse populations, including those in rural locations with access to fabrication machines but not experienced proximal mentors, proximal mentor roles may be partially emulated through interactions with online social resources. Existing online resources provide the information needed for individuals to learn many practices, but finding and utilizing online 3D printing resources is not always trivial.