The document discusses the evolution of designers and makers in relation to emerging digital manufacturing technologies. It conducted a national survey of 245 Italian makers, designers, and makerspace managers. The survey found that most participants engage in personal fabrication projects and value collaboration. However, there are still few formal connections between makerspaces and design schools. The document concludes that design education and facilities may need to change to better integrate with makerspaces and reflect the shift to more open, collaborative, and multidisciplinary making practices.

1. DESIGNING AND MAKING: WHAT COULD CHANGE
IN DESIGN SCHOOLS. A FIRST SYSTEMIC
OVERVIEW OF MAKERS IN ITALY AND THEIR
EDUCATIONAL CONTEXTS
CUMULUS Conference | Politecnico di Milano | Bovisa Campus | 4th June 2015
MASSIMO MENICHINELLI
MASSIMO BIANCHINI
ALESSANDRA CAROSI
STEFANO MAFFEI

2. CONTEXT

3. CONTEXT
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An emerging socio-technical paradigm
characterized by new forms of advanced, open and
distributed manufacturing. Democratization of
fabrication devices linked to an increasing
abundance of low cost (free) design resources, the
appearance of indie online marketplaces and new
social forms of micro-financing innovative projects
(crowdfunding) show the rise of new ways of
learning by doing (e.g. making, tinkering, hacking,
fabbing).

4. o the change in the occupational field of design à design is
becoming a mass profession (Branzi, 2010);
o the transformation of production and distribution
activitiesà open&distributed digital manufacturing
technologies and personal fabrication services (Lipson and
Kurman, 2013);
o the change in the design approachàpro-amateur
phenomenon and the democratization of technologies lead
to the openness of the designer profile: everyone could
potentially act as a designer.
A NEW LANDSCAPE FOR EMERGING DESIGN AND
PRODUCTION PRACTICES
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Branzi, A. (2010). Ritratti e autoritratti di design. Venezia: Marsilio.
Lipson, H., & Kurman, M. (2013). Fabricated: e New World of 3D Printing (1 ed). Indianapolis, Indiana:
Wiley

5. Explore the evolution of designers and makers and
their educational models in relation to:
o places (virtual/real)
o educational activities (virtual/real)
o technologies
o the modification of designers’ profile in terms of
skills and capabilities
OBJECTIVES
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6. MAKERS’ INQUIRY

7. 1. Makers as advanced design users and design
innovators;
2. Designers-producers as self-producers, designer-
crasmen and designer-entrepreneurs;
3. Makerspace managers as product manager and
design facilitators.
A NATIONAL SURVEY ON MAKING AND MAKERS: THE
MAKERS’ INQUIRY (July-October 2014)
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8. We collected 245 answers (134 answered to more than
30 questions over 60: this is the sample considered)
1. Makers 29,4%;
2. Designers-producers 48,5%;
3. Makerspace managers 21,6%.
THE MAKERS’ INQUIRY SAMPLE
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9. PROFILE: AGE
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AGE
PEOPLE

10. PROFILE: IS MAKING YOUR MAIN ACTIVITY?
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PEOPLE

11. PROFILE: WHICH IS YOUR MAIN ACTIVITY?
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PEOPLE
TYPEOFACTIVITY

12. COMMUNITY: WHICH AMONG THE FOLLOWING
KEYWORDS DO YOU ASSOCIATE TO MAKING?
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PEOPLE

13. COMMUNITY: HOW MUCH IMPORTANT
COLLABORATION AND SHARING ARE COMPARED TO?
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PEOPLE

14. COMMUNITY: DO YOU WORK IN A LABORATORY/
FABRICATION SPACE?
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TYPEOFATTENDANCE
PEOPLE

15. SPACES: WHERE DO YOU CARRY OUT YOUR MAKING
ACTIVITY?
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PLACES
PEOPLE

16. COMPETENCES: WHICH IS YOUR LEVEL OF
TECHNICAL/TECHNOLOGICAL COMPETENCES?
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COMPETENCES
PEOPLE

17. COMPETENCES: HOW DID YOU ACQUIRE THOSE
COMPETENCES?
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COMPETENCES
PEOPLE

18. COMPETENCES: WHICH IS YOUR EDUCATION LEVEL?
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PEOPLE
EDUCATIONDEGREE

19. APPROACH: WHAT IS YOUR APPROACH TO DESIGN?
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PEOPLE

20. SPACES: WHICH ELEMENTS ARE PART OF YOUR
SERVICE OFFER?
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PEOPLE

21. SPACES: WHICH KIND OF TRAINING DO YOU OFFER?
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PEOPLE

22. REPORT
(2015)
Download:
WWW.MAKERSINQUIRY.ORG
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23. CONCLUSIONS

24. e emergence of designers-producers opens two
main issues for design education:
1. change of design educational activities
2. change of design and making facilities where
these activities take place.
CONCLUSIONS
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25. CONCLUSION#1: Change of design education #A
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o Design schools could be considered as an
integrated part of an emerging production system
that combines new and traditional design and
production entities, different actors, skills and
capabilities
o e link between schools/universities and local/
global makers communities can enable new kind
of design educational activities ‘without
borders’ (e.g. Fab Academy).

26. CONCLUSION#1: Change of design education #B
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o Strong interest in sharing, collaboration and
openness (to a lower level): most of activities
consist of personal fabrication (DIY), but with
important aspects of collaboration (DIWO).
o e issues of sharing, collaboration and openness
could be therefore still emerging and relevant in
order to better coordinate activities within
makerspaces and/or schools and universities.

27. e Design schools + makerspaces / Fab Labs
connection may also facilitate an evolutionary leap
from multidisciplinarity (currently guaranteed by
makerspaces) to multispecialization in terms of
combination among design, maker practice, technology
and science.
CONCLUSION#1: Change of design education #C
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28. o Design schools and universities as ‘Factories of
the Future’ when connected to makerspaces and
Fab Labs.
o Becoming then enabling educational
environments for policy, organizational,
economic, cultural and political dimensions.
CONCLUSION#2: Change of design facilities #A
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29. 3229/
Few connections at the moment: an analysis
conducted on the 185 Schools and Universities of
Cumulus Network shows a lack of presence of
makerspaces. Only 12 makerspaces over 185 schools
and universities were identified (Bianchini, Bolzan,
Maffei, 2014).
Bianchini, M., Bolzan, P., & Maffei, S. (2014). (re)Designing Design Labs. Processes and places for a new
generation of Designers=Enterprises. Presented at the Nord Design 2014, Espoo, Finland / Melbourne,
Australia. Retrieved from http://www.academia.edu/8629200/
_re_Designing_Design_Labs._Processes_and_places_for_a_new_generation_of_Designers_Enterprises
CONCLUSION#2: Change of design education #B

30. 1. Research the implementation of
connections among makerspaces / Fab Labs
with Design schools
2. Research the impact of this connection on
educational activities, organizations and
places
3. Replicate the survey periodically, as well as
in other countries
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Further research

31. 3231/
Tomorrow @ Cumulus Milan 2015
http://bit.ly/1Jc8B9D

32. THANKS.
http://www.makersinquiry.org
MASSIMO MENICHINELLI | Aalto University / Fondazione Make in Italy CDB massimo.menichinelli@aalto.fi
MASSIMO BIANCHINI | Dipartimento di Design, Politecnico di Milano massimo.bianchini@polimi.it
ALESSANDRA CAROSI | Dipartimento di Design, Politecnico di Milano alessandra.carosi@mail.polimi.it
STEFANO MAFFEI | Dipartimento di Design, Politecnico di Milano stefano.maffei@polimi.it