Makerspace and the Library: Active Learning, Innovation, and Design 主动学习、创新和设 计：创客空间与图书馆
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On the surface, makerspace and academic libraries might seem an unlikely match. The active and seemingly chaotic environment of makerspace contrasts starkly with the stereotype of the quiet and reserved academic library. Sharing lessons learned while transforming an underutilized branch library into a vibrant hub of collaborative and problem-based learning, Colegrove explores emergent roles of makerspaces in university libraries, effecting learning, teaching, and serving the general community. Rather than an artifact of a bygone era, specific examples drawn from the DeLaMare Science & Engineering Library at the University of Nevada, Reno, demonstrate that libraries today can offer a powerful platform of transformation that crosses disciplinary and organizational boundaries. Equipped with non-traditional technology such as 3D printers and laser cutters, and staffed with personnel skilled at catalyzing active learning and engagement, discovery, innovation, and collaboration become everyday occurrences across the physical commons of the library. Rapid prototyping services and equipment enable innovation and entrepreneurship, even as a depth of learning occurs in parallel with classroom instruction. The adjunct spaces and resources of the library become intertwined with both the classroom and industry beyond the university’s walls, augmenting and amplifying the efforts of both; an explosion of learning and discovery powers innovation and entrepreneurship as the best of the academic and industrial worlds collide on the neutral common ground of the university library.
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Makerspace and the Library: Active Learning, Innovation, and Design 主动学习、创新和设 计：创客空间与图书馆
- 1. Makerspace and the Library: Active Learning, Innovation, and Design Patrick “Tod” Colegrove, Ph.D., MSLIS November 20, 2016 Shenzhen Library of Science & Technology
- 2. • scientist - astrophysics • turned entrepreneur/businessman - 15y as senior management, high-tech private industry • tenured professor and Head of DeLaMare, University of Nevada, Reno Catalyst. Change Agent. Librarian. Patrick “Tod” Colegrove, Ph.D., MSLIS
- 3. Catalyst. Change Agent. Librarian. Patrick “Tod” Colegrove, Ph.D., MSLIS • bootstrapping engagement. • fully engaged and participatory librarianship. • rapid prototyping support. active learning.
- 7. Image credit: falconproducts.com blog, Active Learning Infographic
- 8. Image credit: falconproducts.com blog, Active Learning Infographic
- 16. Photo by Tod Colegrove: http://www.flickr.com/photos/dstl_unr/
- 19. Makerspace playbook. Retrieved November 2014 from http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf
- 21. 3D printing
- 24. Anthropology 5% Art 11% Biochemistry 11% Biomedical Engineering 8% Ag, Biotech, Natural Resources 2% Chemistry 3% Business 3% Economics 3% Electrical Engineering 5% Mechanical Engineering 46% Natural Resources & Environmental Science 3%
- 29. THANK YOU. Patrick “Tod” Colegrove, Ph.D., MSLIS University of Nevada, Reno United States of America Email: pcolegrove@unr.edu Academia.edu: nevada-reno.academia.edu/TodColegrove SlideShare: www.slideshare.net/pcolegrove
- 35. Image Provided by: Nick Crowl
- 50. Makerspace and the Library: Active Learning, Innovation, and Design Patrick “Tod” Colegrove, Ph.D., MSLIS November 20, 2016 Shenzhen Library of Science & Technology
Editor's Notes
- Who I am:
- What I do:
- The University is located on the border of the Great Basin and the Sierra Nevada mountains on the western edge of the state, and is ranked in the top tier of best colleges in the United States – that means, it’s one of the top 200 universities.
- From 2009 to 2015 enrollments have grown by 24%; you’re looking at a view of the campus that highlights several of the new buildings built to accommodate that growth. The building in the center of the photograph: the Mathewson-IGT Knowledge Center, opened in 2008 – a building of over 27,400 square meters built to house the library. Note the name “knowledge center” – knowledge is something we create within ourselves, and is not contained between the pages of a book. It is something that is created when we engage: with one another, with technology, and with traditional learning materials. It is a place where the integration of formal and informal learning can happen naturally.
- For all their beauty though, by and large academic libraries are still very much focused on provisioning books and access to academic journals rather than on the creation of new knowledge. And fundamentally, knowledge creation requires conversation.
- Think of this infographic as a framework. In order for the practice of education to be effective, we need to consider the full range of learning activity. If all we’re relying on is classroom lecture, assigned readings, and homework, the best we can hope for is 50% of what we teach.
- Effective library support of learning, discovery, and outreach, requires more. How can we go beyond enabling and supporting talks & group discussions to enabling our supported communities to practice and do? Reflected in learning theory from the Constructivism of Dewey and Piaget through Papert’s Constructionism, it’s not rocket science: To better support deeper levels of learning, we need to enable opportunities for the active doing of the subject being taught. If you’re teaching physics, that support might range from simply providing whiteboards and hands-on demos to support for prototyping of experimental apparatus. If a language, opportunities for the active use and practice of the language – including study abroad in a foreign country.
- Enter makerspace.
- In 2010 I was named the Head of the DeLaMare Library – a library that can trace its roots to the very f=irst graduating class of the University. Located in the Mackay Mines building, literally one of the first campus buildings, the primary campus library for the physical sciences & engineering on campus.
- In 2014 the DeLaMare Library was named to Make magazine’s list of “Most Interesting Makerspaces in America.” Image credit: http://makezine.com/2014/07/29/most-interesting-makerspaces-in-america/
- Study carrels, seemingly pushed up against the walls by book stacks, saw relatively infrequent use.
- Where was everybody? Given the ideal location and size of the potential community, the library should have been a hotbed of learning and research activity. Maximum number of people we saw in the library was on the order of 24.
- By putting the Liquid Google Galaxy out in the open we allowed these teens who came for a visit to hang out and mess around. Interacting with each other.
- Two years later, the library was live with learning and discovery. It bears mention that the pretty building and its furnishings are not critical details. The conversation IS. In order to support the creation of knowledge, the conversation is critical path. After all…
- Prototype/test: 4 rolling whiteboards – off to a good start. New problems identified: - cost of scaling - “you can run out of whiteboard space, but you can never have enough.”
- Enter whiteboard paint. Used in conjunction with furniture scavenged from campus and county surplus, ad-hoc collaborative areas were created throughout. At this point, in a library of over 2,000 square meters floorspace, there’s nearly 1,900 square meters of whiteboard space.
- The creation of ad-hoc collaboration areas throughout the library enabled the raw creation of knowledge on a far deeper level than the library had seen previously.
- The library started offering novel services; when approached by students and faculty early on as to whether the library would consider supporting a 3D printing and scanning service, we re-engaged the design process: Problem identified: students and faculty needed to be able 3D print – visualize in a very real way – chemical molecules they were studying. I reached out to students and faculty from other disciplines in an attempt to empathize and define the problem. Was there a need? Engineers spoke of a need for prototyping everything from gears and “robot parts” to cases and topographic maps; others talked of a need to prototype lab equipment, both for use in the lab and as a preliminary to manufacturing. Although other 3D printing capacity existed on campus, it was behind locked researcher doors. Ideation: what would the service look like? In what materials would it print? What were the needs of the community? Image credit: http://lj.libraryjournal.com/2012/08/academic-libraries/u-nevada-library-offers-3d-printing-across-the-board/#_
- With a launch in early-mid 2012, DeLaMare Library was the first academic library in the United States to offer 3D printing and scanning as a library service. Examples here include the protein snippet responsible for making jellyfish glow – something that labs around the world have grafted into life forms ranging from plants to earthworms and rabbits. Self-directed learning at its finest, the Master’s student pictured in the center was so curious that he taught himself – using library resources – how to create a 3D printable model from the protein database file of the protein.
- Since 2012, the printing service has been operating essentially non-stop, printing an average of 5,000-7,000 pieces a year. Informed by the ongoing iteration of design, the service has expanded to include five different printers/types; note the cross-disciplinary use of the service.
- In tandem with the development of 3D printing services, the library also began developing support in terms of 3D scanning and modelling services. Pictured here, Engineering Librarian Tara Radniecki is demonstrating the use of 3D scanners that can be checked out of the library in support of field work.
- Once captured digitally, real-world objects can be modified and remixed in software to produce entirely new creations. Pictured is a partial capture from the demo in the previous screen.
- Image credit: https://commons.wikimedia.org/wiki/File:Honeycrisp-Apple.jpg
- Reverse engineering…
- 2D literacies acquired with the vinyl cutter apply directly to working with the laser cutter – going from 2D to 2-1/2D. Note that laser cutters are just another type of printer in the library. Seen here cutting pieces from a sheet of plywood.
- A common use of the laser cutter is in support of student coursework: consider the depth of learning encouraged in a Statics course when the instructor incorporates a challenge for students to build a physical model of a truss bridge out of balsa wood – that needs to hold at least 100 kg. Students often leverage the ability to precision cut their designs using the laser cutter. Pictured here are students collaboratively working on exactly such a project – and I’ve seen designs that have held as much as 900 kg; the kind of depth of learning we want to see.
- This type of deep learning is on top of – not in place of – traditional methods: note the associated theoretical calculations for the truss bridge being done with paper and pencil.
- Similarly, first year engineering students are required to build autonomous robotic hovercraft driven by LEGO Mindstorms; pictured here is a student team working on their design with parts recently laser cut from a sheet of Styrofoam using the laser cutter.
- Phew! In support, the library has steadily grown its collection of lendable technology. Items recently available as lendable technology collection have ranged from Google Glass…
- Oculus Rift and HTC Vive development kits…
- Essentially, the same stuff that’s inside your smartphone/favorite gadget – only here, you can access and play with the pieces.
- Even “traditional” ICT are critical-path when it comes to encouraging/engaging members of the supported communities to engage and “do” – over the past few years, the library has hosted on the order of a dozen hackathons. For example a few weeks ago we hosted three hackathons at once in the library – something on the order of 150 individuals from disciplines that ranged from Computer Sciences to Journalism engaged with members from the public to create real-world applications over the compressed timeframe of 24-36 hours. Think they learned anything that they wouldn’t have learned in a classroom?
- A hybrid of support: electronics coupled with 3D printing, a computer sciences student who 3D printed the structure of an android arm, with servos operated by the robot through the circuit prototype on the breadboard held in his right hand. Story about Will and library tech as gateway into his career.
- Bringing us to the need for a printed circuit board printer: a CNC mill that “prints” up to a 6-layer circuit board by removing the copper and layers from a blank board. Consider the depth of learning that access to such technology enables, particularly in disciplines such as engineering and the sciences!
- We provide 3D printing and scanning services in the library for the same reasons we provide traditional ICT: it is critical-path for knowledge creation. It’s as common for students to engage around a computer workstation as it is a whiteboard in the library. Following a similar model, we expanded the availability of technology throughout the library
- Even “traditional” ICT are critical-path when it comes to encouraging/engaging members of the supported communities to engage and “do” – over the past few years, the library has hosted on the order of a dozen hackathons. For example a few weeks ago we hosted three hackathons at once in the library – something on the order of 150 individuals from disciplines that ranged from Computer Sciences to Journalism engaged with members from the public to create real-world applications over the compressed timeframe of 24-36 hours. Think they learned anything that they wouldn’t have learned in a classroom?
- Enter makerspace.
- One such product: InfinitByte : Fast, Waterproof And Rugged Highest Capacity Flash Drive http://www.geeky-gadgets.com/infinitbyte-fast-waterproof-and-rugged-highest-capacity-flash-drive-02-04-2015/
- One such product: InfinitByte : Fast, Waterproof And Rugged Highest Capacity Flash Drive http://www.geeky-gadgets.com/infinitbyte-fast-waterproof-and-rugged-highest-capacity-flash-drive-02-04-2015/
- Or other examples with students collaborating directly with individuals from the greater community…
- Marry a stethoscope with a holder for your Apple earbuds/microphone, with a supporting application… and you have the hummingdoc. Expectant parents can listen to/record the sounds of their baby’s heartbeat; aging parents can share their lung and heartbeat sounds in real time with remote medical professionals, or concerned family members. A real-world product.
- Similarly, the FLEXROUTE cable guide – designed and prototyped (rapid prototyping, 3D printing in ABS plastic) with support of students of the library
- By all accounts, the product is a great success. And the students are learning things on a deeper level than they ever could in the classroom.