Page 52 - Technology and Innovation Journal - 19-1

390 FARRITOR

A good makerspace has both a physical space and students participate in makerspaces to gain access
a community. The physical space contains specialized to specialized equipment, collaborate with students
tools and equipment (e.g., 3D printers, laser cutters, with similar creative interests, and take non-degree
computer controlled embroidery machines, machin- classes.
ing centers) that allow students to create projects that This paper presents the idea that certain charac-
they are passionate about. There are many models for teristics of a makerspace can promote innovation.
governing access to the physical space, most of which The following sections describe those characteristics.
are based on a membership. Typically, membership The premise is twofold: Makerspaces can be strong
requires some safety training and a contribution to sources of innovation, and makerspaces that have
the space (e.g., membership fee, time commitment). more of the characteristics outlined below will gen-
Some makerspaces have formal training and a formal erate more innovative ideas and products.
staff to operate and maintain the space, while other
makerspaces are completely self-organized and are IMPORTANT ELEMENTS FOR INNOVATIVE
operated by members. More information is avail- MAKERSPACES
able on the functioning of makerspaces, including Two important basic elements that lead to more
for-profit makerspaces (1), makerspaces in libraries innovation in a makerspace are intrinsic motivation
(8), and university makerspaces (5,9). These inter- and unstructured activity, and these elements are
active makerspaces can also foster a community by distinct from much of the university experience for
creating other modes of interaction, such as classes students.
or activities. Being part of such a community can
expand and improve the student’s education through Intrinsic Motivation
outside-of-the-classroom experiential learning.
This article distinguishes makerspaces from Intrinsic motivation, as opposed to extrinsic moti-
traditional classroom laboratories in that students vation, refers to behavior that is driven by internal
participate in makerspaces of their own accord and rewards rather than rewards coming from another
are self-directed. Traditional classes often require source. In some ways, simply attending college
students to attend lab sessions to perform predeter- requires intrinsic motivation, as the student does
mined work, and the students are assigned grades not need to attend college. However, in reality, the
based on the outcomes of this activity. This type of day to day activities and the specific actions taken by
activity is not here considered makerspace activity. students are largely driven by external requirements
Here, activity in makerspaces is generally outside and therefore are extrinsically motivated. Homework
the traditional academic setting. In makerspaces, assignments, class times and attendance, and exams
students are self-motivated rather than motivated are requirements that aren’t generated by the student.
by grades or degree requirements. Furthermore, most degree programs have a very spe-
Campus recreational facilities are a better analogy cific list of required courses. These required courses
for describing a makerspace than traditional class- may have some flexibility, such as an engineering
room laboratories. Campus recreation is to fitness program requiring two to three humanities electives.
what a makerspace can be to creativity. Students can However, even these flexible electives often require
participate in a campus recreational facility and gain students to choose from another list of approved
access to specialized equipment (e.g., weight room, courses to fulfill the requirement. The result is that
gym, pool), collaborate with students with similar most of a student’s academic energy is focused on
interests (e.g., pick-up basketball), and take non-de- satisfying the externally imposed requirements to
gree classes (e.g., spinning classes, rock climbing obtain a degree.
classes). All of these activities are focused on enhanc- However, it has been shown that intrinsic motiva-
ing students’ fitness. Students are not required to tion is important for increased innovative thinking
participate; they only come to campus recreational (10,11). When someone originates a project and/or
centers to pursue their passions and do things they is self-motivated to solve a problem, more innovative
love. They go to improve themselves. In the same way, results are possible. Passion and excitement for the