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This research aims to initiate an empirical understanding of the experience of primary school pupils participating in ‘Tinkering’ activities. Specifically, it investigates the opportunities for pupils to encounter and acknowledge aspects of the nature of science (NOS). Tinkering is here defined as an approach to inquiry-based learning (IBL) that offers a playful, pupil-led, hands-on approach to investigation and construction, with wide walls, high ceiling, and a low threshold to entry. After investigation into alternative approaches, this study uses the consensus view of NOS as the base for its inquiry and analysis. This thesis takes the first steps towards addressing the central research question – ‘Do primary pupils encounter aspects of NOS through engagement in the process of Tinkering? If so, how?’ – by analysing case study data (nine overlapping but separate sources of video, audio, photo, field notes) collected as participant researcher during 18 units of in-school ‘Scientist-in-Residence’ (SiR) workshops (174 participants) and during pupils’ subsequent reflections on those workshops. Each workshop was an iteration of the same ‘Marble Machines’ activity wherein participants are challenged to create a marble run on pegboards from non-customised materials. Rounds of thematic analysis began with an inductive lens drawn from the literature and shifted to deductive coding to capture the full range of NOS-related encounters. Recursive analysis resulted in the refinement of the full data corpus to a data set of three workshops (one from each year: Y3, Y4, Y5) and the eventual refinement of 46 operationally defined primary pupil ‘encounters’ with NOS, and the Primary Pupil NOS Framework. The findings indicate opportunities for facilitating NOS learning in Tinkering. The study also suggests that pupil acknowledgement of NOS requires facilitated reflection. This dissertation proposes an explicit-reflective contextualisation approach to facilitation for NOS learning in Tinkering. It is hoped that this research will support Tinkering’s deployment in formal learning environments, given its potential as a platform for NOS learning, and thus contribute to an increase in the epistemologically-critical learning of NOS by primary pupils.

This paper offers a rationale for the typefaces chosen for the publication Technologies of Romance: Part II written by Paul O’Kane and celebrated at a symposium held at the Science Museum in November 2018. In setting out this rationale the paper broadens its considerations to reflect on the extent to which typefaces might in themselves usefully be considered as technologies of Romance. It locates the practice of noting in print the typeface used in a given publication both historically and within contemporary practice. The recording of the decisions informing the making of a book starts to hint at the nature of the book itself as a technology, and allows for some discussion of the values of ‘making’ books within both past and present contexts of production, including the challenge of digital readers. Elaboration on the decisions concerning the use of a given typeface for a publication then opens out a discussion of the intention behind selection, and both the functional and emotional ambitions of the typeface choice. The associative aims informing selection of a typeface are explored against an understanding of the associative embedding of meaning within aspects of the terminology of typefaces, as well as the scripts they represent and their designed forms. The paper explores for example the imperial associations embedded in the character shapes of the basic letterforms, as well as the technological implications of the terms such as uppercase and lowercase and the problematic colonial implications of the term ‘Latin’ to describe the script in question. In considering the archival possibilities of typefaces as technologies the paper concludes by reflecting on examples of digital typeface design practice, which have actively sought to re-imagine a previous era of letterpress typesetting technology and the possibilities for investigating ongoing Romantic ideals within this very particular and highly specialised design discipline.

ConCave Ph.D. Symposium 2022 Proceedings, April 7-8, 2022. Georgia Institute of Technology, Atlanta, Georgia., Situated at the nexus of the environments of architectural design and architectural construction, this paper explores the relationship architects have with the building site. An architect’s primary output is the drawing, but in order to become an “expressive instruction” during its use at the building site, architectural drawings are augmented and/or subverted via a connected system of control, communication(s) and fuzzy logic during the translation to construction. The paper will therefore answer the question: How does an Architect adopt notions of control, communication and fuzzy logic during the construction of an architectural project? Three historical examples are used as vehicles to probe the meanings of control, communication and fuzzy logic in architectural production.

While children are curious and interested in science and technology, this interest declines with 12 to 13 years (Archer et al. 2013; Bundesministerium für Bildung und Forschung 2019; Trotman 2017). Moreover, the gap between boys and girls and children from low versus high socio-economic background concerning their interest, motivation and self-concept in STEM (science, technology, engineering and mathematics) is widening (Sadler et al. 2012; Brotman und Moore 2008) and the likelihood of choosing a STEM related career is declining. Low interest and motivation in turn are associated with lower competencies (Organisation for Economic Cooperation and Development (OECD) 2006). This trend is highly problematic, since STEM-related competencies, such as programming, are not only relevant for the economy of a country, but also for the individual and society (Kultusministerkonferenz 2009). Therefore, research on fostering STEM-related motivation and interest is necessary. Maker activities, which include for example using 3D-printers, laser cutters or CNC milling machines for creating individual artefacts, have an enormous potential to introduce children and youths to STEM outside school and to nurture their motivation (Smolarczyk und Kröner 2021). These Making activitites can be pursued in so-called Fab Labs which are open workshops with a mission to provide the general public with access to digital manufacturing technologies (Gershenfeld 2005). In this context, it is not known, under which circumstances especially underrepresented children and youths are interested to engage in Making (in the long run). Thus, this study aims at eliciting the beliefs and determinants of participation in recreational making activities of children and adolescents with special regard to gender and SES. For this, the Theory of Planned Behavior (TPB; Ajzen 1991) is especially suitable because it includes person- as well as environment-related aspects. The beliefs and determinants for recreational making related activities will be elicited using a semi-structured interview following the TPB (Francis et al. 2004). Since the age of 12 to 13 is crucial for maintaining interest in STEM, N = 30 youths will be interviewed. They will be chosen following a sampling plan. The interviews will be transcribed and evaluated using a qualitative content analysis (Mayring 2022). Implications for recreational making-related activities will be discussed.

The Maker Movement is a community of hobbyists, tinkerers, engineers, hackers, and artists who creatively design and build projects for both playful and useful ends. There is growing interest among educators in bringing making into K-12 education to enhance opportunities to engage in the practices of engineering, specifically, and STEM more broadly. This article describes three elements of the Maker Movement, and associated research needs, necessary to understand its promise for education: 1) digital tools, including rapid prototyping tools and low-cost microcontroller platforms, that characterize many making projects; 2) community infrastructure, including online resources and in-person spaces and events; and 3) the maker mindset, aesthetic principles, and habits of mind that are commonplace within the community. It further outlines how the practices of making align with research on beneficial learning environments.

Considérées comme informelles du point de vue occidental, les cabanes du Nunavik marquent l’évolution d’un mode de vie hérité de la tradition inuit et révèlent un savoir-faire riche de solutions face à la crise du logement des communautés. Composées d’objets et de matériaux pour la plupart recyclés, détournés ou acquis aléatoirement, ces cabanes se déploient ingénieusement au coeur de la toundra d’une manière aussi admirable qu’est la résilience de leurs bâtisseurs. À l’égard de l’architecture, deux questions se posent : comment sont construites ces cabanes et comment une meilleure connaissance de leur composition pourrait-elle enrichir une vision partagée de l’architecture nordique ? La rencontre avec des auto-constructeurs locaux et l’observation in situ de cabanes le long du fjord de Salluit (Nunavik), en août 2018, suggèrent une réponse tangible abordant à la fois les processus conceptuels et constructifs des cabanes. Formulé tel un retour réflexif sur ces rencontres et ces observations, cet article propose une lecture des cabanes toundriques par une « déconstruction graphique » de leurs composantes. En étudiant chacun des éléments couche après couche, ce procédé ouvre les perspectives d’une compréhension détaillée des modes de fabrication, d’occupation et de transformation des cabanes. L’étude propose enfin une catégorisation des divers types de cabanes repérées dans le fjord de Salluit. Par leurs caractéristiques respectives, ces types traduisent les variantes d’une relation au territoire toujours centrale dans la culture des Nunavimmiut., Considered informal from a western perspective, Nunavik’s cabins mark the evolution of a way of life inherited from Inuit tradition and reveal a know-how rich in solutions to the communities’ housing crisis. Composed of objects and materials that are mostly recycled, diverted or acquired randomly, these cabins are ingeniously deployed on the tundra in a way that is as admirable as the resilience of their builders. In terms of architecture, two questions stand out: how are these cabins built and how could a better understanding of their composition enrich a shared vision of northern architecture? The meeting with local self-builders and the in situ observations of cabins along the Salluit Fjord (Nunavik) in August 2018 suggest a tangible response addressing both the conceptual and constructive processes of the cabins. Formulated as a reflexive feedback on these encounters and observations, this article proposes a reading of the tundra cabins through a “graphic deconstruction” of their components. By studying each of the elements layer by layer, this process opens the perspectives of a detailed understanding of the making, the occupation and the transformation of the cabins. Finally, the study proposes a categorization of the various types of cabins found in the Salluit fjord. By their respective characteristics, these types reflect the variations of a relationship to the land that is still key to the culture of Nunavimmiut.

The article shows the main trends in the development of natural education worldwide. Methodical features of teaching natural subjects in the conditions of the New Ukrainian School are revealed. Emphasis is placed on the availability of various model curricula of integrated courses, i.e., «Natural Sciences,» «Knowing Nature,» and «Environment.» The necessity of teacher training for work in the New Ukrainian School is substantiated. The relevance of the specialty 014.15Secondary education (Natural Sciences) in higher education institutions is confirmed. Educational training programs for future teachers of natural sciences, physics, chemistry, and biology are analyzed. The main methodological guidelines in the teaching of natural sciences are outlined: implementation of an integrative approach to the content of courses through the introduction of special integrated courses in the field of natural sciences, using integrated tasks (physics + chemistry + biology + geography), conducting integrated lessons and extracurricular activities; the use of competence-oriented tasks that model standard or non-standard life and professional situations and require students to independently engage in cognitive activities, as well as personal qualities that determine readiness for such activities; implementation of educational projects; implementation of a research approach using methods similar to the scientific activity of a scientist (observation, experiment, formulation of a hypothesis, substantiation of a theory, processing of data, formulation of conclusions, design of subsequent studies); use of elements of STEM education, in particular, making; application of various digital computer technologies, equipment of specialized offices with multimedia projectors, interactive whiteboards, tablets, etc.; formative assessment of students’ knowledge. Each of these guidelines is described in detail. Thus the essence of integrative and research approaches is revealed, the peculiarities of competence-oriented tasks and formative assessment are clarified, digital resources of natural sciences are indicated, and STEM education in general and one of its directions is characterized. Nowadays, significant changes are taking place in school science education due to the implementation of the conceptual provisions of the New Ukrainian School. All in all, it is crucial to prepare future science teachers for the introduction of new integrated courses in the field of science education. The mentioned issues can be systematically considered during the study of the educational discipline «Methodology of Teaching Integrated Courses in Natural Sciences.», У статті досліджено провідні тенденції розвитку природничої освіти в світі. Розкрито методичні особливості навчання природничих предметів в умовах Нової української школи. Акцентовано на наявності різних модельних навчальних програм інтегрованих курсів природничої освітньої галузі: «Природничі науки», «Пізнаємо природу», «Довкілля». Обґрунтовано необхідність спеціальної підготовки вчителів природничих наук до роботи в Новій українській школі. Підтверджено актуальність спеціальності 014.15Середня освіта (Природничі науки) в закладах вищої освіти. Проаналізовано освітні програми підготовки майбутніх учителів природничих наук, фізики, хімії, біології. Окреслено основні методичні орієнтири у навчанні природничих наук: реалізація інтегративного підходу до змісту курсів шляхом упровадження спеціальних інтегрованих курсів природничої освітньої галузі, використанням інтегрованих завдань (фізика + хімія + біологія + географія), проведенням інтегрованих уроків та позакласних заходів; застосування компетентнісно зорієнтованих завдань які моделюють стандартні або нестандартні життєві та професійні ситуації й вимагають від учнів самостійної пізнавальної діяльності, а також особистісних якостей, що зумовлюють готовність до такої діяльності; виконання навчальних проєктів; реалізація дослідницького підходу з використанням методів, аналогічних науковій діяльності вченого (спостереження, експеримент, формулювання гіпотези, обґрунтування теорії, обробка даних, формулювання висновків, проєктування наступних досліджень); елементів STEM-освіти, зокрема мейкерства; застосування різноманітних цифрових технологій комп’ютерних технологій, обладнання спеціалізованих кабінетів мультимедійними проєкторами, інтерактивними дошками, планшетами тощо; формувальне оцінювання знань учнів. Детально схарактеризовано кожен із цих орієнтирів, розкрито сутність інтегративного та дослідницького підходів, з’ясовано особливості компетентнісно зорієнтованих завдань та формувального оцінювання та цифрові ресурси навчання природничих наук, схарактеризовано STEM-освіту загалом та один з її напрямів – мейкерство. Сьогодні в шкільній природничій освіті відбуваються суттєві зміни, зумовлені реалізацією концептуальних положень Нової української школи; з огляду на це важливою визначено підготовку майбутніх учителів природничих наук до впровадження нових інтегрованих курсів природничої освітньої галузі. Методичними орієнтирами навчання природничих наук в сучасній школі окреслено такі: реалізацію інтегративного підходу до змісту курсів; використання компетентнісно зорієнтованих завдань; виконання навчальних проєктів; впровадження дослідницького навчання; використання елементів STEM-освіти, зокрема мейкерства; застосування різноманітних цифрових технологій; формувальне оцінювання знань учнів. Названі питання можливо системно розглянути під час вивчення навчальної дисципліни «Методика навчання інтегрованих курсів з природничих наук».

At a time of widespread concern over the decline of art teaching in schools, this article considers the findings of a practitioner led action research project exploring the potential of art museum and artist‐led CPD (Continued Professional Development) programmes to develop primary teacher knowledge, skills and confidence teaching in art and design. The project involved 68 teachers from over 40 primary schools who were introduced to a Renaissance painting of Cupid and Psyche in a series of training sessions at the museum in early 2019. Schools were then invited to submit art work to an end‐of‐project exhibition which opened in December. Over the course of the year, more than 500 children aged between 4 and 11 visited the museum to look at the painting and more than 3,800 studied it at school using specially created digital learning resources. We draw on survey and email feedback, interviews, blog posts, photographs and artwork collected during the project to discuss how the project provided expert training about art objects, materials and processes and brought teachers together to transform practice and extend pupil outcomes. We also consider how a constructivist pedagogy might encourage more participatory, open ended and playful approaches to teaching art and design to stimulate careful looking, deep thinking, and experimentation with materials and techniques. The article concludes with a discussion of the potential of communities of practice to bring together artists, teachers and art museum professionals to support the development of visual literacy and creativity in children and young people.

Makerspaces are places for construction and creative expression using tools such as 3D printers, laser cutters, and sewing machines. In this study, we investigate how makers obtain information for their makerspace projects. The study focuses on four sources of information: people, documents, experimentation, and prior knowledge. On the basis of interviews with thirteen makers, we analyze their use of these information sources in relation to different knowledge areas, creative-process stages, and relevance criteria. Our main findings are that (1) experimentation is a prime source of information, (2) ease and pleasure are the dominant relevance criteria, (3) process and situation receive little attention, and (4) information sources vary across process stages. Specifically, experimentation is the dominant information source during the construction stage. In addition, the relevance criteria show that the makers turn to people because it is pleasurable, to documents because it is easy, and to experimentation because it results in quality products. These results emphasize the importance of experimentation and suggest that it warrants closer attention in studies of the information behavior of makers and, more broadly, creative professionals. Makerspaces are places for construction and creative expression using tools such as 3D printers, laser cutters, and sewing machines. In this study, we investigate how makers obtain information for their makerspace projects. The study focuses on four sources of information: people, documents, experimentation, and prior knowledge. On the basis of interviews with 13 makers, we analyze their use of these information sources in relation to different knowledge areas, creative-process stages, and relevance criteria. Our main findings are that (a) experimentation is a prime source of information, (b) ease and pleasure are the dominant relevance criteria, (c) process and situation receive little attention, and (d) information sources vary across process stages. Specifically, experimentation is the dominant information source during the construction stage. In addition, the relevance criteria show that the makers turn to people because it is pleasurable, to documents because it is easy, and to experimentation because it results in quality products. These results emphasize the importance of experimentation and suggest that it warrants closer attention in studies of the information behavior of makers and, more broadly, creative professionals.

Numerous studies have examined the neural substrates of intertemporal decision‐making, but few have systematically investigated separate neural representations of the two attributes of future rewards (i.e., the amount of the reward and the delay time). More importantly, no study has used the novel analytical method of representational connectivity analysis (RCA) to map the two dimensions' functional brain networks at the level of multivariate neural representations. This study independently manipulated the amount and delay time of rewards during an intertemporal decision task. Both univariate and multivariate pattern analyses showed that brain activity in the dorsomedial prefrontal cortex (DMPFC) and lateral frontal pole cortex (LFPC) was modulated by the amount of rewards, whereas brain activity in the DMPFC and dorsolateral prefrontal cortex (DLPFC) was modulated by the length of delay. Moreover, representational similarity analysis (RSA) revealed that even for the regions of the DMPFC that overlapped between the two dimensions, they manifested distinct neural activity patterns. In terms of individual differences, those with large delay discounting rates (k) showed greater DMPFC and LFPC activity as the amount of rewards increased but showed lower DMPFC and DLPFC activity as the delay time increased. Lastly, RCA suggested that the topological metrics (i.e., global and local efficiency) of the functional connectome subserving the delay time dimension inversely predicted individual discounting rate. These findings provide novel insights into neural representations of the two attributes in intertemporal decisions, and offer a new approach to construct task‐based functional brain networks whose topological properties are related to impulsivity., DMPFC represented both amount and delay‐time with distinct activation patterns. RCA‐based amount‐related and time‐related networks topological properties can predict k.

We report the nationwide experience with solid organ transplant (SOT) and hematopoietic stem cell transplant (HSCT) recipients diagnosed with coronavirus disease 2019 (COVID-19) in Spain until 13 July 2020. We compiled information for 778 (423 kidney, 113 HSCT, 110 liver, 69 heart, 54 lung, 8 pancreas, 1 multivisceral) recipients. Median age at diagnosis was 61 years (interquartile range [IQR]: 52-70), and 66% were male. The incidence of COVID-19 in SOT recipients was two-fold higher compared to the Spanish general population. The median interval from transplantation was 59 months (IQR: 18-131). Infection was hospital-acquired in 13% of cases. No donor-derived COVID-19 was suspected. Most patients (89%) were admitted to the hospital. Therapies included hydroxychloroquine (84%), azithromycin (53%), protease inhibitors (37%), and interferon-beta (5%), whereas immunomodulation was based on corticosteroids (41%) and tocilizumab (21%). Adjustment of immunosuppression was performed in 85% of patients. At the time of analysis, complete follow-up was available from 652 patients. Acute respiratory distress syndrome occurred in 35% of patients. Ultimately, 174 (27%) patients died. In univariate analysis, risk factors for death were lung transplantation (odds ratio [OR]: 2.5; 95% CI: 1.4-4.6), age >60 years (OR: 3.7; 95% CI: 2.5-5.5), and hospital-acquired COVID-19 (OR: 3.0; 95% CI: 1.9-4.9).

Building and programming tiny battery-free energy harvesting embedded computer systems is hard for the average maker because of the lack of tools, hard to comprehend programming models, and frequent power failures. With the high ecologic cost of equipping the next trillion embedded devices with batteries, it is critical to equip the makers, hobbyists, and novice embedded systems programmers with easy-to-use tools supporting battery-free energy harvesting application development. This way, makers can create untethered embedded systems that are not plugged into the wall, the desktop, or even a battery, providing numerous new applications and allowing for a more sustainable vision of ubiquitous computing. In this paper, we present BFree, a system that makes it possible for makers, hobbyists, and novice embedded programmers to develop battery-free applications using Python programming language and widely available hobbyist maker platforms. BFree provides energy harvesting hardware and a power failure resilient version of Python, with durable libraries that enable common coding practice and off the shelf sensors. We develop demonstration applications, benchmark BFree against battery-powered approaches, and evaluate our system in a user study. This work enables makers to engage with a future of ubiquitous computing that is useful, long-term, and environmentally responsible.

Philosophers have predominantly regarded morality and aesthetics judgments as fundamentally different. However, whether this claim is empirically founded has remained unclear. In a novel task, we measured brain activity of participants judging the aesthetic beauty of artwork or the moral goodness of actions depicted. To control for the content of judgments, participants assessed the age of the artworks and the speed of depicted actions. Univariate analyses revealed whole-brain corrected, content-controlled common activation for aesthetics and morality judgments in frontopolar, dorsomedial and ventrolateral prefrontal cortex. Temporoparietal cortex showed activation specific for morality judgments, occipital cortex for aesthetics judgments. Multivariate analyses revealed both common and distinct whole-brain corrected representations for morality and aesthetics judgments in temporoparietal and prefrontal regions. Overall, neural commonalities are more pronounced than predominant philosophical views would predict. They are compatible with minority accounts that stress commonalities between aesthetics and morality judgments, such as sentimentalism and a valuation framework.

What we design and how it is made are intimately connected. The need to make modular components is a consequence of construction methodology and disposition in production and manufacturing. With the prevalence of digital modelling, designers and architects use modularity not only as design strategy but also to explore new aesthetics. This article examines design and architectural projects that prioritise geometrical and dimensional constraints at different scales, to highlight modular systems as essential areas of research. Here, Material Architecture Lab put together a series of speculative designs that investigate modular components and spatial configurations to accompany the written component. This article scans through a selection of discourses around modularity in architecture to contextualise, question and challenge the innovative potential of modular systems. By engaging with modular design of various types and materials, our aim is to articulate the value attached to a bottom-up design research, from digital modelling to fabrication processes.

This research aimed to create and utilize video-based learning media on motor control course and also to determine whether the video-based learning media on motor control course is effective or not. The making of the video-based learning media using several stages, namely, literature study, analysis needs, product planning, product making, instrument making feasibility and feasibility studies that are conducted by the experts, media specialists and students in order to determine the feasibility of the media created. Furthermore, to test the effectiveness of video-based learning media on motor control course, students are given the post-test questions that the validity and reliability have previously been tested by using an experimental model. The results of the feasibility test got a score > 80%, subject experts got a score of 94.23%, media experts 91,66%, and students 86.13%. The results of the feasibility test obtained, video-based learning media on motor control course is said to be very good and fit for use as a media of learning. The average value of students post test using a video-based learning media is 83, while students who do not use a video-based learning media have an average of 80.56. These data showed that value of post test results of motor control course that uses video-based learning media is higher than value of post test results that does not use a video-based learning media. The difference in post test results show that a video-based learning media on motor control course is an effective media of learning. Abstrak Penelitian ini bertujuan untuk membuat dan memanfaatkan media pembelajaran berbasis video mata kuliah pengaturan motor untuk mengetahui apakah media pembelajaran berbasis video ini efektif atau tidak. Pembuatan media pembelajaran berbasis video ini menggunakan beberapa tahapan yaitu, studi literatur, analisis kebutuhan, perencanaan produk, pembuatan produk, pembuatan instrumen uji kelayakan dan uji kelayakan yang dilakukan oleh ahli materi, ahli media dan mahasiswa guna mengetahui kelayakan media yang dibuat. Selanjutnya untuk menguji keefektifan dari media pembelajaran berbasis video mata kuliah pengaturan motor, mahasiswa diberikan soal post test yang sebelumnya sudah di uji validitas dan reabilitasnya dengan menggunakan model eksperimen. Hasil uji kelayakan mendapatkan skor >80% yaitu ahli materi mendapat skor sebesar 94,23%, ahli media 91,66%, dan mahasiswa 86,13%. Dari hasil tersebut, media pembelajaran berbasis video mata kuliah pengaturan motor sangat baik dan layak digunakan sebagai media pembelajaran. Rata-rata nilai post test mahasiswa yang menggunakan media pembelajaran berbasis video sebesar 83, sedangkan mahasiswa yang tidak menggunakan media pembelajaran berbasis video memiliki rata-rata sebesar 80,56. Dari data tersebut menunjukkan bahwa hasil nilai post test yang menggunakan media pembelajaran berbasis video lebih tinggi dibandingkan dengan hasil nilai post test yang tidak menggunakan media pembelajaran berbasis video. Dari perbedaan hasil post test tersebut menunjukan bahwa media pembelajaran berbasis video mata kuliah pengaturan motor efektif digunakan sebagai media pembelajaran.

The popular discourse on making and makerspaces is laden with optimistic narratives suggesting that makerspaces act as key institutions that support more inclusive and sustainable forms of local economic development. Despite their popularity, we know little about how makerspaces actually support entrepreneurship and innovation and even less about how they advance the goals of environmental sustainability and social inclusion, particularly in the Canadian context. In an effort to redress these gaps, this paper uses a unique database of makerspaces, complemented with findings from in-depth case studies, to examine the practices of makerspaces in southern Ontario (Canada). Our study finds that while makerspaces offer access to technologies and basic skills training, we find limited evidence that makerspaces generate the promised economic or social outcomes so often attributed to them. Moreover, we find very limited evidence that makerspaces actively seek to be socially inclusive in their membership and programming or encourage environmentally sustainable practices. In other words, the potential of makerspaces, in their current form, to contribute to more inclusive and sustainable forms of local economic and community development is not yet fully realized.

Learning spaces, the practices in which people engage, and the representations they use are ideological. Ideologies are coherent constellations of values, beliefs, and practices that impose order on how disciplines like engineering operate. Historically, engineering spaces have been dominated by a relatively technocratic, rationalistic, and exclusionary ideology, but more recent attention to asset-based approaches to engineering education offers transformative promise. Asset-based ideologies can reshape images of legitimized engineering practice, recasting engineering education to disrupt dominant exclusionary ideologies. This paper describes an assets-based learning space, SETC, that recaptures the imagination of engineering for technological and social change. Drawing from extensive ethnographic observational data, interviews, and artifacts produced in SETC, we describe aspects of this learning space, including the use of representations and practices that specifically support expansive forms of engineering practiced by youth of color. We also explore how SETC’s commitment to antiracist and liberatory practices, including shifting relationships to technology and engineering design in service of enhancing life, manifests in its transformative mission to design programs and activities for youth that disrupt dominant ideologies. SETC centers making and tinkering as legitimate expressions of engineering, and we present a case of a youth participant to illustrate the rich engineering learning that the space makes possible. The case features Naeem engineering a gear-based project that expresses his interpretation of Black Lives Matter. Situated in his long history in the learning space, we explore how youth’s interactions with conventionalized representations—which serve to maintain dominant ideologies—are enhanced by asset-based commitments. This paper contributes specific recommendations for designing spaces for new ideologies, making engineering education more equitable for youth of color while also expanding notions of what engineering is and the forms that it can take.

There is a lack of safety culture in digital fabrication context which can create hazards to humans, machines, and environment. We outline a research roadmap and call for action for assessing and building safety culture and safety consciousness in the digital fabrication context based on our experiences in studying this topic from practical and theoretical perspectives. Our approach for both mapping the status of safety in digital fabrication practice, as well as advocating the safety consciousness within digital fabrication scene consists of three methods, which provide insights from qualitative, quantitative, and design science perspectives. We believe that the three research methods described provide a holistic understanding on the status of, discourses about, and methods for implementing safety in Fab Labs and other makerspaces worldwide. This understanding will further help in building theories, methods, concepts, and processes for studying and shaping safety culture.

In this paper, we build on a previously developed notion of ‘learning as Making’ to examine mathematics thinking and learning in a highly transformative and technological Making environment: one that involves a handheld 3D printing technology which enables 3D models to be created instantly via one’s moving hand. In particular, we present two examples of Maker-centred lessons for teaching and learning of primary mathematics. In these lessons, the students actively constructed artefacts with 3D Printing Pens while engaging in inquiry-based learning activities, where the target concepts were properties of prisms and cross-sections at the primary 5 (age 10–11) and primary 6 (age 11–12) levels respectively. We use diffractive analysis to capture the fine details in students’ body-material interactions while engaging in the tasks with or without the 3D Printing Pens during the lessons. Through the lens of Making as a material act of creation and seeking to update Papert’s constructionist view of learning, we propose to rethink Making in school mathematics according to a four-fold characterisation: Making is co-constructing meanings, Making is mathematising, Making is assembling with technology and Making is inventing. We discuss our contribution towards advancing a materialist perspective of learning mathematics and implications for a ‘learning as Making’ pedagogy and curriculum.

Background Aversive stimuli in the environment influence human actions. This includes valence-dependent influences on action selection, e.g., increased avoidance but decreased approach behavior. However, it is yet unclear how aversive stimuli interact with complex learning and decision-making in the reward and avoidance domain. Moreover, the underlying computational mechanisms of these decision-making biases are unknown. Methods To elucidate these mechanisms, 54 healthy young male subjects performed a two-step sequential decision-making task, which allows to computationally model different aspects of learning, e.g., model-free, habitual, and model-based, goal-directed learning. We used a within-subject design, crossing task valence (reward vs. punishment learning) with emotional context (aversive vs. neutral background stimuli). We analyzed choice data, applied a computational model, and performed simulations. Results Whereas model-based learning was not affected, aversive stimuli interacted with model-free learning in a way that depended on task valence. Thus, aversive stimuli increased model-free avoidance learning but decreased model-free reward learning. The computational model confirmed this effect: the parameter lambda that indicates the influence of reward prediction errors on decision values was increased in the punishment condition but decreased in the reward condition when aversive stimuli were present. Further, by using the inferred computational parameters to simulate choice data, our effects were captured. Exploratory analyses revealed that the observed biases were associated with subclinical depressive symptoms. Conclusion Our data show that aversive environmental stimuli affect complex learning and decision-making, which depends on task valence. Further, we provide a model of the underlying computations of this affective modulation. Finally, our finding of increased decision-making biases in subjects reporting subclinical depressive symptoms matches recent reports of amplified Pavlovian influences on action selection in depression and suggests a potential vulnerability factor for mood disorders. We discuss our findings in the light of the involvement of the neuromodulators serotonin and dopamine. Electronic supplementary material The online version of this article (10.1007/s00213-019-05299-9) contains supplementary material, which is available to authorized users.

By adding water to fuels, several objectives are pursued, with the main ones being to stabilize combustion, minimize the anthropogenic gaseous emissions, homogenize and stabilize the fuel, as well as improve its fire and explosion safety. Water can be injected into the furnace as droplets or vapor and introduced as part of fuel samples. Water often serves as a coupling or carrier medium for the delivery of the main fuel components. In this paper, we compare the combustion behaviors of high-potential slurry fuels and gas hydrates. We also analyze the contribution of in slurries and gas hydrates to the combustion process. The values of relative combustion efficiency indicators are determined for gas hydrates and slurry fuels. The conditions are identified in which these fuels can be burned effectively in power plants. The research findings can be used to rationalize the alternative ways of using water resources, i.e., gas hydrate powder and promising composite fuel droplets. The results can also help predict the conditions for the shortest possible ignition delay, as well as effective combustion of gas hydrates as the most environmentally friendly new-generation alternative fuel.

In this chapter on makers, the authors provide a critical overview of the different cultures of making, their motivations as well as the socio technical infrastructures that encourage these forms of peer production. They draw on a growing body of scholarship on making and hacking in the social sciences, in human‐computer interaction, as well as in arts and design research. Under the premise of one of making's central commitments, the democratization of technology production, ongoing interest rests to some extent on the possibility of empowerment and emancipation of a passive consumer society: “[M]aking challenges whether there is a gap between designers and engineers on the one hand, and between designers and end users on the other”. Studies on characteristics of communities for making and their cultures draw upon ethnographic research of mostly single shared machine shops or multi‐sited examinations within one geographical location.

Computer education was an integral part of curriculum development and a priority of the OECD’s policy agenda at the turn of the 1970s. Based on an analysis of archival documents, programme overviews and publications, this article describes how the introduction of computers in the classroom was advocated by the OECD and, more specifically, how this fostered the creation of an arena for the production of knowledge. The article sheds light on the OECD as an arena for the pooling and channelling of ideas relating to the uses of school computers. It, therefore, not only fills a gap in the history of educational technology, but also demonstrates how knowledge was catalysed and disseminated by this international governmental organisation. Furthermore, the study analyses an attempt to intervene in national policy-making that was withdrawn before it was implemented.

We discuss the relations and semantic variations of a conceptual triad, namely independence, democracy, and the making of the Brazilian people. To achieve it, we analyze the Brazilian Association of Education (ABE) discourse, between 1927 and 1945. We show that discourse on the making of the Brazilian people was to consolidate nation-state, even though this making did not include fostering the people’s political participation. Resumen En este artículo proponemos discutir las relaciones y las variaciones semánticas de la tríada conceptual independencia, democracia y formación del pueblo brasileño. Con este fin, analizaremos el discurso enunciado por la Asociación Brasileña de Educación (ABE), entre los años 1927 y 1945. En las conclusiones buscamos demostrar que el discurso sobre la formación del pueblo brasileño tenía como uno de sus objetivos la consolidación del Estado-nación, sin embargo, esta formulación no incluía la promoción de la participación política de la población. Résumé Dans cet article, nous proposons de discuter des relations et des variations sémantiques de la triade conceptuelle indépendance, démocratie et formation du peuple brésilien. À cette fin, nous analyserons le discours de l'Association brésilienne de l'éducation (ABE), entre les années 1927 et 1945. Dans les conclusions, nous cherchons à démontrer que le discours sur la formation du peuple brésilien avait pour objectif la consolidation de l'État-nation, mais cette formulation n'incluait pas la promotion de la participation politique de la population. Resumo Neste artigo nos propomos a discutir as relações e as variações semânticas da tríade conceitual independência, democracia e formação do povo brasileiro. Para isso, analisaremos o discurso enunciado pela Associação Brasileira de Educação (ABE), entre os anos de 1927 e 1945. Nas conclusões buscamos demonstrar que o discurso sobre a formação do povo brasileiro teve como um dos seus objetivos a consolidação do Estado-nação, todavia essa formulação não incluía a promoção da participação política da população.

Objective Although patient decision aids (PtDAs) have been shown to improve shared decision-making, integration into clinical care pathways remains limited. This study investigated, among other outcomes, the uptake of the PtDA by professionals and the uptake as perceived by patients.Methods We performed a process evaluation among four breast cancer care teams that had been exposed to a multifaceted implementation strategy. Data were gathered by auditing patient files using a standardised data extraction sheet and conducting telephone interviews with patients using a structured interview guide. We analysed the data by using descriptive statistics.Results We found that the implementation strategies, including advice on how and when to present the PtDA to the patient, were followed for 14% of the included patients (N = 84); 92% of the patients reported to have received a login code for the web-based PtDA, while 67% logged in and used the PtDA at home. An important factor influencing the use was the clinician promoting it when delivering the PtDA (OR 9.95 95% CI 3.03-37.72).Discussion The implementation strategies were followed in 14% of the patients, and a high delivery of the PtDA was achieved. Redesigning the care pathway and providing personal instruction on using PtDAs seem crucial.

WHAT IS KNOWN ON THE SUBJECT?: Shared decision-making is a concept originating in the medical field, and it is ideally based on a trustful relationship between the patient and the health professionals involved. Shared decision-making shows potential to strengthen patient autonomy and encourages patients to become involved in decisions regarding their treatment. WHAT DOES THE PAPER ADD TO EXISTING KNOWLEDGE?: A universal concept and understanding of shared decision-making with relevance specifically to psychiatric clinical practice could not be identified in the analysed literature. Shared decision-making refers to a process, and how and whether the patient wishes to participate in the decision-making process should be clarified from the very beginning. On the basis of this synthesizing review, a process model for psychiatric practice was specified and illustrated to help lead health professionals, patients and other supporters through the decision-making process. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: The process of shared decision-making should be made visible to all persons involved, and it should be stated at the beginning that a decision must be made. Decisions regarding treatment are usually not limited to a single consultation. A collaborative approach including multiple health professionals and other supporters, such as peer workers and family members, is required. Psychiatric nurses could support patients during the process of decision-making and provide additional information, if requested. Abstract INTRODUCTION: Patient involvement in decisions regarding treatment has increasingly been supported in health care, and therefore, shared decision-making (SDM), as an informative and participative approach, is promoted in the scientific literature. Aim To review the current state of research regarding the conceptual understanding and implementation of SDM in psychiatric clinical practice. Method An integrative review that included empirical, theoretical and conceptual research published between 1997 and 2019 was conducted. For this, five health-related databases were searched. Results Fourteen articles were included in the synthesis. No universal conceptual understanding of SDM regarding psychiatric care could be identified, although several articles highlighted the link with other concepts, such as autonomy and patient-centeredness. Furthermore, four additional key themes with relevance for the successful implementation of SDM in clinical practice were determined. Discussion SDM refers to a process and is usually not limited to a single consultation. SDM shows the potential to enhance patient-centred and recovery-oriented care. A collaborative approach including multiple health professionals, peer workers and family members is required. Implications for practice The process of SDM should be made visible for all parties involved. Nurses in particular could play a key role by collecting information regarding patient's preferences and by providing support.

Children's role in the design of new technology has been widely investigated. Recently, the research focus has shifted, from the technology they help create, towards what children gain by participating in design workshops. This paper intercepts this line of research. It reports on a design workshop with 27 children, aged from 11 to 14 years old, ideating, programming and prototyping smart objects for their town park. Data were gathered in relation to children's beliefs, before and after the workshop, and in relation to their understanding of design, after the workshop. The analysis of the gathered data suggests that the workshop positively affected children's beliefs and understanding of design, giving indications for future work concerning design as means of empowerment.

Making provides a beneficial learning environment that requires skills and knowledge from the areas of science, technology, engineering, and mathematics to design and construct a product or an artefact. In this paper the maker approach reflects on the pedagogical potential of learning through the design and deployment of an automated system that monitors and records environmental parameters in lakes and rivers. IoT technologies are used to connect schools with natural ecosystems, providing the opportunity to students to be actively involved in designing and developing technology artefacts to experiment with, and further, in the formulation of research questions, and in the processing and interpretation of research results and measurements. The study contributes to the research literature on bridging the gap between the school and out-of-school science.

Supporting children's learning and competence in technology design is a way to empower them. This means enabling them to continue designing in the future, independently. In this paper, a series of workshops is presented, structured around a board game, which aims to support children in becoming competent enough so as to design on their own.

Recent research advocates the role of protagonist for children in design: children should participate across different design stages, from ideation to programming, so that they learn through it. However it is not straightforward how to organise a design workshop with children across different design stages, above all in a short time span. This paper tackles such issue. It presents a workshop with children ideating, programming and prototyping smart objects, structured around a card-based board game, and in the time-span of two days. Results are contextual but support that children’s engagement across design stages can be fostered by the game-based structure.

This open access book explores the experience of working as a craftsperson or designer maker in the contemporary creative economy. The authors utilise evidence from the only major empirical study to explore the skills required and the challenges facing contemporary makers in an increasingly crowded marketplace. Drawing upon 180 interviews with peak organisations, established and emerging makers, and four years of fieldwork across Australia, this book offers a unique insight into the motivations informing those who seek to make an income from their craft or designer maker practice, as well as the challenges and opportunities facing them as they do so at this time of renewed interest internationally in the artisanal and handmade. Offering a rich and deep collection of real-life experiences, this book is aimed both at an academic and practitioner audience.

This article introduces the Special Issue 'Unravelling the threads of war and conflict'. We offer a careful curation of three threads of conversation generated from the exhibition Threads, war and conflict and its associated programme: 'Reflections on curating, exhibiting and making'; 'Layers of war and conflict: sightings and soundings'; and 'Conversations and collaborations, stories and solidarities'. Beginning from the context of the exhibition, the threads of conversation unravel (across) a variety of intricate sites and intimate experiences of war and conflict. Publisher PDF

Resumo: Este trabalho tenta refletir sobre o modo como as “coisas” são feitas no universo do candomblé. Para isso, parto de uma etnografia realizada na oficina de José Adário dos Santos, mais conhecido como Zé Diabo, sobre a produção das chamadas ferramentas de orixás, artefatos de metal que se tornam - ou são preparados para - entidades das religiões de matriz africana no Brasil (Orixás, Exus, Voduns, Inquices, Caboclos etc.). Ao acompanhar os distintos processos de feitura dessas ferramentas, busco explorar como, no candomblé, o fazer deve ser pensado menos como uma “agência” e mais como um processo de canalização e composição de distintas forças que permeiam pessoas, deuses e coisas. Assim, no universo do candomblé, as formas não podem ser desvencilhadas das forças que as compõem. E tais forças, para se manterem “vivas”, demandam um cuidadoso e ininterrupto trabalho ritual, propondo-nos uma espécie de ecologia das práticas onde tudo, embora vivo, deve ser constantemente feito.

Humans, more than any other species, have been altering their paths of development by creating new material forms and by opening up to new possibilities of material engagement. That is, we become constituted through making and using technologies that shape our minds and extend our bodies. We make things which in turn make us. This ongoing dialectic has long been recognised from a deep-time perspective. It also seems natural in the present in view of the ways new materialities and digital ecologies increasingly envelop our everyday life and thinking. Still the basic idea that humans and things are co-constituted continues to challenge us, raising important questions about the place and meaning of materiality and technical change in human life and evolution. This paper bridging perspectives from postphenomenology and Material Engagement Theory (MET) is trying to attain better understanding about these matters. Our emphasis falls specifically on the human predisposition for technological embodiment and creativity. We re-approach the notion Homo faber in a way that, on the one hand, retains the power and value of this notion to signify the primacy of making or creative material engagement in human life and evolution and, on the other hand, reclaims the notion from any misleading connotations of human exceptionalism (other animals make and use tools). In particular, our use of the term Homo faber refers to the special place that this ability has in the evolution and development of our species. The difference that makes the difference is not just the fact that we make things. The difference that makes the difference is the recursive effect that the things that we make and our skills of making seem to have on human becoming. We argue that we are Homo faber not just because we make things but also because we are made by them.

An intriguing aspect of the notion of research through design is how much we seem to gain from its proposition and how informative it appears to be, even as we do not state precisely what is meant by the terms research or design. But, what is it that this notion of through calls to the foreground? In what follows, I discuss three interpretations of what through might refer to by looking at it from different perspectives: through practice, through making and through judgement. Different perspectives bring different possibilities to the foreground, and therefore they also suggest slightly different future trajectories. But this also means that some issues fade into the background, something new perspectives can help us get a glimpse of. This is perhaps especially evident in the case of judgement, the least familiar of the three. Looking across the range of research trajectories that these three perspectives open up, there are reasons to think that we can make research through design become a more extensive, inclusive and a far more radical research proposition than its name reveals.

The paper discusses how a teaching approach, interdisciplinary design and invention pedagogy, affected primary school student teachers' learning outcomes through the craft design process in pre-service teacher education. This study applies developmental work research (Engestrom in J Educ Work 14(1):133-156, 2001; Engestrom in Yhteiskehittely ja vaihdon vyohykkeet tutkijoiden ja elinkeinoelaman valilla 2013; Galison in Image & logic: a material culture of microphysics. The University of Chicago Press, Chicago, 1997; Gorman in Trading zones, interactional expertise and interdisciplinary collaboration 2005) that aims to develop educators' work involved here. To support a craft-designing process and making innovative artefacts, two disciplinesnatural science (physics) and dramaas examples of interdisciplinarity were invited to contribute to the craft process. The craft course on smart textiles' was carried out in the spring of 2014 and 2015 at the University of Helsinki in pre-service primary teacher education. The aim of the crafts course was to get student teachers familiar with different dimensions of crafts (textile, design and technology), inquiry-based designing and an interdisciplinary teaching approach to be used in a primary school context. The craft task included working in small groups and designing smart textiles. Student teachers documented their designing and implementation processes through photos and videos using applications such as iMovie or Movie maker. In addition, participants wrote comprehensions of their projects in learning diaries. The data consist of student teachers' learning diaries (N=17) and prototypes (N=17), which are analysed by qualitative content analysis. As results, first, the paper presents some innovative artefacts that student teachers created. Second, it describes the learning that emerged in pedagogical thinking of student teachers related to the interdisciplinary designing process, including (1) four interdisciplinary contexts, (2) new pedagogic thinking and (3) change of attitude towards integrative teaching.

People tend to acquire more information while making their decisions than a rational and risk-neutral benchmark would predict. We conduct a carefully designed experiment to derive five plausible reasons for pre-decision information overpurchasing. The results show that overpurchasing of information can be almost entirely explained by systematic information processing errors (misestimation or incorrect Bayesian updating), possibly caused by biased intuitive decision processes. Other factors, such as overoptimism about the validity of the new information, risk aversion, ambiguity aversion, and curiosity about (irrelevant) information, play at most a minor role. Our results imply that information overacquisitions are mainly driven by the overestimation of the usefulness of additional information.

We articulate in this paper what participation at its best entails in the context of digital technology design with children, forming a theoretical framework for genuine participation of children in digital technology design and making. We integrate in the framework a set of conditions for the meaningful and effective participation of children and the nexus analytic concepts of historical body, interaction order and discourses in place, and complement that with the lenses of empowerment, values and value. In addition to these theoretical lenses, we rely on the insights gained during our empirical work with children for more than a decade. We contribute to research on Child Computer Interaction (CCI) by explaining what ‘participation at its best’ entails in practice and how it can be studied in research. Thus, CCI researchers and practitioners advocating participation, empowerment and inclusion of children can benefit from this framework when planning, analysing and evaluating their projects with children.

Many owners of companion animals with cancer are overwhelmed by having to choose the "right course of action." With the aim of reducing the burden on owners who are forced to act as surrogates for their animals, this work discusses principles that apply to ethical treatment decision-making for animal patients with cancer. Four principles frequently used for ethical decision-making in human medicine will be considered for their potential applicability in veterinary medicine. As a result of these considerations, preliminary guidelines are presented, along which a decision-making discussion can be held. The deliberate integration of the non-maleficence and beneficence principles into the purely empirical facts of what is medically possible helps to maintain a moral perspective in specialized veterinary medicine. At the same time, such guidelines may contribute to individual decision-making in a way that animal patients neither have to endure unnecessarily severe side effects, nor that they are euthanized prematurely.

How can we treat technological matter as yet another material from which our notions of possible future instruments can be constructed, intrinsically intertwined with, and informed by a practice of performance? We strive to develop musical-performance instruments not only by creating technology, but also in developing them as aesthetic and cultural objects. A musical instrument is not an interface and should not be designed as such; instead, new instruments are the source of new in new music. Like any traditional instrument, a new instrument's potential for producing quality musical sound can only be revealed when it is played. We present an instrument-design process conducted by a visionary and an agenda-setting musician. The resulting objects are experimental prototypes of technological matter, which allow analysis and meaning to be specified through physical and tactile interaction with the objects themselves. As the instruments evolve through various stages, their capability is continually enhanced, making them all the more desirable for musicians to play. QC 20170913

Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact. We implemented an electronic textiles unit with 23 high school students ages 16–17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit. Our analyses not only confirm significant increases in students’ understanding of functional circuits but also showcase students’ ability in designing and remixing program code for controlling circuits. In our discussion, we address opportunities and challenges of introducing codeable circuit design for integrating maker activities that include engineering and computing into classrooms.

Presentation on the outlines of the 4 year NWO/Smart Culture project 'Curious Hands'.

A brief reflection on the founding and development of algorave, events where musicians and visualists create music using algorithms, usually through live coding: live manipulation of algorithms as code. The essay reflects on the now-traditional role of projected code, the experience of performing at an algorave, and the role of code as creative material in embodied music improvisation.

Toolkits enable people to create and design their own technologies, and just as many other Do-It-Yourself (DIY) tools they are now widely available and approachable. This development aligns well with recent HCI research agendas, which have emerged around the call for empowerment. The availability of toolkits should present a unique opportunity for realising the potentials of end-user empowerment in the sense of giving people and communities access to tools and approaches for shaping their own lives with their own designs. However, the question remains how toolkits should be designed to serve the diverse needs of different user groups for their respective purposes and practices. Furthermore, there is also value in learning from how users appropriate toolkits for their own (maybe unanticipated) purposes. In this workshop, we aim to identify different ways in which toolkits can empower people in diverse life situations. The workshop brings together researchers, designers, and practitioners with an interest in designing and using toolkits for and with people from diverse backgrounds, for different purposes, and in a variety of contexts. We see a particular potential in discussing how research could unpack toolkits as tools for empowerment and for engaging people in technology design.

FabLearn has primarily been concerned with studies of digital fabrication technologies in education, however, we witness an increased interest in integrating other related topics such as computational thinking, digital design and empowerment as an integrated whole. In this paper, we present a five years design research program for digital fabrication, computational thinking and design, to highlight why the FabLearn community should embrace this wider agenda to accomplish its ultimate goal to encourage a new generation to critically and constructively engage in the design of digital technology. The contribution of this paper is a number of open questions and considerations regarding the scope of European FabLearn research that we hope the community will consider and that might give rise to further discussions. FabLearn has primarily been concerned with studies of digital fabrication technologies in education, however, we witness an increased interest in integrating other related topics such as computational thinking, digital design and empowerment as an integrated whole. In this paper, we present a five years design research program for digital fabrication, computational thinking and design, to highlight why the FabLearn community should embrace this wider agenda to accomplish its ultimate goal to encourage a new generation to critically and constructively engage in the design of digital technology. The contribution of this paper is a number of open questions and considerations regarding the scope of European FabLearn research that we hope the community will consider and that might give rise to further discussions.

This work finds curious the relationships of figures bound by and revolving around a central axis. As this series of figures are elaborated by mathematical operations, the complex nature of their combination removes apparent identity and synthesizes a simultaneous presence which is difficult to name. The drawings serve as a form of notation, similar to sheet music. As notation they aim to find their voice in the physical world. The drawings search for relationships which are then made tangible so they can be studied in light and act as a model to continue working. Master of Architecture

This paper explores the analytical status of “hybrid” material transformations that flourish in the indigenous communities of Vichada, Colombia, building on previous relevant work in the area of creativity and value perception. It suggests that the approach to materiality as “becoming” rather than “being” reveals a strategy of creation and recreation of value and identity through the production of meaningful connections in a changing environment. This creation of value is achieved through action, and more specifically by means of the act of making, revealing a selective and active approach towards the material world.

Research suggests that the act of making with one’s hands may be linked to emotional well-being. Yet fashion businesses seeking to return production to the UK are struggling to recruit the necessary skilled manufacturing workers. Given the estimated cost of depression to the UK economy and the sustainability benefits of returning local production it seems that there is potential for massive social benefit could such a workforce be mobilized. This position paper proposes novel design challenges and research questions for further exploration. Application of design methods and critical or speculative design to these challenges could help to raise social awareness of garment manufacture and increase the emotional wellbeing of manufacturing workers, while maintaining rates of production which would make re-shoring (returning to on-shore manufacturing in the UK) economically viable.

Squeeze interaction, defined as squeezing a soft object that affects computed feedback, is a promising interaction technique due to its expressive character. Skweezee for Processing is a Processing library that allows makers to im- plement squeeze interactions in a lightweight manner. The library offers a set of features based on data extraction al- gorithms and aims to preserve the dynamics of squeezes in the mapping from user action to system output. Distribut- ing Skweezee for Processing as an open source library, we invite the community to further investigate the potential of squeeze interactions and to contribute to the extension and improvement of the library. We emphasize the potential for rich squeeze interaction by demonstrating a game that implements squeeze interaction as core mechanic. Addi- tionally, we demonstrate the ease of implementing squeeze interactions in a variety of settings using the Skweezee for Processing library. ISBN 978-1450370684 (Paperback) ispartof: pages:375-381 ispartof: TEI '19: Proceedings of the 13th International Conference on Tangible, Embedded, and Embodied Interaction pages:375-381 ispartof: TEI '19: 13th International Conference on Tangible, Embedded, and Embodied Interaction location:Tempe, AZ, USA date:17 Mar - 20 Mar 2019 status: Published online