by Peter Mylon, Ryan G. Jones, William Proud, and Gary C. Wood
In the UK, makerspaces are still a relatively new concept, especially in higher education. This paper tackles five common misperceptions encountered by staff and students during the creation of The iForge at The University of Sheffield.
by Amit Jariwala, Tim Felbinger, Thomas L. Spencer, Veronica Spencer, and Priyesh B. Patel
Students are perceived as having lesser experience and training when compared to typical machinists. This paper presents a novel training protocol that has demonstrated that a makerspace run by students can indeed be safe and accessible.
A variety of data collection methods available to higher education makerspaces are presented, along with their use and potential impact. Pros and cons are evaluated and presented for both passive methods (gate counters) and active methods (sign-in systems.)
Open access to design, prototype, manufacture and the opportunity to exchange knowledge enables individuals to invent and build hardware products themselves. This represents the core elements of the so-called Maker Movement and supports the creation of start-ups.