skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Remote Learners, Home Makers: How Digital Fabrication Was Taught Online During a Pandemic
Digital fabrication courses that relied on physical makerspaces were severely disrupted by COVID-19. As universities shut down in Spring 2020, instructors developed new models for digital fabrication at a distance. Through interviews with faculty and students and examination of course materials, we recount the experiences of eight remote digital fabrication courses. We found that learning with hobbyist equipment and online social networks could emulate using industrial equipment in shared workshops. Furthermore, at-home digital fabrication offered unique learning opportunities including more iteration, machine tuning, and maintenance. These opportunities depended on new forms of labor and varied based on student living situations. Our findings have implications for remote and in-person digital fabrication instruction. They indicate how access to tools was important, but not as critical as providing opportunities for iteration; they show how remote fabrication exacerbated student inequities; and they suggest strategies for evaluating trade-offs in remote fabrication models with respect to learning objectives.  more » « less
Award ID(s):
2007094 2007045
PAR ID:
10273527
Author(s) / Creator(s):
; ; ;
Date Published:
Journal Name:
Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems
Page Range / eLocation ID:
1 to 14
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; (, CHI EA '21: Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems)
    null (Ed.)
    Classes involving physical making were severely disrupted by COVID-19. As workshops, makerspaces, and fab labs shut down in Spring 2020, instructors developed new models for teaching physical prototyping, electronics production, and digital fabrication at a distance. Instructors shipped materials and equipment directly to students, converted makerspaces to job-shops, and substituted low-tech construction methods and hobbyist equipment for industrial tools. The experiences of students and instructors during the pandemic highlighted new learning opportunities when making outside the makerspace. Simultaneously, the shutdown raised new questions on the limits of remote learning for digital fabrication, electronics, and manual craft. This panel brings together experts in making to discuss their experiences teaching physical production in art, design, and engineering during the pandemic. Panelists will discuss their teaching strategies, describe what worked and what did not, and argue for how we can best support students learning hands-on skills going forward. 
    more » « less
  2. ; ; ; ; ; (, 2022 Physics Education Research Conference Proceedings)
    Frank, Brian W.; Jones, Dyan L.; Ryan, Qing X. (Ed.)
    While understanding laboratory equipment is an important learning goal of physics laboratory (lab) instruction, previous studies have found inequities as to who gets to use equipment in in-person lab classes. With the transition to remote learning during the COVID-19 pandemic, class dynamics changed and the effects on equipment usage remain unclear. As part of a larger effort to make intro physics labs more equitable, we investigated student equipment usage based on gender and race in two introductory physics lab courses, one taught in-person and one taught remotely. We found inequities between men and women for in-person instruction, replicating previous work with a new student population. In contrast, we found that remote instruction created a more gender equitable learning environment, albeit with one student typically in charge of the equipment per class session. When we looked at equipment handling based on student race, we found no inequities in either format. These results suggest that changes should be made in introductory labs to create a more gender equitable learning environment and that some aspects of remote labs could help make these labs more equitable. 
    more » « less
  3. ; ; ; ; ; ; ; ; ; ; et al (, Journal of Microbiology & Biology Education)
    Marshall, Pamela Ann (Ed.)
    ABSTRACT The initial phase of the COVID-19 pandemic changed the nature of course delivery from largely in-person to exclusively remote, thus disrupting the well-established pedagogy of the Genomics Education Partnership (GEP; https://www.thegep.org ). However, our web-based research adapted well to the remote learning environment. As usual, students who engaged in the GEP’s Course-based Undergraduate Research Experience (CURE) received digital projects based on genetic information within assembled Drosophila genomes. Adaptations for remote implementation included moving new member faculty training and peer Teaching Assistant office hours from in-person to online. Surprisingly, our faculty membership significantly increased and, hence, the number of supported students. Furthermore, despite the mostly virtual instruction of the 2020–2021 academic year, there was no significant decline in student learning nor attitudes. Based on successfully expanding the GEP CURE within a virtual learning environment, we provide four strategic lessons we infer toward democratizing science education. First, it appears that increasing access to scientific research and professional development opportunities by supporting virtual, cost-free attendance at national conferences attracts more faculty members to educational initiatives. Second, we observed that transitioning new member training to an online platform removed geographical barriers, reducing time and travel demands, and increased access for diverse faculty to join. Third, developing a Virtual Teaching Assistant program increased the availability of peer support, thereby improving the opportunities for student success. Finally, increasing access to web-based technology is critical for providing equitable opportunities for marginalized students to fully participate in research courses. Online CUREs have great potential for democratizing science education. 
    more » « less
  4. ; ; ; (, IEEE Frontiers in Education Conference)
    Makerspaces are a growing trend in engineering and STEM (Science, Technology, Engineering and Math) education at both the university and K-12 levels. These spaces which, in theory, are characterized by a community of likeminded individuals interested in digital fabrication and innovative design, are argued to provide opportunities to foster the skills sets critical to the next generation of engineers and scientists. However, spaces for making are not new to the engineering curriculum as many engineering programs have well-established machine shops orbproject labs that students utilize to complete course projects. In this work-in-progress exploratory study, the authors evaluated early undergraduate students’ perceptions of two contrasting spaces, a contemporary makerspace and a traditional engineering shop. As part of an Introduction to Engineering course, students were asked to visit the two campus spaces, identify important equipment and policies they noticed in each space, and describe their perception of how the spaces were similar or different. Based on our initial findings, we speculate that access and safety issues in engineering shops may limit their use by early year engineering undergraduates. Alternatively, digital fabrication technologies and community culture in makerspaces can provide access to a hands-on prototyping and collaborative learning environment for early year engineering students. 
    more » « less
  5. ; ; ; ; (, ASME 2022 International Mechanical Engineering Congress and Exposition)
    Abstract Limited resources available to the engineering faculty and students impede student learning and deep understanding of the material that is presented in the dynamics and mechanical vibrations courses. Active learning practices such as learning by doing is an effective way to not only build a solid foundation in knowledge but also help students develop engineering skills. However, these courses are mainly taught in a traditional manner and many students struggle in connecting the theory to its real-world application and lose interest. Although mechanical engineering students get more hands-on opportunities in the laboratories, they take vibrations and control laboratories in the following semesters since vibrations is a pre-requisite for these labs. To address this issue, we designed 3 low-cost, compact, and portable laboratory equipment and fabricated them using 3D printing technology. The first equipment is a 3-pendulum system with different lengths and tip loads that can be utilized in the engineering dynamics course. While the second equipment is a 2 DOF compliant vibration isolator consisting of flexible beams, masses, and a linear actuator, the third equipment is a non-linear cantilever beam to be utilized in the vibrations courses and their associated laboratories. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email