创客教育及其空间生态建设

Maker Education and the Ecological Construction of Makerspace

文章从创客、创客运动及创客教育的概念入手,对国内创客教育的发展进行回顾和梳理,对创客空间和众创空间的关系进行解读,最后提出了创客空间的iSMART模型,即建设创客空间需要从培育有共同兴趣爱好或利益(Interest)的社群、构建线下线上互联互通的融合空间(O2O Space)、吸纳专业以及背景广泛的跨界导师(Interdiscipline Mentor)、组织创意创新创业导向的创客活动(Making Activity)、吸收和迭代积累各种可转化的资源(Resource Exchange)、提供传统的工具和开源软硬件制作工具(Making Tools)六个方面入手。

Starting with a discussion of the concepts of maker, maker movement and maker education, this paper reviewed and described the development of the maker education in China. Then, a new smart mode of makerspace was put forward. To elaborate this model, we discussed issues such as fostering interests community, building the on-line and off-line interconnection combining space, attracting professional and interdisciplinary mentors, organizing creativity and innovation oriented making activity, absorbing and iterating accumulation of interchangeable resources, providing traditional and open source hardware and software making tools.