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105-518: Learning commons may also have tools, equipment, makerspaces , and/or publishing services available for borrowing or use. Along with the so-called "bookstore model," which is focused on customer service, bookless or digital libraries , the learning commons or digital commons is frequently cited as a model for the "library of the future." Learning Commons have developed across the United States and other countries in academic libraries since

210-435: A "neuromyth" in education, which is believed by up to 89% of educators. There is evidence of empirical and pedagogical problems related to forcing learning tasks to "correspond to differences in a one-to-one fashion". Studies contradict the widespread "meshing hypothesis" that a student will learn best if taught in a method deemed appropriate for the student's learning style. Studies further show that teachers cannot assess

315-457: A Learning Commons Librarians’ work should be to encourage all students to engage in substantive ways with multiple services in the organization. Properly implemented in an academic library, this model of library service benefits all parts of the institution. A cohesiveness and purpose among the diverse elements of the library allows both the library and the school to run more smoothly and efficiently and students’ needs are met in an environment that

420-450: A balance between pairs of extremes, and the four scores provided by a questionnaire describes these balances. Like the LSI mentioned above, this inventory provides overviews and synopses for teachers. The NASSP Learning Style Profile (LSP) is a second-generation instrument for the diagnosis of student cognitive styles, perceptual responses, and study and instructional preferences. The LSP is

525-402: A cafe accompanied by relaxed food and drink restrictions. The Learning Commons seeks to expand and integrate the real and virtual choices learners have to share their experiences. Safe, inclusive and welcoming environments throughout a school are imperative to meet the diverse abilities and learning styles of individuals, teams and groups. Virtual learning spaces increase this potential. Through

630-518: A central element in contemporary library design offers an opportunity to transform the library's role on campus from a provider of information to a facilitator of learning. Often, libraries and learning commons share responsibility for delivering college-wide outcomes: developing effective research strategies, finding and evaluating the appropriateness of resource materials for a particular topic, honing effective oral and written communication skills, and promoting good study and learning habits. The goal of

735-596: A change in learning style as one gets older and acquires more experience. While significant age differences did occur, as well as no experimental manipulation of classroom assignment, the findings do call into question the aim of congruent teaching–learning styles in the classroom. Educational researchers Eileen Carnell and Caroline Lodge concluded that learning styles are not fixed and that they are dependent on circumstance, purpose and conditions. Learning style theories have been criticized by many scholars and researchers. Some psychologists and neuroscientists have questioned

840-1907: A diagnostic tool intended as the basis for comprehensive style assessment with students in the sixth to twelfth grades. It was developed by the National Association of Secondary School Principals research department in conjunction with a national task force of learning style experts. The Profile was developed in four phases with initial work undertaken at the University of Vermont (cognitive elements), Ohio State University (affective elements), and St. John's University (physiological/environmental elements). Rigid validation and normative studies were conducted using factor analytic methods to ensure strong construct validity and subscale independence. The LSP contains 23 scales representing four higher order factors: cognitive styles, perceptual responses, study preferences and instructional preferences (the affective and physiological elements). The LSP scales are: analytic skill, spatial skill, discrimination skill, categorizing skill, sequential processing skill, simultaneous processing skill, memory skill, perceptual response : visual, perceptual response: auditory, perceptual response: emotive, persistence orientation, verbal risk orientation, verbal-spatial preference, manipulative preference, study time preference: early morning, study time preference: late morning, study time preference: afternoon, study time preference: evening, grouping preference, posture preference, mobility preference, sound preference, lighting preference, temperature preference. Other methods (usually questionnaires) used to identify learning styles include Neil Fleming 's VARK Questionnaire and Jackson's Learning Styles Profiler. Many other tests have gathered popularity and various levels of credibility among students and teachers. For

945-436: A few models are described below. David A. Kolb 's model is based on his experiential learning model, as explained in his book Experiential Learning . Kolb's model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization , as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation . According to Kolb's model,

1050-496: A focus of STEM-rich Making. The evolving maker movement has generated interest for its potential role in opening up access to learning and attainment in STEM, with advocates arguing for its “democratizing effects" – with access to a makerspace, “anyone can make... anyone can change the world”. Makerspaces potentially offer opportunities for young people to engage in STEM knowledge and practices in creative and playful ways, where “learning

1155-626: A fundraising strategy based on the Street Performer Protocol to build Metalab in Vienna , Austria, and became its founding director. In 2007 he and others started Hackerspaces.org, a wiki-based website that maintains a list of many hackerspaces and documents patterns on how to start and run them. As of September  2015 the community list included 1967 hackerspaces with 1199 active sites and 354 planned sites. The advent of crowdfunding and Kickstarter (founded 2009) has put

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1260-843: A hackerspace is determined by its members. There is a lot of variety in how hackerspaces are organised. Membership fees are usually the main income of a hackerspace, but some also accept external sponsors . Some hackerspaces in the US have 501(c) 3 status (or the equivalent in their jurisdiction), while others have chosen to forgo tax exempt status. University-affiliated hackerspaces often do not charge an explicit fee, but are generally limited to students, staff, or alumni, although visiting guests from other hackerspaces are usually welcome. Some hackerspaces accept volunteer labor in lieu of membership fees, especially from financially limited participants. In addition, some hackerspaces earn income from sponsoring and staffing high-tech flea markets , where members of

1365-479: A learning style as "a gestalt —not an amalgam of related characteristics but greater than any of its parts. It is a composite of internal and external operations based in neurobiology, personality, and human development and reflected in learner behavior." According to the NASSP task force, styles are hypothetical constructs that help to explain the learning (and teaching) process. They posited that one can recognize

1470-657: A metamorphosis Makerspace A hackerspace (also referred to as a hacklab, hackspace , or makerspace ) is a community-operated, often "not for profit" ( 501(c)(3) in the United States), workspace where people with common interests, such as computers , machining , technology , science , digital art , or electronic art , can meet , socialize , and collaborate . Hackerspaces are comparable to other community-operated spaces with similar aims and mechanisms such as Fab Lab , men's sheds , and commercial "for-profit" companies. In 2006 Paul Böhm came up with

1575-460: A model describing different learning styles rooted in the way individuals acquire and process information differently. This model posits that an individual's perceptual abilities are the foundation of his or her specific learning strengths, or learning styles. In this model, there are two perceptual qualities: concrete and abstract , and two ordering abilities: random and sequential . Concrete perceptions involve registering information through

1680-640: A new hackerspace in Nashua, New Hampshire , was shut down by the city after an inspection in 2011. The main issues involved ventilation of heat and toxic fumes; the space was reopened after improvements were made to the building. The difficulties with opening hackerspaces and makerspaces within non-profit organizations , such as schools and public libraries include cost, space, liability, and availability of personnel. Many makerspaces struggle to sustain viable business models in support of their missions. Hackerspace culture may have more demonstrable challenges than

1785-427: A place to share resources for learning. Lately some have reconsidered their roles to include providing resources for hacking and making. Those generally call themselves Library makerspaces . For example, Chattanooga's 4th floor may have been the first use of a library as laboratory and playground for its community. The User Experience (UX) is another public laboratory and educational facility. Or according to Forbes ,

1890-484: A pre-test, a self-test, and a post-test. Dunn and Dunn's learning styles model is widely used in schools in the United States, and 177 articles have been published in peer-reviewed journals referring to this model. However, the conclusion of a review by Coffield and colleagues was: "Despite a large and evolving research programme, forceful claims made for impact are questionable because of limitations in many of

1995-419: A school community's needs. This process will mean changes in the operations of a school's library. Resource collections will need to be reshaped even more rapidly and readily than they are currently to reflect their communities as well as the world at large. It is the only way a library's access to the global, interconnected and interactive communication networks of the future. Developed by Dr. Alexander Jones,

2100-578: A school makerspace inside Shenzhen American International School in 2014, and SZ DIY makerspace organized a school makerspace inside Harbour School. Fab labs are spaces (part of a network initiated by MIT's Center for Bits and Atoms ) whose goal is to enable people to "make (almost) anything". They focus heavily on digital fabrication tools. There are many community art spaces share values with hackerspaces. Some, like AS220 and Haystack Mountain School of Crafts have embraced Fab lab structures to expand

2205-518: A school's population will ultimately participate in the creation of a Learning Commons, but the concept's early coordination and leadership will rest with school library expertise. Where properly developed, a school's library is already the hub for networking and information access. As the Learning Commons’ concept grows, a school library's collection-based facilities will continuously change and expand, creating access-based services suited to

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2310-677: A subject position beyond the common rhetoric that Chinese citizens lack creativity. As a site of individual empowerment, hackerspace and DIY making enable people to remake the very societal norms and material infrastructures that undergird their work and livelihood. The specific tools and resources available at hackerspaces vary from place to place. They typically provide space for members to work on their individual projects, or to collaborate on group projects with other members. Hackerspaces may also operate computer tool lending libraries, or physical tool lending libraries, up to and including creative sex toys in some instances. The building or facility

2415-463: A teacher to use the learning styles model, the teacher has to be able to correctly match each student to a learning style. This is a generally unsuccessful exercise due to inappropriate tools. For an assessment tool to be useful, it needs to be a valid test , which is to say that it actually has to put all of the "style A" students in the "A" group, all of the "style B" students in the "B" group, and so forth. Research indicates that very few, if any, of

2520-484: A two-step process, where the individual first receives the information through an internal or external mean and then processes it. Felder and Silverman discovered five areas that affected learning: They placed each of the opposing areas on a spectrum, stating that when students used the entire spectrum, they achieved optimal learning. In 2002, Felder removed the Inductive and Deductive portion because it did not fit

2625-479: A typology of change adapted from research by the American Council on Education . This white paper defined an Information Commons as a library-centric "...cluster of network access points and associated IT tools situated in the context of physical, digital, human, and social resources organized in support of learning.” A Learning Commons, by contrast, was no longer library-centric, as “…when the resources of

2730-538: A variety of teaching methods from each of these categories, teachers cater to different learning styles at once, and improve learning by challenging students to learn in different ways. James W. Keefe and John M. Jenkins have incorporated learning style assessment as a basic component in their "personalized instruction" model of schooling. Six basic elements constitute the culture and context of personalized instruction. The cultural components—teacher role, student learning characteristics, and collegial relationships—establish

2835-582: A wide range of everyday experiences. A MORI survey commissioned by The Campaign for Learning in 1999 found the Honey and Mumford LSQ to be the most widely used system for assessing preferred learning styles in the local government sector in the UK. Walter Burke Barbe and colleagues proposed three learning modalities (often identified by the acronym VAK): Barbe and colleagues reported that learning modality strengths can occur independently or in combination (although

2940-422: A youngster cannot cope under conventional instruction, enhancing his cognitive skills may make successful achievement possible. Many of the student learning problems that learning style diagnosis attempts to solve relate directly to elements of the human information processing system. Processes such as attention, perception and memory, and operations such as integration and retrieval of information are internal to

3045-500: Is ample evidence that individuals express personal preferences on how they prefer to receive information, few studies have found validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning, but differ on how the proposed styles should be defined, categorized and assessed. A common concept is that individuals differ in how they learn. The idea of individualized learning styles became popular in

3150-465: Is and for the making”. However, an explicit equity-agenda has been fairly absent in the maker movement, especially as it relates to sustained engagement in making. The movement remains an adult, white, middle-class pursuit, led by those with the leisure time, technical knowledge, experience, and resources to make. Even with the growth of community-based makerspaces, users of these spaces tend to be white adult men. The median salary for those involved in

3255-524: Is connected with David A. Kolb 's model and is used to determine a student's learning style. Previous versions of the LSI have been criticized for problems with validity, reliability, and other issues. Version 4 of the Learning Style Inventory replaces the four learning styles of previous versions with nine new learning styles: initiating, experiencing, imagining, reflecting, analyzing, thinking, deciding, acting, and balancing. The LSI

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3360-554: Is designed to provide multiple services in a single location. The Digital Divide is a very real problem in academic libraries currently and will remain so for the foreseeable future. This can be a problem in a highly technological library model but when the learning commons work efficiently, the needs of these students are provided for through library orientations, research/reference classes, technology courses, one-on-one assistance, effective and in-library peer assistance. These services should be developed online as well as in person for

3465-476: Is intended to help employees or students "understand how their learning style impacts upon problem solving, teamwork, handling conflict, communication and career choice; develop more learning flexibility; find out why teams work well—or badly—together; strengthen their overall learning." A completely different Learning Styles Inventory is associated with a binary division of learning styles, developed by Felder and Silverman. Their model interprets learning styles as

3570-401: Is little evidence for the efficacy of most learning style models, and furthermore, that the models often rest on dubious theoretical grounds. According to professor of education Steven Stahl, there has been an "utter failure to find that assessing children's learning styles and matching to instructional methods has any effect on their learning." Professor of education Guy Claxton has questioned

3675-413: Is not effective. Psychologists Scott Lilienfeld , Barry Beyerstein , and colleagues listed as one of the "50 great myths of popular psychology" the idea that "students learn best when teaching styles are matched to their learning styles", and they summarized some relevant reasons not to believe this "myth". Coffield and his colleagues and Mark Smith are not alone in their judgements. In 2005, Demos ,

3780-477: Is on basic DIY repairs rather than building new things, but there is a similar informal atmosphere of exploration and learning new skills. Bicycle cooperatives are places where people can build or fix bicycles. A place where anyone can use different professional kitchen equipment and try culinary experiments. Learning styles Learning styles refer to a range of theories that aim to account for differences in individuals' learning. Although there

3885-636: Is rapidly expanding their makerspace resources to include engineering spaces for all undergraduate & graduate degrees as part of their new Coll curricula. Tool libraries generally lack a shared space for making or hacking things, but instead serve as a repository of tools people can borrow for use in their own respective spaces. " Repair cafés " are semipermanent places where people can come together to teach and learn how to fix things. "Repair clinics" are pop-up events without permanent facilities, though they are often sponsored by organizations such as public libraries, schools, or universities. The emphasis

3990-546: The Fab lab movement and implementation of similar spaces in universities around the world. Non-Fab-Lab-associated Maker and Hackerspaces are also common. Wheaton College is one school pioneering new Hacker and Maker curriculums and spaces, as is Yale University with spaces like its "CEID". Franklin W. Olin College of Engineering has also pioneered Makerist and Hacker curriculum to great success. The Bioengineering Department at

4095-429: The University of Pennsylvania 's School of Engineering and Applied Science combines their educational lab space with an open Bio-MakerSpace in their George H. Stephenson Foundation Educational Laboratory & Bio-MakerSpace (or Biomakerspace or BioMaker Space), encouraging a free flow of ideas, creativity, and entrepreneurship between Bioengineering students and students throughout the university. William & Mary

4200-400: The psychometric tests promoted in conjunction with the learning styles idea have the necessary validity to be useful in practice. Some models, such as Anthony Gregorc 's Gregorc Style Delineator, are "theoretically and psychometrically flawed" and "not suitable for the assessment of individuals". Furthermore, knowing a student's learning style does not seem to have any practical value for

4305-630: The representational systems (VAKOG) in neuro-linguistic programming . The four sensory modalities in Fleming's model are: While the fifth modality isn't considered one of the four learning styles, it covers those who fit equally among two or more areas, or without one frontrunner: Fleming claimed that visual learners have a preference for seeing (visual aids that represent ideas using methods other than words, such as graphs, charts, diagrams, symbols, etc.). Subsequent neuroimaging research has suggested that visual learners convert words into images in

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4410-413: The 1970s. This has greatly influenced education despite the criticism that the idea has received from some researchers. Proponents recommend that teachers run a needs analysis to assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. There are many different types of learning models that have been created and used since the 1970s. Many of

4515-511: The 1980s, the National Association of Secondary School Principals (NASSP) formed a task force to study learning styles. The task force defined three broad categories of style—cognitive, affective, and physiological—and 31 variables, including the perceptual strengths and preferences from the VAK model of Barbe and colleagues, but also many other variables such as need for structure, types of motivation, time of day preferences, and so on. They defined

4620-402: The 71 models they identified, including most of the models described in this article. They examined the theoretical origins and terms of each model, and the instrument that purported to assess individuals against the learning styles defined by the model. They analyzed the claims made by the author(s), external studies of these claims, and independent empirical evidence of the relationship between

4725-1061: The Grasha-Reichmann Learning Style Scale. It was developed to analyze the attitudes of students and how they approach learning. The test was originally designed to provide teachers with insight on how to approach instructional plans for college students. Grasha's background was in cognitive processes and coping techniques. Unlike some models of cognitive styles which are relatively nonjudgmental, Grasha and Riechmann distinguish between adaptive and maladaptive styles. The names of Grasha and Riechmann's learning styles are: Aiming to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability, Robert Sternberg listed various cognitive dimensions in his book Thinking Styles . Several other models are also often used when researching cognitive styles ; some of these models are described in books that Sternberg co-edited, such as Perspectives on Thinking, Learning, and Cognitive Styles . In

4830-495: The Honey and Mumford's Learning Styles Questionnaire (LSQ) was developed to allow individuals to assess and reflect on how they consume information and learn from their experiences. It serves as an alternative to Kolb's LSI as it directly asks about common behaviors found in the workplace compared to judging how an individual learns. Having completed the self-assessment, managers are encouraged to focus on strengthening underutilized styles in order to become better equipped to learn from

4935-525: The LCTM sets clear goals with specific criteria of importance to measure the correlation with teaching outcomes and use of space and technology. The LCTM model includes Knowledge Building, Collaborative Engagement, Integrative Learning, Fostering Literacy, Creativity and Expression, the Development of Positive Social Maturation, Efficient use of Space and Enhanced Teaching. from library to learning commons:

5040-573: The Learning Commons. There is growing consensus among educators that students need to learn transferable skills in order to work efficiently and successfully in our future world. To achieve this, students will need to become critical consumers of information, effective problem solvers, capable decision makers and innovative communicators as well. They will require the skills and ability to flow with change. And most of all, students will need to understand that these transferable skills give them

5145-557: The application of strategic alignment, a management approach adapted from IT enterprise planning. Increased use of the term Learning Commons had become apparent by 2004, when the University of Southern California hosted a national conference titled "Information Commons: Learning Space Beyond the Classroom." Beagle's white paper for this conference proposed a developmental pathway "From Information Commons to Learning Commons," based on

5250-405: The brain and vice versa, but some psychologists have argued that this "is not an instance of learning styles, rather, it is an instance of ability appearing as a style". Likewise, Fleming claimed that auditory learners best learn through listening (lectures, discussions, tapes, etc.), and tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active exploration of

5355-702: The capacity to make a difference in this world... personally. A Learning Commons provides boundless opportunity for growth. It is based on a cross-curricular perspective that recognizes literacy, numeracy, knowledge, thinking, communication, and application as foundations for learning how to learn. A Learning Commons becomes the physical and virtual catalyst where inquiry, imagination, discovery, and creativity come alive and become central to growth — personal, academic, social and cultural. An effective Learning Commons will accommodate all learners and address multiple learning styles and learning levels. In working together, teacher-librarians in partnership with others can modify

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5460-408: The classroom could lead students to develop self-limiting implicit theories about themselves that could become self-fulfilling prophecies that are harmful, rather than beneficial, to the goal of serving student diversity. Some research has shown that long-term retention can better be achieved under conditions that seem more difficult, and that teaching students only in their preferred learning style

5565-463: The classroom, Dunn and Dunn say that teachers should try to make changes in their classroom that will be beneficial to every learning style. Some of these changes include room redesign, the development of small-group techniques, and the development of "contract activity packages". Redesigning the classroom involves locating dividers that can be used to arrange the room creatively (such as having different learning stations and instructional areas), clearing

5670-659: The concept of fully open makerspaces within its agencies as of 2015 , the first of which (SpaceShop Rapid Prototyping Lab) resides at NASA Ames Research Center . In general, hackerspaces function as centers for peer learning and knowledge sharing , in the form of workshops, presentations, and lectures. They usually also offer social activities for their members, such as game nights and parties. Hackerspaces can be viewed as open community labs incorporating elements of machine shops , workshops , and/or studios where hackers can come together to share resources and knowledge to build and make things. Many hackerspaces participate in

5775-427: The concept of learning by doing and peer-to-peer learning processes as opposed to formal modes of learning; sharing, solidarity and cooperation”. Hackerspaces have also been described as physical manifestations of the peer production principles. Large opportunity gaps in science and engineering ( STEM ) persist for youth growing up in poverty, and in particular for African American and Latino youth, and have become

5880-421: The continuous evolution of libraries and librarians’ functions. Web 2.0 technologies such as blogs , social networking sites, video sharing sites and web apps , have radically impacted the way that information is exchanged and engaged in. A learning commons takes these technologies into consideration and then adapts to provide the best possible services to the new 2.0 users and students. A driving force for

5985-408: The course; specific study strategies, unrelated to learning style, were positively correlated with final course grade. Various researchers have attempted to hypothesize ways in which learning style theory can be used in the classroom. Two such scholars are Rita Dunn and Kenneth Dunn, who build upon a learning modalities approach. Although learning styles will inevitably differ among students in

6090-726: The early 1990s, when they were more frequently called Information Commons. Two early examples were the Information Arcade at the University of Iowa (1992) and the Information Commons at the University of Southern California (1994). By 1999, Donald Beagle had noted its emergence as "...a new model for service delivery in academic libraries," and proposed that the model could be characterized by offering "a continuum of service" from information retrieval to original knowledge creation. This approach, often called "one-stop shopping," could be facilitated, Beagle suggested, though

6195-418: The extent that learning styles such as VARK are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Similarly, psychologist Kris Vasquez pointed out a number of problems with learning styles, including the lack of empirical evidence that learning styles are useful in producing student achievement, but also her more serious concern that the use of learning styles in

6300-739: The extent to which they can be easily used, by anybody, as often or as seldom as desired, for the accomplishment of a purpose chosen by the user”. From a justice perspective, the open access is important because many makerspaces are pay-to-play. Examples of community-based making spaces include GET City and Mt Elliot , both in Michigan. Universities around the world have at different rates embraced educational possibilities of these spaces. Makerspaces provide colleges and universities with an inspirational environment where innovative connections between technology and curriculum can be utilized for experiential teaching and learning activities MIT has pioneered

6405-614: The first public library to open a MakerSpace is the Fayetteville Free Library. In response to the misogyny allegedly shown by the brogrammer culture that sees hackerspaces as "male" spaces, Seattle Attic was founded in the summer of 2013, as the first Feminist Hackerspace in the United States. They were soon followed by Double Union , in San Francisco. Their founding came as a result of The Ada Initiative, and their AdaCamp conferences. Which has also led to

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6510-418: The five senses, while abstract perceptions involve the understanding of ideas, qualities, and concepts which cannot be seen. In regard to the two ordering abilities, sequential ordering involves the organization of information in a linear, logical way, and random ordering involves the organization of information in chunks and in no specific order. The model posits that both of the perceptual qualities and both of

6615-454: The floor area, and incorporating students' thoughts and ideas into the design of the classroom. Dunn and Dunn's "contract activity packages" are educational plans that use: a clear statement of the learning need; multisensory resources (auditory, visual, tactile, kinesthetic); activities through which the newly mastered information can be used creatively; the sharing of creative projects within small groups; at least three small-group techniques;

6720-536: The following four learning styles: Kolb's model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style. According to this model, individuals may exhibit a preference for one of the four styles—Accommodating, Converging, Diverging and Assimilating—depending on their approach to learning in Kolb's experiential learning model. Peter Honey and Alan Mumford adapted Kolb's experiential learning model. First, they renamed

6825-989: The formation of FouFem in Montreal , the Mz Baltazar's Laboratory, a start-up organization and feminist hackspace in Vienna, the Anarchafeminist Hackerhive in San Francisco, the Hacktory in Philadelphia and the Miss Despionas in Tasmania, Australia, and myriad others. Some public schools in the US now also include hackerspaces. The first high school to open a true MakerSpace was in Sebastopol, California , and middle schools followed

6930-451: The foundation of personalization and ensure that the school prizes a caring and collaborative environment. The contextual factors—interactivity, flexible scheduling, and authentic assessment—establish the structure of personalization. According to Keefe and Jenkins, cognitive and learning style analysis have a special role in the process of personalizing instruction. The assessment of student learning style, more than any other element except

7035-695: The general public may buy and sell new and used equipment and supplies. There is a loose, informal tradition at many hackerspaces of welcoming visitors from other similar organizations, whether across town or internationally. Free exchange of ideas, skills, and knowledge are encouraged, especially at periodic gatherings sometimes called "build nights", "open door" or "open house" days. Makerspaces are increasingly being included as learning spaces in schools, learning commons , and other educational facilities. Hackerspaces are widely defined on hackerspaces.org as “community-operated physical places, where people can meet and work on their projects”. The exact functioning of

7140-919: The hackerspace occupies provides physical infrastructure that members need to complete their projects. In addition to, most hackerspaces provide electrical power , computer servers , and networking with Internet connectivity. Well-equipped hackerspaces may provide machine tools , sewing , crafting , art fabrication , audio equipment, video projectors , game consoles , electronic instrumentation (such as oscilloscopes and signal generators ), electronic components and raw materials for hacking, and various other tools for electronics fabrication and creating things. Specialized large-format printers , 3D printers , laser cutters , industrial sewing machines , CNC machine , or water jet cutters may be available for members to use. Some hackerspaces provide food storage and food preparation equipment, and may teach courses in basic or advanced cooking. The individual character of

7245-519: The ideal learning process engages all four of these modes in response to situational demands; they form a learning cycle from experience to observation to conceptualization to experimentation and back to experience. In order for learning to be effective, Kolb postulated, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, they may tend to develop strengths in one experience-grasping approach and one experience-transforming approach, leading them to prefer one of

7350-444: The incorporation of participants’ cultural knowledge and practices, a focus on new literacies; and valuing multiple iterations and failing-forward; and 4) Expanding the outcomes of making to include agency, identity, and the after-life of maker projects. Cutting across these areas are specific attention to gender and computer science, indigenous epistemologies and maker activities, and how makerspaces may ground STEM-rich making in

7455-424: The information commons are organized in collaboration with learning initiatives sponsored by other academic units, or aligned with learning outcomes defined through a cooperative process.” These definitions were later adopted and elaborated upon by Scott Bennett , Yale University Librarian Emeritus. Since the late 1990s, hundreds of Learning Commons have developed and morphed in response to Web 2.0 technologies and

7560-469: The institution to place various services in the library are caused by two major reasons. The first reason is the reduction of space used to house print materials which are of little use to students and faculty compared to digital resources rapidly accessible through internet based services. The second reason for learning commons advances is the prime location on campus that most libraries have managed to secure. The library often frees up space through weeding of

7665-403: The learning process. The validity of Gregorc's model has been questioned by Thomas Reio and Albert Wiswell following experimental trials. Gregorc argues that his critics have "scientifically-limited views" and that they wrongly repudiate the "mystical elements" of "the spirit" that can only be discerned by a "subtle human instrument". Anthony Grasha and Sheryl Riechmann, in 1974, formulated

7770-487: The learning style identified by the instrument and students' actual learning. Coffield's team found that none of the most popular learning style theories had been adequately validated through independent research. This means that even if the underlying theories were sound, educators are frequently unable to correctly identify the theoretically correct learning style for any given student, so the theory would end up being misapplied in practice. The Learning Style Inventory (LSI)

7875-402: The learning style of an individual student by observing his or her behavior. Learning has taken place only when one observes a relatively stable change in learner behavior resulting from what has been experienced. Richard Felder and Linda Silverman developed their own index for determining learning styles. The Felder Silverman Learning Style Model (FSLSM) is a type of learning styles based on

7980-478: The learning style of their students accurately. In one study, students were asked to take an inventory of their learning styles. After nearly 400 students completed the inventory, 70% did not use study habits that matched their preferred learning method. This study also indicated that students who used study methods that matched their preferred learning style performed no better on tests than students who did not. Many educational psychologists have shown that there

8085-408: The learning styles of their students, many students tend to lose interest in the class, going as far as changing to other studies or dropping out of school entirely. A 2004 non-peer-reviewed literature review criticized most of the main instruments used to identify an individual's learning style. In conducting the review, Frank Coffield and his colleagues selected 13 of the most influential models of

8190-510: The lived experiences and wisdom of youth of color and their families and communities. One emerging area of studies examines the production of an equitable culture in making, including in-depth longitudinal cases of youth makers in community settings, how youth and community co-design for equitable learning opportunities and outcomes. Hackerspaces can run into difficulties with building codes or other planning regulations, which may not be designed to handle their scope of activities. For example,

8295-557: The maker movement in the US is $ 103,000, with 97% of those who go to Maker Faires having college degrees (and 70% have graduate degrees). Only 11% of the contributions to Make Magazine (the periodical credited with launching the Maker Movement) are female. Thus, as the maker movement has become formalized, the powerful knowledge and practices of communities of color or of low-income communities have not yet become central to its discourse. Emerging research has begun to address how

8400-509: The maker movement might address equity concerns broadly. There is recent research in this area, which is challenging the field to consider new directions in the design of maker spaces, in maker space programming and pedagogies, and in how to make sense of the outcomes of making. These include: 1) Expanding what counts as making; 2) Design of makerspaces that foster an open, flexible and welcoming atmosphere to youth; 3) Maker space programs and pedagogies that support an equitable culture of making,

8505-448: The maximum benefit of the student user and the school. New or renovated library space is now commonly repurposed to bring students together to work, study, and socialize. The learning commons typically offer comfortable furniture for both individual and group study, modular furnishings that allow users to customize the environment to suit their needs, access to wireless networks and electrical outlets, multimedia labs and support, and often

8610-403: The model well given the differences in inductive and deductive teaching methods. Felder and Silverman placed Active, Visual, Sensing, and Sequential on one side of the spectrum and their counterparts on the opposing side. Felder also noted, however, that while full understanding of the spectrum allows for optimal learning, that mismatches do exist. Specifically, when a professor does not teach to

8715-603: The models have similar fundamental ideas and are derived from other existing models, such as the improvement from the Learning Modalities and VAK model to the VARK model. However, critics claim that there is no consistent evidence that better student outcomes result from identifying an individual student's learning style and teaching for specific learning styles. There are many different learning styles models; one literature review identified 71 different models. Only

8820-409: The most frequent modality strengths, according to their research, are visual or mixed), they can change over time, and they become integrated with age. They also pointed out that learning modality strengths are different from preferences ; a person's self-reported modality preference may not correspond to their empirically measured modality strength. This disconnect between strengths and preferences

8925-567: The ordering abilities are present in each individual, but some qualities and ordering abilities are more dominant within certain individuals. There are four combinations of perceptual qualities and ordering abilities based on dominance: concrete sequential , abstract random , abstract sequential , and concrete random . The model posits that individuals with different combinations learn in different ways—they have different strengths, different things make sense to them, different things are difficult for them, and they ask different questions throughout

9030-402: The print collections. A synergistic service can develop in support of students with other service departments. Students appear to have natural abilities to use emerging technology. But the reality is, while students easily grasp the entertainment and communication value of the devices they use, they need to be taught how these tools can be used in learning and critical thought. This is a task for

9135-486: The process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a "need or want to know" premise. Inquiry is not so much seeking the right answer—because often there is none—but rather seeking appropriate resolutions to questions and issues. For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue

9240-473: The process, content, product and environment to meet the needs of a diverse student population. The result will be empowered learners. The learning commons model creates an ideal environment for the teacher librarian to utilize teaching methods that allow for both formal and informal learning to take place. A learning commons allows for academic libraries to provide wider ranging and more cohesive services to students and users. Meshing numerous services maintains

9345-463: The quest for knowledge throughout life. The challenge is discovering how to reconfigure our current spaces both inside and beyond a school and a school library's walls to reflect this new reality. Access to the technology that makes it possible, obviously, is critical. The school library, a key component of a Learning Commons, has an integral and transformative role to play in implementing this fresh and innovative vision for education. Every member of

9450-405: The range of media represented in their spaces to include digital fabrication tools. There are also community-based makerspaces focused on open-access to allow community members to address community-based problems. For example, to share resources and access to critical manufacturing equipment. Makerspaces could also be seen as spaces for the co-production of convivial tools that “foster conviviality to

9555-548: The scientific basis for separating out students based on learning style. According to Susan Greenfield the practice is "nonsense" from a neuroscientific point of view: "Humans have evolved to build a picture of the world through our senses working in unison, exploiting the immense interconnectivity that exists in the brain." Similarly, Christine Harrington argued that since all students are multisensory learners , educators should teach research-based general learning skills. Since 2012, learning styles have often been referred to as

9660-406: The space varies from place to place and is determined by its members and while there is no blueprint or set of guidelines to create a hackerspace, they generally follow a “hacker ethic”, which “include freedom, in the sense of autonomy as well as of free access and circulation of information; distrust of authority, that is, opposing the traditional, industrial top-down style of organization; embracing

9765-846: The spaces themselves. For more, see: Maker Culture#Criticisms. In 2009, Johannes Grenzfurthner published the much debated pamphlet "Hacking the Spaces", that dealt with exclusionist tendencies in the hackerspaces movement. Grenzfurther extended his critique through lectures at the 2012 and 2014 Hackers on Planet Earth conferences in New York City. Over the years, many hackerspaces have grown significantly in membership, operational budgets, and local media attention. Many have also helped establish other hackerspaces in nearby locations. A lot of places share values similar to those purported by hackspaces, whether or not they use that nomenclature. A few examples follow: Public Libraries have long been

9870-418: The stages in the learning cycle to accord with managerial experiences: having an experience, reviewing the experience, concluding from the experience, and planning the next steps. Second, they aligned these stages to four learning styles named: These learning styles are not innate to an individual but rather are developed based on an individual's experiences and preferences. Based on this model,

9975-632: The status quo "from within". The first hackerspace in China, Xinchejian , opened in Shanghai in 2010. Thereafter a network of hackerspaces emerged, nourishing an emerging maker culture. By designing open technologies and developing new businesses, Chinese makers make use of the system, make fun of it, altering it and provoking it. DIY makers often bring and align contradictory ideas together, such as copycat and open source, manufacturing and DIY, individual empowerment and collective change. In doing so, they craft

10080-481: The student. In 2019, the American Association of Anatomists published a study that investigated whether learning styles had any effect on the final outcomes of an anatomy course. The study found that even when being told they had a specific learning style, the students did not change their study habits, and those students that did use their theoretically dominant learning style had no greater success in

10185-915: The supporting studies and the lack of independent research on the model." Another scholar who believes that learning styles should have an effect on the classroom is Marilee Sprenger in Differentiation through Learning Styles and Memory . She bases her work on three premises: Sprenger details how to teach in visual, auditory, or tactile/kinesthetic ways. Methods for visual learners include ensuring that students can see words written, using pictures, and drawing timelines for events. Methods for auditory learners include repeating words aloud, small-group discussion, debates, listening to books on tape, oral reports, and oral interpretation. Methods for tactile/kinesthetic learners include hands-on activities (experiments, etc.), projects, frequent breaks to allow movement, visual aids, role play, and field trips. By using

10290-511: The system. Any hope for improving student learning necessarily involves an understanding and application of information processing theory. Learning style assessment can provide a window to understanding and managing this process. At least one study evaluating teaching styles and learning styles, however, has found that congruent groups have no significant differences in achievement from incongruent groups. Furthermore, learning style in this study varied by demography, specifically by age, suggesting

10395-576: The teacher role, establishes the foundation for a personalized approach to schooling: for student advisement and placement, for appropriate retraining of student cognitive skills, for adaptive instructional strategy, and for the authentic evaluation of learning. Some learners respond best in instructional environments based on an analysis of their perceptual and environmental style preferences: most individualized and personalized teaching methods reflect this point of view. Other learners, however, need help to function successfully in any learning environment. If

10500-597: The tools required to build hackerspaces within reach of an even wider audience. For example, Bilal Ghalib (who had previously worked on a hackerspace documentary) and others used such tools to bring the hackerspace concept to the Middle East . Worldwide, a large number of hackerspace or makerspace facilities have been founded. Nicole Lou and Katie Peek reported that from 2006 to 2016 the number of active or planned spaces increased to 1,393, fourteen times as many as in 2006. The US federal government has started adopting

10605-419: The traditional reference and research elements of the classic library while adding exciting new services that support new technologies and service in a larger and more integrated environment. The learning commons reflects a marked shift in our conception of the library, a shift that is driven by our evolving understanding of the library's role in supporting student learning. The emergence of the learning commons as

10710-525: The trend. For example, White Hill Middle school in Fairfax, California has now opened up their own MakerSpace with a class called "Makers and Hackers". In 2018 Penketh High School became the first school to have a school makerspace in the United Kingdom. "Spark" was designed for students and the community being the first of its kind in the UK. In Shenzhen, China SteamHead makerspace organized

10815-557: The use and development of free software , open hardware , and alternative media . They are often physically located in infoshops , social centers , adult education centers, public schools, public libraries, or on university campuses , but may relocate to industrial or warehouse space when they need more room. Most recent studies of hackerspace in China—where Internet access is heavily censored—suggest that new businesses and organized tech conferences there serve to intervene in

10920-790: The world, science projects, experiments, etc.). Students can use the model and inventory to identify their preferred learning style and, it is claimed, improve their learning by focusing on the mode that benefits them the most. Fleming's model also posits two types of multimodality. This means that not everyone has one defined preferred modality of learning; some people may have a mixture that makes up their preferred learning style. There are two types of multimodality learners: VARK type one learners are able to assimilate their learning style to those around them. VARK type two learners need to receive input or output in all of their preferred styles. They will continue to work until all preferred learning areas have been met. Anthony Gregorc and Kathleen Butler organized

11025-409: Was confirmed by a subsequent study. Nevertheless, some scholars have criticized the VAK model. Psychologist Scott Lilienfeld and colleagues have argued that much use of the VAK model is nothing more than pseudoscience or a psychological urban legend . Neil Fleming 's VARK model and inventory expanded upon earlier notions of sensory modalities such as the VAK model of Barbe and colleagues and

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