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Augmenting and quantifying digital fabrication spaces
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Digital fabrication spaces (DFSs) offer a technology-rich platform for designers and consumers to create innovative solutions and prototypes using subtractive and additive manufacturing technology and electronics prototyping tools. DFSs promote a circular economy and redistributive manufacturing, allowing product reuse, repair, remanufacturing, and recycling. In educational settings, DFSs promote open-ended, hands-on, and project-based learning. Despite the importance of digital fabrication-based prototyping, limited efforts have been made to understand and support this process. This research therefore aims to quantify and augment the digital fabrication-based prototyping process and its outcomes. First, we identified the factors influencing creativity, the development of digital fabrication skills, and students’ experiences in DFSs. Second, we presented a method for capturing prototyping activities and collaborative interactions using computer vision technology and presented a case study highlighting the connection between student interactions and creativity. Third, we integrated a dedicated prototyping-capturing tool to facilitate the documentation of the prototyping process. Fourth, we proposed a conceptual framework for sustainable digital fabrication-based prototyping.
The results showed that learning activities in DFSs fostered creativity and digital fabrication skills. In addition, compared with collaborative work, individual work contributed more to the development of digital fabrication skills. Furthermore, we demonstrated that a monocular vision method could capture prototyping activities and student interactions, providing valuable insights for tuning maker-based pedagogy to assist struggling students. Finally, the results showed that the sustainability of the prototyping process could be evaluated and enhanced by incorporating the sustainability indicators presented in the literature.
The findings can enhance learning in digital fabrication-based makerspaces and optimize maker-based pedagogy to teach technical and soft skills to learners. The findings also benefit social and engineering design professionals and researchers working with digital fabrication technology because they promote sustainable and creative outcomes. The findings can also be utilized by DFS staff to enhance the utilization of consumables and machines through a sustainable approach and monitoring student’s DFSs use patterns. Original papers Soomro, S. A., Casakin, H., Nanjappan, V., & Georgiev, G. V. (2023). Makerspaces fostering creativity: A systematic literature review. Journal of Science Education and Technology, 32(4), 530–548. https://doi.org/10.1007/s10956-023-10041-4 https://doi.org/10.1007/s10956-023-10041-4 Self-archived version Soomro, S. A., Nanjappan, V., Casakin, H., & Georgiev, G. V. (2024). Fostering technical skills and creativity in the digital fabrication spaces: An open-ended prototyping approach. Manuscript submitted for publication. Soomro, S. A., Memon, H., Schneider, B., & Georgiev, G. V. (2024). Capturing activities and interactions in makerspace using monocular computer vision. Manuscript submitted for publication. Soomro, S. A., Barhoush, Y. A. M., Gong, Z., Kostakos, P., & Georgiev, G. V. (2021). Tools for recording prototyping activities and quantifying corresponding documentation in the early stages of product development. Proceedings of the Design Society, 1, 3159–3168. https://doi.org/10.1017/pds.2021.577 https://doi.org/10.1017/pds.2021.577 Self-archived version Soomro, S. A., Barhoush, Y., Sánchez Milara, I., Gong, Z., & Georgiev, G. V. (2021). Capturing and quantifying prototype progress in a design course using automated means. Blucher Design Proceedings, 1–11. https://doi.org/10.5151/ead2021-111 https://doi.org/10.5151/ead2021-111 Soomro, S. A., Casakin, H., & Georgiev, G. V. (2021). Sustainable design and prototyping using digital fabrication tools for education. Sustainability, 13(3), 1196. https://doi.org/10.3390/su13031196 https://doi.org/10.3390/su13031196 Self-archived version Tiivistelmä
Digitaaliset valmistusympäristöt (DFS) toimivat runsaasti teknologiaa sisältävänä alustana, jossa suunnittelijat ja kuluttajat voivat luoda innovatiivisia ratkaisuja ja prototyyppejä vähentävän ja lisäävän valmistusteknologian sekä elektroniikan prototyyppityökalujen avulla. DFS-järjestelmät edistävät kiertotaloutta ja uudelleenjakavaa valmistusta ja näin mahdollistavat tuotteiden uudelleenkäytön, korjaamisen, uudelleenvalmistuksen ja kierrätyksen. Koulutusympäristöissä DFS edistää avointa, käytännönläheistä ja projektipohjaista oppimista. Vaikka digitaaliseen valmistukseen perustuva prototyyppien rakentaminen on tärkeää, tämän prosessin ymmärtämiseksi ja tukemiseksi on tehty vain vähän työtä. Siksi tässä tutkimuksessa pyritään kvantifioimaan digitaaliseen valmistukseen perustuvaa prototyyppiprosessia ja sen lopputuloksia sekä lisäämään ymmärrystä niistä. Ensin kartoitimme tekijät, jotka vaikuttavat luovuuteen, digitaalisten valmistustaitojen kehittymiseen ja oppilaiden kokemuksiin DFS:stä. Toiseksi esittelimme uudenlaisen menetelmän prototyyppitoimintojen ja yhteistoiminnallisen vuorovaikutuksen kuvaamiseen tietokonenäön avulla. Esittelimme myös tapaustutkimuksen, jossa korostui opiskelijoiden vuorovaikutuksen ja luovuuden välinen yhteys. Kolmanneksi otimme käyttöön erillisen prototyyppien kuvaustyökalun helpottamaan prototyyppiprosessin dokumentointia. Neljänneksi ehdotimme käsitteellistä kehystä digitaaliseen valmistukseen perustuvaan kestävään prototyyppien valmistukseen.
Tulokset osoittivat, että DFS-oppimisympäristöt edistivät luovuutta ja digitaalisia valmistustaitoja. Lisäksi yksilötyöskentely tuki digitaalisten valmistustaitojen kehittymistä enemmän kuin yhteistoiminnallinen työskentely. Osoitimme myös, että monokulaarisella menetelmällä pystytään tutkimaan prototyyppitoimintoja ja oppilaiden vuorovaikutusta, ja tästä saadulla arvokkaalla tiedolla voidaan edelleen kehittää maker-pedagogiikkaa heikompien oppilaiden auttamiseksi. Tulokset osoittavat, että prototyyppiprosessin kestävyyttä voidaan arvioida ja parantaa sisällyttämällä siihen kirjallisuudessa esitettyjä kestävyysindikaattoreita.
Löydösten avulla voidaan parantaa oppimista digitaaliseen valmistukseen perustuvissa makerspace-tiloissa ja optimoida maker-pohjaista pedagogiikkaa teknisten ja pehmeiden taitojen opettamista varten. Löydökset hyödyttävät myös digitaalisen valmistusteknologian parissa työskenteleviä sosiaalisen ja teknisen suunnittelun ammattilaisia ja tutkijoita, koska ne edistävät kestäviä ja luovia lopputuloksia. Myös DFS-henkilöstö voi hyödyntää löydöksiä kulutushyödykkeiden ja koneiden käytön parantamisessa kestävän lähestymistavan ja DFS-käyttötottumusten seurannan avulla. Osajulkaisut Soomro, S. A., Casakin, H., Nanjappan, V., & Georgiev, G. V. (2023). Makerspaces fostering creativity: A systematic literature review. Journal of Science Education and Technology, 32(4), 530–548. https://doi.org/10.1007/s10956-023-10041-4 https://doi.org/10.1007/s10956-023-10041-4 Rinnakkaistallennettu versio Soomro, S. A., Nanjappan, V., Casakin, H., & Georgiev, G. V. (2024). Fostering technical skills and creativity in the digital fabrication spaces: An open-ended prototyping approach. Manuscript submitted for publication. Soomro, S. A., Memon, H., Schneider, B., & Georgiev, G. V. (2024). Capturing activities and interactions in makerspace using monocular computer vision. Manuscript submitted for publication. Soomro, S. A., Barhoush, Y. A. M., Gong, Z., Kostakos, P., & Georgiev, G. V. (2021). Tools for recording prototyping activities and quantifying corresponding documentation in the early stages of product development. Proceedings of the Design Society, 1, 3159–3168. https://doi.org/10.1017/pds.2021.577 https://doi.org/10.1017/pds.2021.577 Rinnakkaistallennettu versio Soomro, S. A., Barhoush, Y., Sánchez Milara, I., Gong, Z., & Georgiev, G. V. (2021). Capturing and quantifying prototype progress in a design course using automated means. Blucher Design Proceedings, 1–11. https://doi.org/10.5151/ead2021-111 https://doi.org/10.5151/ead2021-111 Soomro, S. A., Casakin, H., & Georgiev, G. V. (2021). Sustainable design and prototyping using digital fabrication tools for education. Sustainability, 13(3), 1196. https://doi.org/10.3390/su13031196 https://doi.org/10.3390/su13031196 Rinnakkaistallennettu versio Academic dissertation to be presented with the assent of the Doctoral Programme Committee of Information Technology and Electrical Engineering of the University of Oulu for public defence in the Wetteri auditorium (IT115), Linnanmaa, on 24 October 2024, at 12 noonAbstract
Digital fabrication spaces (DFSs) offer a technology-rich platform for designers and consumers to create innovative solutions and prototypes using subtractive and additive manufacturing technology and electronics prototyping tools. DFSs promote a circular economy and redistributive manufacturing, allowing product reuse, repair, remanufacturing, and recycling. In educational settings, DFSs promote open-ended, hands-on, and project-based learning. Despite the importance of digital fabrication-based prototyping, limited efforts have been made to understand and support this process. This research therefore aims to quantify and augment the digital fabrication-based prototyping process and its outcomes. First, we identified the factors influencing creativity, the development of digital fabrication skills, and students’ experiences in DFSs. Second, we presented a method for capturing prototyping activities and collaborative interactions using computer vision technology and presented a case study highlighting the connection between student interactions and creativity. Third, we integrated a dedicated prototyping-capturing tool to facilitate the documentation of the prototyping process. Fourth, we proposed a conceptual framework for sustainable digital fabrication-based prototyping.
The results showed that learning activities in DFSs fostered creativity and digital fabrication skills. In addition, compared with collaborative work, individual work contributed more to the development of digital fabrication skills. Furthermore, we demonstrated that a monocular vision method could capture prototyping activities and student interactions, providing valuable insights for tuning maker-based pedagogy to assist struggling students. Finally, the results showed that the sustainability of the prototyping process could be evaluated and enhanced by incorporating the sustainability indicators presented in the literature.
The findings can enhance learning in digital fabrication-based makerspaces and optimize maker-based pedagogy to teach technical and soft skills to learners. The findings also benefit social and engineering design professionals and researchers working with digital fabrication technology because they promote sustainable and creative outcomes. The findings can also be utilized by DFS staff to enhance the utilization of consumables and machines through a sustainable approach and monitoring student’s DFSs use patterns.Tiivistelmä
Digitaaliset valmistusympäristöt (DFS) toimivat runsaasti teknologiaa sisältävänä alustana, jossa suunnittelijat ja kuluttajat voivat luoda innovatiivisia ratkaisuja ja prototyyppejä vähentävän ja lisäävän valmistusteknologian sekä elektroniikan prototyyppityökalujen avulla. DFS-järjestelmät edistävät kiertotaloutta ja uudelleenjakavaa valmistusta ja näin mahdollistavat tuotteiden uudelleenkäytön, korjaamisen, uudelleenvalmistuksen ja kierrätyksen. Koulutusympäristöissä DFS edistää avointa, käytännönläheistä ja projektipohjaista oppimista. Vaikka digitaaliseen valmistukseen perustuva prototyyppien rakentaminen on tärkeää, tämän prosessin ymmärtämiseksi ja tukemiseksi on tehty vain vähän työtä. Siksi tässä tutkimuksessa pyritään kvantifioimaan digitaaliseen valmistukseen perustuvaa prototyyppiprosessia ja sen lopputuloksia sekä lisäämään ymmärrystä niistä. Ensin kartoitimme tekijät, jotka vaikuttavat luovuuteen, digitaalisten valmistustaitojen kehittymiseen ja oppilaiden kokemuksiin DFS:stä. Toiseksi esittelimme uudenlaisen menetelmän prototyyppitoimintojen ja yhteistoiminnallisen vuorovaikutuksen kuvaamiseen tietokonenäön avulla. Esittelimme myös tapaustutkimuksen, jossa korostui opiskelijoiden vuorovaikutuksen ja luovuuden välinen yhteys. Kolmanneksi otimme käyttöön erillisen prototyyppien kuvaustyökalun helpottamaan prototyyppiprosessin dokumentointia. Neljänneksi ehdotimme käsitteellistä kehystä digitaaliseen valmistukseen perustuvaan kestävään prototyyppien valmistukseen.
Tulokset osoittivat, että DFS-oppimisympäristöt edistivät luovuutta ja digitaalisia valmistustaitoja. Lisäksi yksilötyöskentely tuki digitaalisten valmistustaitojen kehittymistä enemmän kuin yhteistoiminnallinen työskentely. Osoitimme myös, että monokulaarisella menetelmällä pystytään tutkimaan prototyyppitoimintoja ja oppilaiden vuorovaikutusta, ja tästä saadulla arvokkaalla tiedolla voidaan edelleen kehittää maker-pedagogiikkaa heikompien oppilaiden auttamiseksi. Tulokset osoittavat, että prototyyppiprosessin kestävyyttä voidaan arvioida ja parantaa sisällyttämällä siihen kirjallisuudessa esitettyjä kestävyysindikaattoreita.
Löydösten avulla voidaan parantaa oppimista digitaaliseen valmistukseen perustuvissa makerspace-tiloissa ja optimoida maker-pohjaista pedagogiikkaa teknisten ja pehmeiden taitojen opettamista varten. Löydökset hyödyttävät myös digitaalisen valmistusteknologian parissa työskenteleviä sosiaalisen ja teknisen suunnittelun ammattilaisia ja tutkijoita, koska ne edistävät kestäviä ja luovia lopputuloksia. Myös DFS-henkilöstö voi hyödyntää löydöksiä kulutushyödykkeiden ja koneiden käytön parantamisessa kestävän lähestymistavan ja DFS-käyttötottumusten seurannan avulla
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Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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