Mark Petrich, Vijaya L. Ramamurthy, Delia Hendrie and Suzanne Robinson
The purpose of this paper is to contribute an Australian perspective to the debate on health system integration by identifying some key Australian challenges to integration…
Abstract
Purpose
The purpose of this paper is to contribute an Australian perspective to the debate on health system integration by identifying some key Australian challenges to integration, policy responses to enhance integration and potential insights from these for international policy makers, researchers and practitioners.
Design/methodology/approach
Drawing on the systems theory concept of entropy, the authors contend that there exist factors that contribute to system fragmentation. Whilst policy responses to these challenges are contextual, there are generalisable features worth exploring internationally.
Findings
The authors suggest that recognition of inherent system-based barriers is an important initial stage in moving towards integration. Whilst process and people factors are important contributors to integration, the political will to move in this direction is a necessary dynamic to energise the system through appropriate funding, incentives and governance structures.
Originality/value
The paper provides a fresh Australian perspective to the international discourse on barriers and opportunities to enhance health system integration.
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Tom Schultheiss, Lorraine Hartline, Jean Mandeberg, Pam Petrich and Sue Stern
The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the…
Abstract
The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.
Tom Schultheiss, Sandy Finnerty, Ellen Hepner, Lorraine Hartline and Pam Petrich
GENERAL REFERENCE ‐ Encyclopedias Shapiro, Max S. THE CADILLAC MODERN ENCYCLOPEDIA. New York, Cadillac, 1973. (Dist. by Derbi books). 1954pp. cloth. $24.95. ISBN 0–87445–0004. LC…
Sally Eaves and Stephen Harwood
A new form of learning space has emerged across the world, marking a shift from Do-It-Yourself to Do-It-Together. This space, generically known as a makerspace, is located in…
Abstract
A new form of learning space has emerged across the world, marking a shift from Do-It-Yourself to Do-It-Together. This space, generically known as a makerspace, is located in accessible and affordable venues, both within communities and serving communities. It offers a resource that allows people to discover their latent capabilities through exploration, experimentation and iteration, alongside the knowledge openly shared by those around them. The underlying rationale is found in the work of John Dewey, notably Democracy and Education (D&E, 1916). This chapter examines this newer form of space to gain insight into what it implies for learning and education. It commences with a reflection of salient aspects of Dewey’s D&E (1916) and how this informs understanding on what is desirable in a learning space. This is followed by a reflection upon research on makerspaces to establish how they can be conceptualized. A case study provides rich insights into characteristics, ethos and practices, while acknowledging that each space is unique and not representative of them all. Nevertheless, it foregrounds the essence of what defines a makerspace. The chapter closes with discussion of the implications and what may be concluded.
Whatever has transpired between the publication of Dewey’s D&E (1916) and the present, his vision of the empowered individual clearly manifests in the makerspace. It allows individuals to break free from the limitations of the formal educational system and, as part of a social learning community, discover their potential in new, natural, non-linear and often unexpected ways. Further, and perhaps only just beginning to be understood, is its wider potential to ignite alternative approaches on how to contribute to society and catalysing new directions for the future of work. With increasing research insights alongside broadened awareness of the possibilities, individuals can gain the capability to design and build for their future – that is only limited by their capacity to imagine it.
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Yoon Jeon (YJ) Kim, Yumiko Murai and Stephanie Chang
As maker-centered learning grows rapidly in school environments, there is an urgent need for new forms of assessment. The purpose of this paper is to report on the development and…
Abstract
Purpose
As maker-centered learning grows rapidly in school environments, there is an urgent need for new forms of assessment. The purpose of this paper is to report on the development and implementation of tools to support embedded assessment of maker competencies within school-based maker programs and describes alternative assessment approaches to rubrics and portfolios.
Design/methodology/approach
This study used a design-based research (DBR) method, with researchers collaborating with US middle school teachers to iteratively design a set of tools that support implementation of embedded assessment. Based on teacher and student interviews, classroom observations, journal notes and post-implementation interviews, the authors report on the final phase of DBR, highlighting how teachers can implement embedded assessment in maker classrooms as well as the challenges that teachers face with assessment.
Findings
This study showed that embedded assessment can be implemented in a variety of ways, and that flexible and adaptable assessment tools can play a crucial role in supporting teachers in this process. Additionally, though teachers expressed a strong desire for student involvement in the assessment process, we observed minimal student agency during implementation. Further study is needed to investigate how establishing classroom culture and norms around assessment may enable students to fully participate in assessment processes.
Originality/value
Due to the dynamic and collaborative nature of maker-centered learning, teachers may find it difficult to provide on-the-fly feedback. By employing an embedded assessment approach, this study explored a new form of assessment that is flexible and adaptable, allowing teachers to formally plan ahead while also adjusting in the moment.
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Marina Umaschi Bers, Amanda Strawhacker and Miki Vizner
With the advent of the maker movement, there has been a new push to explore how spaces of learning ought to be designed. The purpose of this paper is to integrate three approaches…
Abstract
Purpose
With the advent of the maker movement, there has been a new push to explore how spaces of learning ought to be designed. The purpose of this paper is to integrate three approaches for thinking about the role of design of the learning environment: the makerspace movement, Reggio Emilia’s Third Teacher approach, and the positive technological development (PTD) framework.
Design/methodology/approach
This paper describes two case studies that involved the design of two different early childhood makerspaces (ECMSs) through a co-participatory design experience: the Kindergarten Creator Space at the International School of Billund in Denmark; and the ECMS at (removed for blind review), a resource library in Medford, MA.
Findings
Based on the foundational education framework of PTD, and ideas from the field of interior design, this paper describes the design principles of several successful makerspaces, and case examples of children who use them.
Originality/value
By grounding the theoretical discussion in three approaches, the authors aim to suggest design elements of physical spaces in schools and libraries that can promote young children’s learning through making. Recommendations are discussed for practitioners and researchers interested in ECMSs.
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Yong Ju Jung, Soo Hyeon Kim and Gi Woong Choi
The purpose of this paper is to revisit previous design principles and guidelines for online makerspaces in public libraries (Kim et al., 2020) and expand the design principles…
Abstract
Purpose
The purpose of this paper is to revisit previous design principles and guidelines for online makerspaces in public libraries (Kim et al., 2020) and expand the design principles with more updated implications and examples from the literature published during and after the COVID-19 pandemic.
Design/methodology/approach
The authors reviewed recently published papers about online transitions of makerspaces, especially during and after the COVID-19 pandemic, summarized their implications and deduced applicable design principles and guidelines.
Findings
This paper proposes updated design principles and guidelines based on four key areas: Program and service design; Tools and materials; Facilitation; and Logistic support. These updated design principles considered a wider range of patrons that public library makerspaces may serve, the digital divide issues and logistic concerns that should be addressed beyond the scope of a single makerspace.
Originality/value
This paper compiles various lessons learned and strategies regarding online makerspaces and maker programming for public libraries and provides helpful design principles and guidelines for the continued use of online components for makerspace services and programs.
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Usman Tariq, Ranjit Joy, Sung-Heng Wu, Muhammad Arif Mahmood, Asad Waqar Malik and Frank Liou
This study aims to discuss the state-of-the-art digital factory (DF) development combining digital twins (DTs), sensing devices, laser additive manufacturing (LAM) and subtractive…
Abstract
Purpose
This study aims to discuss the state-of-the-art digital factory (DF) development combining digital twins (DTs), sensing devices, laser additive manufacturing (LAM) and subtractive manufacturing (SM) processes. The current shortcomings and outlook of the DF also have been highlighted. A DF is a state-of-the-art manufacturing facility that uses innovative technologies, including automation, artificial intelligence (AI), the Internet of Things, additive manufacturing (AM), SM, hybrid manufacturing (HM), sensors for real-time feedback and control, and a DT, to streamline and improve manufacturing operations.
Design/methodology/approach
This study presents a novel perspective on DF development using laser-based AM, SM, sensors and DTs. Recent developments in laser-based AM, SM, sensors and DTs have been compiled. This study has been developed using systematic reviews and meta-analyses (PRISMA) guidelines, discussing literature on the DTs for laser-based AM, particularly laser powder bed fusion and direct energy deposition, in-situ monitoring and control equipment, SM and HM. The principal goal of this study is to highlight the aspects of DF and its development using existing techniques.
Findings
A comprehensive literature review finds a substantial lack of complete techniques that incorporate cyber-physical systems, advanced data analytics, AI, standardized interoperability, human–machine cooperation and scalable adaptability. The suggested DF effectively fills this void by integrating cyber-physical system components, including DT, AM, SM and sensors into the manufacturing process. Using sophisticated data analytics and AI algorithms, the DF facilitates real-time data analysis, predictive maintenance, quality control and optimal resource allocation. In addition, the suggested DF ensures interoperability between diverse devices and systems by emphasizing standardized communication protocols and interfaces. The modular and adaptable architecture of the DF enables scalability and adaptation, allowing for rapid reaction to market conditions.
Originality/value
Based on the need of DF, this review presents a comprehensive approach to DF development using DTs, sensing devices, LAM and SM processes and provides current progress in this domain.
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Much has been published on makerspaces: the history, development and progress and how they are used – stories of successes and opinions on their potential. The purpose of this…
Abstract
Purpose
Much has been published on makerspaces: the history, development and progress and how they are used – stories of successes and opinions on their potential. The purpose of this paper is to comment on such publications within the library and information science (LIS) literature and to warn libraries to not only focus on providing physical spaces and tools but to explore the bigger potential of extended, interconnected spaces for information and information resources and “mutations” of makerspaces such as makerlearning.
Design/methodology/approach
The contribution is based on a pragmatic and reflective analysis of the LIS literature on makerspaces. The questions are: what to make of the literature, and what needs to be done to enrich the subject literature to support an interconnected approach to makerspaces and information resources and information support?
Findings
There is a very strong focus in the literature on libraries as physical spaces for makerspaces, the planning, provision, maintenance and how-we-do-it approaches. Although very important this does not sufficiently explore an interconnection between makerspaces and an expanded information-related involvement of libraries, e.g. in information literacy training, guided inquiry, bridging the digital divide, research (embedded librarianship) and community support.
Research limitations/implications
There are many publications on makerspaces in the LIS literature. They however, mostly do not reflect on the opportunities to take a more holistic look at the potential of makerspaces in libraries interconnected to the use of information resources, and information-related support and intervention from libraries.
Originality/value
Although there are many papers on makerspaces the purpose of this contribution is to focus on extended input from libraries.
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Heather Toomey Zimmerman, Katharine Ellen Grills, Zachary McKinley and Soo Hyeon Kim
The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held…
Abstract
Purpose
The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held in libraries and one museum. The purpose of this paper is to support families’ engagement in design tasks and engineering thinking, three types of discussion prompts were used during each workshop. The orienting design conjecture was that discussion prompts would allow parents to lead productive conversations to support engineering-making activities.
Design/methodology/approach
Within a collective case study approach, 20 consented families (22 adults, 25 children) engaged in making practices related to making a lunar rover with a scientific instrument panel. Data included cases of families’ talk and actions, as documented through video (22 h) and photographs of their engineering designs. An interpretivist, qualitative video-based analysis was conducted by creating individual narrative accounts of each family (including transcript excerpts and images).
Findings
Parents used the question prompts in ways that were integral to supporting youths’ participation in the engineering activities. Children often did not answer the astronomer’s questions directly; instead, the parents revoiced the prompts before the children’s engagement. Family prompts supported reflecting upon prior experiences, defining the design problem and maintaining the activity flow.
Originality/value
Designing discussion prompts, within a broader project-based learning pedagogy, supports family engagement in engineering design practices in out-of-school pop-up makerspace settings. The work suggests that parents play a crucial role in engineering workshops for youths aged 5 to 10 years old by revoicing prompts to keep families’ design work and sensemaking talk (connecting prior and new ideas) flowing throughout a makerspace workshop.