Introducing maker culture in Design through a neocraft hydraulic tile workshop
DOI:
https://doi.org/10.20868/ardin.2025.14.5427Keywords:
maker culture, higher education in design, neocraft, hydraulic tiles, project-based learning, do it togetherAbstract
This paper proposes a strategy for introducing maker culture in higher education in non-technological environments through a case study in the context of the bachelor’s degree in Design. The objectives were: (1) to investigate how the introduction of maker culture through a collaborative workshop in an artistic context of higher education contributes to the acquisition of socio-technical skills; (2) to design knowledge and service transfer flows between classroom and territory through the design theme of hydraulic tiles; (3) to test and validate a hydraulic tile construction system adapted to the classroom developed in a previous stage of research.
The workshop was designed according to a project-based learning (PBL) approach, choosing as a project theme the design and manufacture of a collective carpet of hydraulic tiles using a neo-artisanal construction technique. It was delivered in ten sessions of two hours each and a field visit and tested with a group of students (n= 17) during the academic year 2021/22. Working groups, roles and collaborative dynamics were established, following the maker principles as methodological guidelines. The documentation of the project and the generation of resources under open licences were also prioritised.
The results showed that students acquired new knowledge and developed various socio-technical competences. With the workshop, knowledge transfer flows, products and services in the local context were mapped in two stages, linking the classroom with the urban heritage, an NGO and the university makerspace. The constructive system was also validated, allowing the creation of the physical tile carpet designed and identifying aspects to be improved. Despite the limitations of the sample, the study opens up different lines of work, such as the integration of maker culture in art education through neo-crafts or its use to promote a collaborative design ethic in higher education in Design.
Downloads
References
1. Aleixo, A. A., Silva, B., & Ramos, M. A. S. (2021). Análisis del uso de la cultura maker en contextos educativos: una revisión sistemática de la literatura. Educatio Siglo XXI, 39(2), 143-168. https://doi.org/10.6018/educatio.465991
2. Bakırlıoğlu, Y. & Kohtala, C. (2019). Framing Open Design through Theoretical Concepts and Practical Applications: A Systematic Literature Review. Human–Computer Interaction. https://doi.org/10.1080/07370024.2019.1574225
3. Bravo Nieto, A. (2015). La baldosa hidráulica en España. Algunos aspectos de su expansión industrial y evolución estética (1867-1960). ABE Journal, 8. https://doi.org/10.4000/abe.10850
4. Blikstein, P. (2013) Digital Fabrication and ‘Making’ in Education. The democratization of invention. December 2013. FabLab: Of Machines, Makers and Inventors, edited by Julia Walter-Herrmann and Corinne Büching, Bielefeld: transcript Verlag, 2013, pp. 203-222. https://doi.org/10.1515/transcript.9783839423820.203
5. CienciaULL UCCI, Fanio González, A. M., & Cerdeña, E. (2021). Las Baldosas Hidráulicas, ¿una artesanía perdida? (IX Concurso de Divulgación Científica) [Video]. YouTube. https://youtu.be/DwD3dkPxs8g?si=GcJrtzLvcL5vbhXv
6. Cooke, M., Forest, C. R., Hartman, B., Hoover, A. M., Hunt, J., Kohn, M., & Wilczynski, V. (2018). Models for curricular integration of higher education makerspaces. Proceedings of International Symposium on Academic Makerspaces, 2018, n22. https://ijamm.pubpub.org/pub/4x0w8jch
7. Cope La Palma. (2022, octubre 18). El proyecto en tándem 'Avance y Tradición' busca fomentar el empleo y la tradición en La Palma. Cope La Palma. https://copelapalma.com/el-proyecto-en-tandem-avance-y-tradicion-busca-fomentar-el-empleo-y-la-tradicion-en-la-palma
8. Dellot, B. (2015). Ours to Master: How makerspaces can help us master technology for a more human end [Report]. Action and Research Center, Royal Society of Arts, Londres.
9. Eaves, S & Harwood, S 2018, The emergence of makerspaces, hackerspaces and fab labs: Dewey’s democratic communities of the 21st Century? in R Heilbronn & R Higham (eds), Dewey and Education in the 21st Century: Fighting Back., 2, Emerald Group Publishing Ltd.
10. Fanio González, A. M., Jiménez Martínez, C. y de la Torre Cantero, J. (2023). Recursos en abierto para el diseño y la fabricación de baldosas hidráulicas en el aula [Base de datos]. Universidad de La Laguna V1, doi: 10.17632/zwh82zcbyr.1
11. Fanio González, A. M., Jiménez Martínez, C. y de la Torre Cantero, J. (2024a). Adaptación de una artesanía semi-industrial para su introducción en el aula: diseño y fabricación digital en la elaboración de baldosas hidráulicas. I+Diseño, Revista Científico-Académica Internacional De Innovación, Investigación Y Desarrollo En Diseño, 19, págs. 156–171. https://doi.org/10.24310/idiseo.19.2024.19187
12. Fanio González, A. M., Jiménez Martínez, C. y de la Torre Cantero, J. (2024b). [título]. Sintaxis, (12), 42–55. https://doi.org/10.36105/stx.2024n12.05
13. Fanio González, A.; Jiménez Martínez, C. y de la Torre Cantero, J. (2024c). Acción Veredas [Paths-Action]: Integrating craftspersonship heritage and maker culture through a learning experience in Higher Education in Design. Driving Design II, Collective approaches enriching design principles. Distributed Design Platform. https://distributeddesign.eu/resources/driving-design-book-ii/ Griset, J. (2021). El arte del mosaico hidráulico. Ediciones Invisibles.
14. Godhe, A. L., Lilja, P., & Selwyn, N. (2019). Making sense of making: critical issues in the integration of maker education into schools. Technology, Pedagogy and Education, 28(3), 317–328. https://doi.org/10.1080/1475939X.2019.1610040
15. Hagel, J., Brown, J. S., & Davison, L. (2010). From Do it yourself to do it together. Harvard Business Review. https://hbr.org/2010/02/from-do-it-yourself-to-do-it-t
16. Harmer, K., Dempsey, E. & Kostouros, P. (2021) Building 21st Century Skills Using an Academic Makerspace. Transformative Dialogues: Teaching and Learning Journal, Volume 14, Issue 2, https://journals.psu.edu/td/article/view/1507
17. Hatch, M. (2014) The Maker Movement Manifesto: Rules for Innovation in the New World of Crafters, Hackers, and Tinkerers. Mc Graw Hill.
18. Manzini, E., & M'Rithaa, M. K. (2016) Distributed Systems And Cosmopolitan Localism: An Emerging Design Scenario For Resilient Societies. Sustainable Development, 24, 5, 275–280. https://doi.org/10.1002/sd.1628
19. Mestres et al. (2017). Deconstruyendo el Manifiesto Maker. Barcelona, Trànsit Projectes y Maker Convent.
20. Morales Martínez, Y. M., & Dutrénit Bielous, G. (2017). El movimiento Maker y los procesos de generación, transferencia y uso del conocimiento. Entreciencias: Diálogos En La Sociedad Del Conocimiento, 5(15).
21. https://doi.org/10.22201/enesl.20078064e.2017.15.62588
22. Nascimento, S., & Pólvora, A. (2018). Maker Cultures and the Prospects for Technological Action. Sci Eng Ethics 24, 927–946.
23. https://doi.org/10.1007/s11948-016-9796-8
24. Neves Martins, R, Ferreira Costa de Oliveira, V., & Cecilia de Oliveira, V. (2024) Education: Maker culture and active methodologies. International Seven Multidisciplinary Journal, São José dos Pinhais, v.3, n.1, Jan./Feb., 2024, 253-260. https://doi.org/10.56238/isevmjv3n1-017
25. Pérez Contreras, T. (2016). Neoartesanía y diseño: patrimonio e industria cultural como elementos de identidad. Japón y Occidente. El Patrimonio Cultural como punto de encuentro. Anjhara Gómez Aragón [editora]. Sevilla: Aconcagua Libros, 2016.
26. Pitarch, A. J., & de Dalmases Balaña, N. (1982). Arte e Industria en España 1774-1907. Barcelona: Editorial Blume, pp. 253-258.
27. Rayna, T. & Striukova, L. (2021) Fostering skills for the 21st century: The role of Fab labs and makerspaces. Technological Forecasting & Social Change, volume 164, 120391. https://doi.org/10.1016/j.techfore.2020.120391
28. Sánchez Ludeña, E. (2019). La educación STEAM y la cultura «maker». Padres Y Maestros / Journal of Parents and Teachers, (379), 45–51. https://doi.org/10.14422/pym.i379.y2019.008una
29. Sánchez Rodríguez, M. A. (2021). Diseño de comunicación para el taller de baldosas hidráulicas de Aldeas Infantiles SOS en Tenerife [Tesis pregrado]. Jiménez Martínez, C. y Fanio González, A. (Tutores). Universidad de La Laguna. http://riull.ull.es/xmlui/handle/915/25481
30. Sang, W., & Simpson, A. (2019). The Maker Movement: A Global Movement for Educational Change. International Journal of Science and Mathematics Education, 17 (Suppl 1), 65–83. https://doi.org/10.1007/s10763-019-09960-9
31. Sennett, R. (2009). El artesano (M. A. Galmarini Rodríguez, Trad.). Anagrama, Colección Argumentos. Barcelona.
32. Tabarés, R. (2018). La importancia de la cultura tecnológica en el movimiento maker. Arbor, 194(789), e471. https://doi.org/10.3989/arbor.2018.789n3013
33. Tabarés, R., & Boni, A. (2023). Maker culture and its potential for STEM education. International Journal of Technology and Design Education, 33, 241–260. https://doi.org/10.1007/s10798-021-09725-y
34. Tharakan, M. J. (2011). Neocraft: Exploring smart textiles in the light of traditional textile crafts. Conference Proceeding Ambience 11, Högskolan i Borås, Borås, 27-30 november 2011.
35. Universidad de La Laguna (2011). Memoria de Verificación Graduado en Diseño por la Universidad de La Laguna (2011). https://www.ull.es/grados/diseno/calidad-y-resultados/documentacion-de-evaluacion-del-titulo/#verificacion-modificacion
36. Vuorikari, R., Ferrari, A., Punie, Y. (2019). Makerspaces for Education and Training – Exploring future implications for Europe [Informe]. EUR 29819 EN, Publications Office of the European Union, Luxembourg, 2019, ISBN 978-92-76-09032-8, JRC117481. https://data.europa.eu/doi/10.2760/946996
37. Walan, S., & Gericke, N. (2023) Transferring makerspace activities to the classroom: a tension between two learning cultures. Int J Technol Des Educ 33, 1755–1772 (2023). https://doi.org/10.1007/s10798-022-09799-2
Downloads
Published
Issue
Section
License
ArDIn does not charge authors for processing or publishing an article and provides immediate Open Access to its content. All content is available free to the user or their institution. Users are permitted to read, download, copy, distribute, print, search or link to the full text of articles, or use them for any other lawful purpose, without prior permission from the publisher or author. This is in accordance with the BOAI definition of open access.
- Authors retain the copyright and grant to the journal the right to a Creative Commons attribution / Non-Commercial / Non-Derivative 4.0 International (CC BY NC ND) License that allows others to share the work with an acknowledgement of authorship and non-commercial use.
- Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, placing it in an institutional repository or publishing it in a book).
Unless otherwise indicated, all contents of the electronic edition are distributed under a Creative Commons license.
