Interactive Practices in a Library Makerspace Using Technology to Deliver Positive Student Outcomes

Edited book (chapter)

van Rensburg, Henriette. 2023. "Interactive Practices in a Library Makerspace Using Technology to Deliver Positive Student Outcomes ." Enomoto, Kayoko, Warner, Richard and Nygaard, Claus (ed.) Enhancing Student Learning Outcomes in Higher Education. United Kingdom. Libri Publishing. pp. 147-170
Chapter Title

Interactive Practices in a Library Makerspace Using Technology to Deliver Positive Student Outcomes

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2495
Book TitleEnhancing Student Learning Outcomes in Higher Education
Authorsvan Rensburg, Henriette
EditorsEnomoto, Kayoko, Warner, Richard and Nygaard, Claus
Page Range147-170
Chapter Number6
Number of Pages26
Year2023
PublisherLibri Publishing
Place of PublicationUnited Kingdom
ISBN9781911451204
Web Address (URL)https://www.libripublishing.co.uk/Products/ProdID=295
Abstract

With her chapter, Henriette van Rensburg contributes to the book, Enhancing Student Learning Outcomes in Higher Education, by describing how an academic library makerspace contributes to a university’s innovation culture. She relates to the three phases of the central ESLO model of the book in this way:
The DESIGNING phase revolves around the conceptual blueprint of detailed learning outcomes. A creative ecosystem, an academic library makerspace, is designed to foster an atmosphere of innovation and practical learning within the university. The planned outcomes primarily aim to inculcate essential skills that adult learners can utilise effectively within this makerspace setting, ensuring a comprehensive learning approach.
In the DOING phase, the strategy developed in the earlier phase is executed within a practical learning environment. The application of these learning outcomes into the makerspace creates a propensity for learners to apply their skills and confidently undertake independent projects. The implementation also reveals potential implications and benefits for the varying stakeholders involved, providing a tangible perspective on the learnt skills.
Within the DIAGNOSING phase, a careful evaluation of the successful transition to output-based curricula and the effectiveness of the implemented learning outcomes takes place. There is a critical assessment of the traditional grading system’s relevance in the face of rapidly advancing artificial intelligence technologies. Also, a noticeable shift of learners’ preference towards a self-directed and exploratory approach to learning is reflected. These highlight the overall effectiveness of the innovative approach implemented within the university.

KeywordsAndragogy, Makerspace, student learning outcomes, hands-on activities, skill development, Interactive practices
ANZSRC Field of Research 2020390113. Science, technology and engineering curriculum and pedagogy
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Byline AffiliationsSchool of Education
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