A New Normal: A Case Study on Changing Strategies in Technology Engagement at an Academic Health Sciences Library.

As academic libraries shift services to meet the changing needs of patrons after the COVID-19 pandemic, educational technologies and services to support them require updating. Patrons using technology that was once associated with hands-on learning and in-person interactions are preferring flexible and hybrid iterations. In this case study, the authors describe and analyze the pivot of three technology services at the Spencer S. Eccles Health Sciences Library in the post-COVID-19 environment. Technologies discussed include a multimedia studio, virtual reality (VR), and a three-dimensional (3D) printing service. This case study utilizes available usage stats and survey data to demonstrate and provide rationale for the changing strategy in services for each technology "hub." The multimedia studio has been dismantled in favor of the equipment being available for checkout, VR is now available in a staff-supported classroom, and a 3D printing service has been fully automated through an online submission platform. These examples, and the rationale behind changing them, can help offer ideas for other libraries to help find solutions that meet the demands of a changing learning environment.

Analysis of ways to reduce potential health risk from ultrafine and fine particles emitted from 3D printers in the makerspace.

Due to the growing maker culture, maker spaces using multiple fused deposition modeling (FDM)-3D printers have spread around the world. However, the 3D printing process is known to cause the release of ultrafine and fine particles, which may have adverse health effects on occupants. Therefore, this experiment-based study was conducted on FDM-3D printers placed in an actual makerspace by the following three scenarios: the number of operating FDM-3D printers, ventilation, and measurement location to compare the concentrations of ultrafine and fine particles. In addition, the deposited dose in alveolar region for ultrafine and fine particles was predicted using a respiratory deposition model to analyze the potential health risk on occupants. As a result, the scenario-based comparison revealed that if the number of operating 3D printers is reduced by less than half, the potential health risk can be decreased by 34.1%, proper ventilation can reduce potential health risk by 55.5%, and working away from the 3D printer can also reduce potential health risk by up to 27.5%. This study analyzed the potential health risk of multiple FDM-3D printers on users in an actual makerspace, and proposed various improvement measures to reduce the potential health risk of ultrafine and fine particles.

Rapid Makerspace Microfabrication and Characterization of 3D Microelectrode Arrays (3D MEAs) for Organ-on-a-Chip Models.

Integrated sensors in "on-a-chip" in vitro cellular models are a necessity for granularity in data collection required for advanced biosensors. As these models become more complex, the requirement for the integration of electrogenic cells is apparent. Interrogation of such cells, whether alone or within a connected cellular framework, are best achieved with microelectrodes, in the form of a microelectrode array (MEA). Makerspace microfabrication has thus far enabled novel and accessible approaches to meet these demands. Here, resin-based 3D printing, selective multimodal laser micromachining, and simple insulation strategies, define an approach to highly customizable and "on-demand" in vitro 3D MEA-based biosensor platforms. The scalability of this approach is aided by a novel makerspace microfabrication assisted technique denoted using the term Hypo-Rig. The MEA utilizes custom-defined metal microfabricated microelectrodes transitioned from planar (2D) to 3D using the Hypo-Rig. To simulate this transition process, COMSOL modeling is utilized to estimate transitionary forces and angles (with respect to normal). Practically, the Hypo-Rig demonstrated a force of ~40N, as well as a consistent 70° average angular transitionary performance which matched well with the COMSOL model. To illustrate the scalability potential, 3 × 3, 6 × 6, and 8 × 8 versions of the device were fabricated and characterized. The 3D MEAs, demonstrated impedance and phase measurements in the biologically relevant 1 kHz range of 45.4 kΩ, and -34.6° respectively, for polystyrene insulated, ~70µm sized microelectrodes.

SeedEZ™ Interdigitated Electrodes and Multifunctional Layered Biosensor Composites (MLBCs): A Paradigm Shift in the Development of In Vitro BioMicrosystems.

We have developed a new technology for the realization of composite biosensor systems, capable of measuring electrical and electrophysiological signals from electrogenic cells, using SeedEZ™ 3D cell culture-scaffold material. This represents a paradigm-shift for BioMEMS processing; 'Biology-Microfabrication' versus the standard 'Microfabrication-Biology' approach. An Interdigitated Electrode (IDE) developed on the 3D cell-scaffold was used to successfully monitor acute cardiomyocyte growth and controlled population decline. We have further characterized processability of the 3D scaffold, demonstrated long-term biocompatibility of the scaffold with various cell lines and developed a multifunctional layered biosensor composites (MLBCs) using SeedEZ™ and other biocompatible substrates for future multilayer sensor integration.

Addressing Challenges of Patients With Chronic Pulmonary Disease Using Makerspace Environments.

Patients with chronic progressive pulmonary disease suffer from physiological and psychological consequences. These patients experience functional disability, depression and anxiety, and decreased quality of life. Their ability to perform activities of daily living can be severely impaired. Direct patient care nurses are well suited to assist these patients and their caregivers, identifying challenges through interactions and active listening and assisting in the identification of solutions. Even simple solutions to everyday issues can reduce the disease burden for this population. This article describes how direct patient care nurses can address the challenges of these patients through an innovative environment known as a makerspace.

Library as the Technology Hub for the Health Sciences.

Academic health sciences libraries have an important role in facilitating the use of technology in health sciences curricula. Serving as a technology hub, the library supports, advocates, and provides access to new technologies. The library introduces many faculty and students to new technology tools, techniques, and equipment for new multimedia creation. As the technology hub grows and expands, library personnel can provide expertise, which demonstrates the library's value in leading the exploration of new technology, including Do-It-Yourself multimedia tools, virtual reality, virtual anatomy, and 3D printing.

Maker Cultures and the Prospects for Technological Action.

Supported by easier and cheaper access to tools and expanding communities, maker cultures are pointing towards the ideas of (almost) everyone designing, creating, producing and distributing renewed, new and improved products, machines, things or artefacts. A careful analysis of the assumptions and challenges of maker cultures emphasizes the relevance of what may be called technological action, that is, active and critical interventions regarding the purposes and applications of technologies within ordinary lives, thus countering the deterministic trends of current directions of technology. In such transformative potential, we will explore a set of elements what is and could be technological action through snapshots of maker cultures based on the empirical research conducted in three particular contexts: the Fab Lab Network, Maker Media core outputs and initiatives such as Maker Faires, and the Open Source Hardware Association (OSHWA). Elements such as control and empowerment through material engagement, openness and sharing, and social, cultural, political and ethical values of the common good in topics such as diversity, sustainability and transparency, are critically analysed.

Assembly-style making: How structured making serves as an on-ramp to creativity and engineering design.

Makerspaces, workspaces where families can explore materials and tools collaboratively, can provide an opportunity for creative expression and early engineering learning in community spaces. The present study examined a cardboard-focused museum makerspace that included an assembly-style activity. Assembly-style making uses instructions to support makers. Such activities have been critiqued as limiting creativity and engineering thinking. However, makers who are less comfortable in makerspaces may benefit from assembly-style activities helping to scaffold their entry into the space. We explored these criticisms and potential benefits of assembly-style making through developing case studies of video data taken by families in a makerspace. Visitors made creative and personally meaningful creations when engaged in assembly style making. Moreover, assembly-style making mediated a family less comfortable with making to get started in the space alongside ample evidence of families following engineering design processes. Contrary to popular belief, assembly-style making offers an important support to novice makers, without eliminating creativity and engineering design processes, and should be considered in the mix of activities available in makerspaces to support makers of all levels of comfort in making.

How do you play that makerspace game? An ethnographic exploration of the habitus of engineering makerspaces.

Drawing upon Bourdieu's conceptualization of habitus, this ethnographic study explores the cultural bases guiding engineering makerspaces at a public university in the United States. Students carry forms of capital that impact their entry into these learning spaces, over time becoming disciplined in the "game" of makerspaces as they accumulate capital through everyday talk and storytelling. Communication constructs the makerspace habitus as students (1) move from outsider to insider as they acquire forms of capital; (2) negotiate a habitus characterized by tensions of access vs. exclusivity; (3) learn to use the vocabularies of innovation and creativity; and (4) cultivate supportive making communities. Findings point to the critical role of intentional communication and space design in cultivating inclusive makerspace cultures.

Activities and Experiences of Children and Makerspace Coaches During After-School and School Programs in a Public Library Makerspace.

Public library makerspaces intend to contribute to the development of children from marginalized communities through the education of digital technology and creativity and by stimulating young people to experience new social roles and develop their identity. Learning in these informal settings puts demands on the organization of the makerspace, the activities, and the support of the children. The present study investigates how children evaluate their activities and experiences in a public library makerspace both in the after-school programs and during school visits. Furthermore, it examines the effectiveness of the training program for the makerspace coaches. The study covers self-evaluations by children (n = 307), and interviews with children (n = 27) and makerspace coaches (n = 11). Children report a lot of experiences concerning creating (maker skills, creativity) and maker mindset (motivation, persistence, confidence). Experiences with collaboration (helping each other) were mentioned to a lesser extent. Critical features of the training program for makerspace coaches were (i) adaptation to the prior knowledge, skills and needs of makerspace coaches, (ii) input of expert maker educators, (iii) emphasis on learning by doing, (iv) room for self-employed learning, and (v) collaboration with colleagues. Supplementary Information: The online version contains supplementary material available at 10.1007/s41979-022-00070-w.

Orchestrating Multi-Agent Knowledge Ecosystems: The Role of Makerspaces.

In the knowledge economy, the process of knowledge sharing and creation for value co-creation frequently emerge in a multi-agent and multi-level system. It's important to consider the roles, functions, and possible interactive knowledge-based activities of key actors for ecological development. Makerspace as an initial stage of incubated platform plays the central and crucial roles of resource orchestrators and platform supporter. Less literature analyses the knowledge ecosystem embedded by makerspaces and considers the interactive process of civil society and natural environment. This study constructs a multi-agent and multi-level knowledge ecosystem from macro, meso, and micro perspective based on Quintuple Helix theory and designs four evolutionary stages of knowledge orchestrating processes. This study finds that the symbiosis, co-evolution, interaction, and orchestration of multiple agents in the knowledge ecosystem should be merged with each other for value co-creation, which helps to take a systematic approach for policymakers, managers, and researchers.

"Finding the Right Window Into What They're Doing": Assessment of Maker-based Learning Experiences Remotely.

During the pandemic, teachers whose practice depends on maker-based learning have had the added challenge of translating their hands-on lessons for remote teaching. Yet with students making remotely, how can a teacher monitor the students' progress, offer timely feedback, or infer what the students understood? In short, how are teachers assessing this work? Working with a learning community of teachers who center hands-on making in their instruction regardless of academic discipline, this study was conducted to examine how teachers are supporting and assessing maker-based learning. Our study draws on observational field notes taken during the community's meetings, interviews with four focal teachers, and artifacts from the teachers' maker projects. Taking a values-based assessment approach, our findings reveal interesting shifts in teaching practice. Specifically, teachers incorporated social-emotional goals into the activities they design and monitor, students documented their artifacts and process, and teachers adapted to using low-tech materials to ensure accessibility while engaging remote students in their learning goals. These findings imply that not only can remote maker-based experiences can influence the role of students as assessors and the tools and materials they use for making but also how these practices revealed in remote settings could inform in-person settings.

Development of Unity Simulator for Epidural Insertion Training for Replacing Current Lumbar Puncture Simulators.

We have recently developed the Unity Simulator for Epidural Insertion Training (USEIT) system that provides an innovative and relatively inexpensive virtual simulation approach for epidural training. This report describes the design and development process to produce the USEIT system.

Covid-19 Response From Global Makers: The Careables Cases of Global Design and Local Production.

Makerspaces-informal shared spaces that offer access to technologies, resources and a community of peer learners for making-across the globe initiated a rapid response to the lack of medical hardware supplies during the global pandemic outbreak in early 2020 caused by the Corona virus (COVID-19). As our health systems faced unexperienced pressure, being close to collapsing in some countries, and global supply chains failing to react immediately, makers started to prototype, locally produce and globally share designs of Open Source healthcare products, such as face shields and other medical supplies. Local collaboration with hospitals and healthcare professionals were established. These bottom-up initiatives from maker networks across the globe are showing us how responsible innovation is happening outside the constraints of profit-driven large industries. In this qualitative study we present five cases from a global network of makers that contributed to the production of personal protective equipment (PPE) and healthcare-related products. We draw our cases from the experiences made in Careables, a mixed community of people and organizations committed to the co-design and making of open, personalized healthcare for everyone. With the presented cases we reflect on the potential implications for post-pandemic local production of healthcare products and analyze them from a social innovation perspective. These global experiences are valuable indications of transformative innovations that can reduce dependencies from international supply chains and mainstream mass production.

Fabrication and Characterization of 3D Printed, 3D Microelectrode Arrays for Interfacing with a Peripheral Nerve-on-a-Chip.

We present a nontraditional fabrication technique for the realization of three-dimensional (3D) microelectrode arrays (MEAs) capable of interfacing with 3D cellular networks in vitro. The technology uses cost-effective makerspace microfabrication techniques to fabricate the 3D MEAs with 3D printed base structures with the metallization of the microtowers and conductive traces being performed by stencil mask evaporation techniques. A biocompatible lamination layer insulates the traces for realization of 3D microtower MEAs (250 µm base diameter, 400 µm height). The process has additionally been extended to realize smaller electrodes (30 µm × 30 µm) at a height of 400 µm atop the 3D microtower using laser micromachining of an additional silicon dioxide (SiO2) insulation layer. A 3D microengineered, nerve-on-a-chip in vitro model for recording and stimulating electrical activity of dorsal root ganglion (DRG) cells has further been integrated with the 3D MEA. We have characterized the 3D electrodes for electrical, chemical, electrochemical, biological, and chip hydration stability performance metrics. A decrease in impedance from 1.8 kΩ to 670 Ω for the microtower electrodes and 55 to 39 kΩ for the 30 µm × 30 µm microelectrodes can be observed for an electrophysiologically relevant frequency of 1 kHz upon platinum electroless plating. Biocompatibility assays on the components of the system resulted in a large range (∼3%-70% live cells), depending on the components. Fourier-transform infrared (FTIR) spectra of the resin material start to reveal possible compositional clues for the resin, and the hydration stability is demonstrated in in-vitro-like conditions for 30 days. The fabricated 3D MEAs are rapidly produced with minimal usage of a cleanroom and are fully functional for electrical interrogation of the 3D organ-on-a-chip models for high-throughput of pharmaceutical screening and toxicity testing of compounds in vitro.

Inclusion in neuroscience through high impact courses.

Recognizing that STEM disciplines, including neuroscience, have a long way to go to attract and retain diverse talent, educators can take action by being more intentional about their departmental curricula, course design, and pedagogical strategies. A deep body of research suggests that one way we can promote inclusion is through the use of high impact practices (HIPs). These active learning teaching practices promote deep learning and student engagement and have been shown to have a positive differential impact on historically underserved student populations. Here we describe the characteristics of two different types of HIP courses, makerspace classes, and course-based undergraduate research experiences (CUREs). In addition, we provide ideas for how these courses can be structured to help all students engage and learn. With experience overseeing a large campus-wide program introducing these course types to the curriculum, we also provide insights about faculty experiences and assessment. We propose that including these types of courses in a curriculum can engage a more diverse group of students to choose neuroscience as a major and as a career.

The show must go on! Strategies for making and makerspaces during pandemic.

The COVID-19 pandemic is challenging for Fab Labs and makerspaces where the use of digital fabrication machines and working with physical materials in collaboration with others are at the heart of the activities. We have been actively promoting children's technology education both by training local teachers and by working with children themselves. The restrictions have resulted in limiting the number of participants or moving to online working, or even closing the workspaces and cancelling the events. To continue our work, we needed to explore new solutions for the situation. We have provided online training for teachers, experimented with working in family groups and fully online, while access to the digital fabrication machines and children's engagement in online activities were the largest challenges we encountered. We report in this paper our experiences with different solutions as well as challenges we have faced, both as regards technology education of children and collecting research data related to that.

A Makerspace for Life Support Systems in Space.

Human space exploration and settlement will require leaps forward in life support for environmental management and healthcare. Life support systems must efficiently use nonrenewable resources packed from Earth while increasingly relying on resources available locally in space. On-demand production of components and materials (e.g., 3D printing and synthetic biology) holds promise to satisfy the evolving set of supplies necessary to outfit human missions to space. We consider here life support systems for missions planned in the 2020s, and discuss how the maker and 'do-it-yourself' (DIY) biology communities can develop rapid, on-demand manufacturing techniques and platforms to address these needs. This Opinion invites the diverse maker community into building the next generation of flight hardware for near-term space exploration.

Re-Making Teacher Professional Development.

With the introduction of the new two-year Bachelor of Education program across Ontario, our Faculty of Education has introduced a twenty-hour internship. This internship is meant to provide real-world teaching experience for teacher candidates, who are nearing the end of their formal education. By maker pedagogies, we refer to the inquiry-based, student-directed, constructionist approaches to learning typically used in makerspaces. Makerspaces have gained traction in Ontario classrooms, particularly in the last two years. These spaces and their pedagogies facilitate the development of students' global competencies (Hughes, 2017; Somanath et al., 2016). We welcomed eleven teacher candidates (TCs) into our STEAM 3D Maker Lab as part of their internship course for professional development (PD) to provide them with pedagogical experience in a makerspace environment. Our research focused on exploring how the TCs developed a better understanding of maker pedagogies and the associated tools through this PD. As the internship was created and facilitated by an education graduate student in the lab, we extended the research to also investigate this student's development in identifying and understanding some of the best practices associated with making as learning. Through analysis of the TCs' and graduate student's experiences, we identify some best practices in maker-focused professional development for beginning teachers.

A Next Generation Assets-Based Public Health Intervention Development Model: The Public as Innovators.

In the public health field, the design of interventions has long been considered to be the province of public health experts. In this paper, I explore an important complement to the traditional model: the design, prototyping, and implementation of innovative public health interventions by the public (users) themselves. These user interventions can then be incorporated by public health experts, who in turn design, support, and implement improvements and diffusion strategies as appropriate for the broader community. The context and support for this proposed new public health intervention development model builds upon user innovation theory, which has only recently begun to be applied to research and practice in medicine and provides a completely novel approach in the field of public health. User innovation is an assets-based model in which end users of a product, process, or service are the locus of innovation and often more likely than producers to develop the first prototypes of new approaches to problems facing them. This occurs because users often possess essential context-specific information about their needs paired with the motivation that comes from directly benefiting from any solutions they create. Product producers in a wide range of fields have, in turn, learned to profit from the strengths of these user innovators by supporting their grass-roots, leading-edge designs and field experiments in various ways. I explore the promise of integrating user-designed and prototyped health interventions into a new assets-based public health intervention development model. In this exploration, a wide range of lead user methods and positive deviance studies provide examples for identification of user innovation in populations, community platforms, and healthcare programs. I also propose action-oriented and assets-based next steps for user-centered public health research and practice to implement this new model. This approach will enable us to call upon the strengths of the communities we serve as we develop new methods and approaches to more efficiently and effectively intervene on the varied complex health problems they face.