Makerspaces and Learning Labs

Makerspaces4Inclusion project over a period of two years we will produce one set of open educational resources which are based around the maker field and digital fabrication.

This compilation of resources has been made by the consortium of the European Project, Makerspace for Inclusion Nº 2018-l-BE0S-KA205-002425, with the participation of the following associations:
Digijeunes (France), Timelab (Belgium), Horizonlab (Italy), Nod Makerspace (Romania), MakerConvent-Trànsit Projectes (Spain).

The decision to develop a school makerspace often draws upon the claims that making develops higher-level thinking skills in students.  Yet there is currently little to no empirical research into the cognitive and metacognitive developed by student makers.  In this talk, a research design will be shared that can be used by educational researchers to determine the extent to which school makerspaces promote transferable metacognitive abilities and “better thinking” in students.

A growing research base has examined the possibilities of makerspaces in education; however, there has been little exploration of how such innovations are folded into formal school structures, like English language arts classrooms. This article addresses this by following the formation of literacy classroom makerspaces in the Innovation School-an urban public high school organized around principles of making. Using ethnographic research conducted over the school's first two years, it traces how teachers integrated making into literacy instruction and how the contours of classrooms were reshaped by making's ideals and assumptions. In particular, it focuses on resulting shifts in the infrastructures of literacy education-the often-invisible mechanisms that support, sustain or undermine reading and writing in classrooms. Findings show how the interoperability of these literacy infrastructures with those of making produced frictions that had uneven consequences for students, at times reproducing forms of deficitization that making education is often purported to ameliorate. These outcomes elucidate possibilities and challenges for educational equity when literacy learning is refashioned in the image of innovations like making. They are also instructive for understanding how educators might imagine "innovation" otherwise, wresting it from experts and entrepreneurs and relocating it in the lived dynamics of classrooms.

This is an inaugural blog for the Alternative Educational Environment subcommittee. In it, my co-chairs Osleide Walker, Linda Nelson Keane, and I want to explore alternative designs for education. We want to focus on useful, easily accessible thinking that can be applied by architects to their own work. In a sense, we see this as developing a sort of “Pattern Language” for alternative educational environments. The Blog format corresponds to Thornburg’s “Watering Hole”: Here, we are using the Internet as a place for community dialogue.

Makerspaces are at once an emerging architectural and institutional typology and a manifestation of the so-called sharing economy. But will they last? Originally published in Nov. 2015: https://placesjournal.org/article/makerspace-towards-a-new-civic-infrastructure/

This study investigated a Makerspace professional development program, the Makers' Guild, provided to teachers within north Texas over the course of a semester. The research employed a constructionist approach delivered via 2D and 3D technologies during STEM instructional activities within a creative space. Participants reported statistically significant increases in self-reported competence in technology integration, confidence levels toward integrating World Wide Web, Emerging Technologies for Student Learning, Teacher Professional Development, and attitudes toward math, technology, science, and STEM careers.

Creativity and imagination are the most important ingredients for coping with post-normal times, according to Sardar.This paper looks at the way creativity itself is being transformed in the West, from the individualistic/atomistic view of Modernity towards a more contextual, collaborative, complex approach. It explores the potential and possibilities for this more participatory creativity to help go beyond the ‘‘crisis of the
future,’’and argues that the centrality of creativity must go beyond the mythology of genius and inspiration to inform philosophy, ethics, and action. Philosophical reflection and the imagination of desirable futures can emerge from a creative ethic that stresses the value of generative interactions and contexts that support creativity.

This chapter is part of an ongoing research project ('CityLabs') focusing on the role that so-called maker-spaces and hackerspaces (may) play in developing new forms of bottom-up urbanity. While too soon to lay out the project's findings (ethnographic fieldwork is ongoing in Accra, Cape Town,  Lomé and Nairobi), the intention here is to present the project's vantage point and ambitions

This paper examines the economic practices of maker spaces-open workshops that have increased in number over recent years and that aim to provide access to tools, materials and skills for small-scale manufacturing and repair. Scholarly interest in such spaces has been increasing across the social sciences more broadly, parallel to a growing interest in craft and making in economic geography. However, to rectify the 'capitalocentrism' of much existing work, the paper examines the case of a workshop in Edinburgh, Scotland, through the dual theoretical lens of diverse economies and social practice theory. This conceptual approach sees the space as a novel form of economic 'being-in-common', providing diverse and contradictory opportunities for post-capitalist practice. The paper draws conclusions regarding the limits and potential of such spaces for sowing the prefigurative seeds for a more inclusive, sustainable and democratic urbanism.

Maker Education und damit verbundene methodische Ansätze wie Makeathons, Hackathons oder Design Thinking erfreuen sich wachsender Popularität im Bildungsbereich. Insbesondere mit Blick auf Zukunftsthemen wie Robotik, künstliche Intelligenz oder Nachhaltigkeit fällt zunehmend das Stichwort „Making“, wenn es um die Frage nach geeigneten Bildungskonzepten geht. Umso erstaunlicher scheint, dass dem wachsenden Angebot außerschulischer Maker Education, bisher nur vereinzelt Bemühungen folgen, diese auch in Lehrkräftebildung und Schulunterricht stärker zu verankern. Der folgende Beitrag gibt einen Überblick über Bezüge, didaktische Prinzipien und Forschungsstand von Maker Education und zeigt anhand von Beispielen aus dem deutschsprachigen Raum Wege auf, wie Maker Education in der Lehrkräftebildung und im schulischen Umfeld gelingen kann. Exemplarisch werden dazu die Erfahrungen mit dem Berliner Zusatzkurs „Digitale Welten” beschrieben.

W artykule zostało podjęte zagadnienie tworzenia w bibliotekach tzw. stref kreatywnych, nazywanych również przestrzeniami twórców. To coraz częstsze zjawisko wymaga analizy, która z jednej strony pozwoliłaby na zdefiniowanie kluczowych terminów, z drugiej zaś – wskazała na istotne problemy, wiążące się z tą nową funkcją bibliotek. Celem artykułu jest przedstawienie stref makerspace, które stanowią rodzaj przestrzeni kreatywnej oraz zasygnalizowanie, w oparciu o przegląd najnowszych koncepcji badawczych, publikowanych na łamach czasopism zagranicznych z dziedziny bibliotekoznawstwa, istotnych problemów, które mogą wiązać się z ich organizacją i funkcjonowaniem. W związku z tym omówiono funkcje przestrzeni kreatywnych, a zwłaszcza funkcję edukacyjną (w kontekście teorii uczenia się), problem przeprowadzania pomiarów i oceny działalności makerspace, zagadnienie ochrony praw własności intelektualnej w przestrzeniach twórców, a także potrzeby osób niepełnosprawnych, które powinny być uwzględniane podczas projektowania tej usługi.

Tom Wolfe, in his book From Bauhaus to Our House, had it backwards: The Bauhaus, rather than being alien to the United States as Wolfe suggests, was originally home grown. The Bauhaus, established by architect Walter Gropius to promote a powerful fusion of art, technology, and craft, has renewed relevance now, when people are looking at ways in which education can stimulate creativity and innovation through learning that is more “hands on.” The Bauhaus (German for “build house”) was a “makerspace” par excellence. Far more often, architects shape the spaces in which learning occurs rather than the learning curriculum itself. Yet architects, since they straddle the fields of art and technology, have unique insight into the kinds of creative curricula now sought for STEM, and even more especially STEAM education. An overview of the Bauhaus highlights this.

Many educators view makerspaces as a means of increasing student engagement in K-12 classrooms. As faculty and staff of the College of Education at the University of Saskatchewan, we have noted low comfort levels in using and experimenting with technology. For this reason, we decided to create a place in which pre-service teachers could test and discuss technologies that they could eventually use in their teaching practice. Our endeavor eventually morphed into a space for current teachers, student teachers, technical support staff, faculty members, and interested community members. Having piloted workshops for six months, we are now evaluating our decisions and shaping new approaches for the current academic year. Our main challenges include ensuring inclusivity across age, gender, and culture; adopting suitable facilitation styles; and ensuring the workshops lead to useful discussions of technology and teaching practice.

At the turn of the 20 th century, John Dewey proposed the idea that school should be more expe-riential and grounded in real-world artifacts. Since that time, however, few large-scale efforts have significantly influenced or changed the decontextualized, instructionist curriculum that continues to be the status quo in the United States. Jean Piaget, famous for developing the model of how children learn best through the construction of knowledge in their minds, proposed using active methods to allow children to learn through experience and creation and not simply have truths be "imparted" to them (3). He formalized this into a learning theory he called constructivism, which explained that knowledge is not simply conveyed by Although maker education has become a popular theme in science, technology, engineering , and math (STEM) education, there is little empirical evidence from qualitative studies offering guidance as to how the processes and practices of maker culture might be integrated into school settings. This is a problem when preparing students for careers where the lack of student engagement with real-world problems in coursework is the most predictive factor in determining which students will abandon STEM studies (1). Even highly successful students may be demonstrating skills such as test taking, but they are perhaps not learning literate practices in STEM fields (2). This interactional ethnographic study focused on the actions and discourse among teachers, students, administrators, and parents. Through an analysis of video and textual records of activity across four years, it explored opportunities for learning and engaging in collective, goal-based, and problem-based activities. It made visible how these actors influenced the co-creation of a maker-based STEM culture at an independent high school, as activities evolved from an after-school club focused on designing, building, and launching high-altitude balloons to an electronics and software coding elective lab course incorporating elements of the science, technology, engineering, art, and mathematics (STEAM) movement. The author's dual role as both teacher and researcher grounded his ethnographic fieldwork in maker education and invention.

At the turn of the 20 th century, John Dewey proposed the idea that school should be more expe-riential and grounded in real-world artifacts. Since that time, however, few large-scale efforts have significantly influenced or changed the decontextualized, instructionist curriculum that continues to be the status quo in the United States. Jean Piaget, famous for developing the model of how children learn best through the construction of knowledge in their minds, proposed using active methods to allow children to learn through experience and creation and not simply have truths be "imparted" to them (3). He formalized this into a learning theory he called constructivism, which explained that knowledge is not simply conveyed by Although maker education has become a popular theme in science, technology, engineering , and math (STEM) education, there is little empirical evidence from qualitative studies offering guidance as to how the processes and practices of maker culture might be integrated into school settings. This is a problem when preparing students for careers where the lack of student engagement with real-world problems in coursework is the most predictive factor in determining which students will abandon STEM studies (1). Even highly successful students may be demonstrating skills such as test taking, but they are perhaps not learning literate practices in STEM fields (2). This interactional ethnographic study focused on the actions and discourse among teachers, students, administrators, and parents. Through an analysis of video and textual records of activity across four years, it explored opportunities for learning and engaging in collective, goal-based, and problem-based activities. It made visible how these actors influenced the co-creation of a maker-based STEM culture at an independent high school, as activities evolved from an after-school club focused on designing, building, and launching high-altitude balloons to an electronics and software coding elective lab course incorporating elements of the science, technology, engineering, art, and mathematics (STEAM) movement. The author's dual role as both teacher and researcher grounded his ethnographic fieldwork in maker education and invention.

La emergencia global del movimiento maker constituye uno de los fenómenos más recientes de difusión y apropiación de tecnologías por parte de la sociedad. El vencimiento de varias patentes en los campos de la fabricación digital y de la microelectrónica, junto con un reverdecimiento de la mentalidad DIY (Do It Yourself) y con la popularización de espacios, laboratorios y eventos temáticos por buena parte de la geografía internacional, han ayudado a consolidar una creciente presencia en la sociedad del enfoque conocido como aprender haciendo. En este artículo examinamos cómo ha surgido este movimiento e identificamos los principales valores que inspiran esta filosofía de capacitación de la ciudadanía a través de la tecnología. Así mismo analizamos las oportunidades que plantea este fenómeno para la promoción de una cultura tecnológica en la sociedad y también las contradicciones, mitos y retos que en él se encierran.

Presentation and design thinking workshop held at the Shenzhen Library of Science & Technology in Shenzhen, China:

On the surface, makerspace and academic libraries might seem an unlikely match. The active and seemingly chaotic environment of makerspace contrasts starkly with the stereotype of the quiet and reserved academic library. Sharing lessons learned while transforming an underutilized branch library into a vibrant hub of collaborative and problem-based learning, Colegrove explores emergent roles of makerspaces in university libraries, effecting learning, teaching, and serving the general community. Rather than an artifact of a bygone era, specific examples drawn from the DeLaMare Science & Engineering Library at the University of Nevada, Reno, demonstrate that libraries today can offer a powerful platform of transformation that crosses disciplinary and organizational boundaries. Equipped with non-traditional technology such as 3D printers and laser cutters, and staffed with personnel skilled at catalyzing active learning and engagement, discovery, innovation, and collaboration become everyday occurrences across the physical commons of the library. Rapid prototyping services and equipment enable innovation and entrepreneurship, even as a depth of learning occurs in parallel with classroom instruction. The adjunct spaces and resources of the library become intertwined with both the classroom and industry beyond the university’s walls, augmenting and amplifying the efforts of both; an explosion of learning and discovery powers innovation and entrepreneurship as the best of the academic and industrial worlds collide on the neutral common ground of the university library.

A visit to the St. Sophia of Istanbul is like a visit to the nearly 2000 year old history of the city itself. The church is one the finest & most famous examples of Byzantine architecture in the world. It is located in the heart of old Istanbul, next to the also famous Blue Mosque, in the Sultan Ahmet Square of Istanbul. The above photograph above shows the actual view of the Hagia Sophia Church Museum (Aya Sofya Muzesi) as it appears in Istanbul today. Four minarets have been added to Hagia Sophia, after the Ottomans captured Constantinople at 1453 and converted the building from a church into the mosque. Today, Saint Sophia is neither a Church nor a Mosque, but a museum that is open to the public. The Hagia Sophia was built as a Constantinian Church by the emperor Justinian I, between A.D. 532 and 537 and at the time, it was estimated to be the largest covered space in the world. Its architects were Isidore of Miletus and Anthemius of Tralles. It was built in only five years. On May 558, the dome of the church collapsed due to a December 557 earthquake, and though a new dome was quickly rebuilt afterwards.Hagia Sophia is a Greek phrase that means 'Holy Wisdom'. This ancient basilica was also called Saint Sophia. The Turks call it 'Aya Sofya Muzesi' (Hagia Sophia Museum) or in short, Ayasofya. After its construction ended, Hagia Sophia served as a Church for the following nine centuries, until  Constantinople was invaded and taken over by the Ottomans on the 29th of May, 1453. After this date, the Hagia Sophia was converted into a mosque.
Then in 1935, during the first years of the Republic of Turkey, the Mosque was secularized and made into a museum under the direction of Mustafa Kemal Ataturk, founder of the Turkish Republic.    It became a national museum, as it remains today.

Across disciplines, the practice of education continues to evolve; supporting organizations such as the library are responding by reworking existing and developing new practices. With roots grounded deeply in constructivist learning theory, the emerging practice of makerspaces in libraries is proving an effective step in that evolution. Examples of associated active learning activity at one such library, an early adopter and first mover among academic libraries in adopting and integrating makerspace in libraries, are presented. The product of leveraging technology as catalyst for active learning and engagement within and beyond the physical commons of the library, a blending of formal and informal learning, accented by increased innovation and entrepreneurship across disciplinary and organizational boundaries, appears a natural result.

This study attempts to gain an understanding of the uses and potential uses of FLOSS (free/libre and open source software) in New Zealand public libraries; including how FLOSS is currently being used by New Zealand public libraries, problems encountered with FLOSS, benefits received from using FLOSS, and how libraries came to the decision to use FLOSS. It uses an instrumental case study approach and interviews eight participants from four institutions; Te Horowhenua Trust, Auckland Libraries, Aotearoa People's Network Kaharoa and South Taranaki LibraryPlus. The research found that participants were very happy with their FLOSS usage, and that it was important for governing bodies and IT departments to be supportive of experimentation and innovation. Benefits of FLOSS included lack of vendor lock-in, lower cost, flexibility, ability to influence the development of the software, the philosophies and ethos of FLOSS, better features, stability, community support and the ability to give patrons software to use outside the library. Information sharing between libraries and engagement with FLOSS communities were important factors in successful use. Further research could study how software procurement decisions are made in New Zealand libraries, and whether FLOSS is being overlooked due to preconceptions or uneven decision-making processes.

En. la presente investigación analiza por medio de un estudio cualitativo la manera en la que los makerspaces promueven la innovación abierta y el desarrollo de emprendimientos. Estos espacios educativos han surgido para desarrollar proyectos mediados por la tecnología y se han convertido en centros de formación en los que se promueven las redes de colaboración. para analizar la manera en que se realiza esta interacción y determinar las habilidades que se desarrollan en estos espacios, se realizó un estudio de casos con participantes de dos makerspaces ubicados en la ciudad de monterrey, méxico. El desarrollo de entrevistas y observaciones participantes en estos entornos permitieron determinar de qué manera estos espacios favorecen el desarrollo de habilidades de emprendimiento y cómo los participantes utilizan los recursos disponibles para generar ideas innovadoras y creativas. Estas ideas posteriormente se van a convertir en emprendimientos que requieren de un impulso por parte de otros actores del ecosistema emprendedor para que lleguen a tener un mayor potencial y alcance. los hallazgos sobre los factores que se presentan en los makerspaces se describen en los siguientes dominios de análisis: características de los modelos a los que tienen acceso los emprendedores, el perfil de los participantes y sus relaciones, los tipos de formación que reciben, las habilidades que desarrolla el emprendedor, el ecosistema emprendedor y los recursos disponibles.

The drive for change is transcending all layers of society. The call for more social justice spreads throughout research, policy, industry and civil society. Practices are flourishing from the individual to the territorial level, creating heterogeneous communities of practitioners. People are juggling with many forms of innovation to reshape in parallel many dimensions of systems, looking for more equity, sustainability, and comfort. It has become necessary to reflect at the innovation ecosystem level, to better understand the current dynamics of these changes and better frame, design and evaluate the interventions we are co-creating and the impacts we are generating by acting in our close environments. In this paper, we present the shemakes.eu project as a fertile ground for the maker movement and associated partners to reflect on gender gaps, proposing a series of interventions that raise awareness and empower women in lab environments, in the Textile and Clothing industry, and mo...

The Learning in the Making Lab explores how engaged participants learn within Makerspaces. In this process paper we describe the three iterations of our design process for software interfaces and platforms that emphasize cooperative and asynchronous critique and feedback as well as serve as a documentation portfolio. We look at data on makers' use of these platforms, and offer insights for how iteration and critique might be meaningfully incorporated into the making process.

ABSTRACT Digital media are central in almost every aspect of daily life, most notably in how we communicate, understand political issues, reflect (co-)produce, consume, and share knowledge. Perhaps nowhere is this digital influence contested more than in education, where questions arise about the ability of traditional systems to prepare young people for the social, economic, and political demands of a complex and connected new century. From these concerns springs an innovative approach to supporting the development of systems thinking in young people; one that allows them to see how systems are at play in the digital contexts they regularly engage and one that puts them in the position of designers of those systems. Soft Circuits: Crafting e-Fashion with DIY Electronics explores the field of electronics and "e-textiles," which involves making physical computing projects based in fabrics and other everyday materials. This volume incorporates microprocessors into these materials and programs them with an accessible tool called Modkit to further enhance e-fashions like light-up wristbands and t-shirts, as well as solar-powered backpacks.

El año 2018 se implementó en la “Academia Maker Educación Bolivia”, los “Espacios Pro Maker” propuestos y fundamentados por el Prof. José Luis Bautista Mendizabal, en este documento se rescata el conocimiento creado con esa experiencia, con algunas modificaciones para acomodar su implementación en la creciente Comunidad Latinoamericana Maker Educación.

The study reported in this paper compared the effects of two approaches of blended learning on students’ learning outcomes in courses on intellectual property rights and patents. One group of students followed three weeks of online graduate courses and underwent peer assessment. In a second group of students, the online work and peer assessment were combined with active face-to-face experience-based learning. Pre and post-tests were used to measure the students’ knowledge about intellectual property rights and patents. In addition, a questionnaire was used to gather data on the students’ opinions regarding course arrangement and implementation, digital learning, the learning environment, and their knowledge, understanding, and implementation of intellectual property rights and patents. The data were quantitatively analyzed to determine whether the two blended learning approaches differed in terms of the effects measured. The findings show that the students approved of the online courses and also the face-to-face learning. These findings may reflect approval of the decrease in costs and time. The implication is that active face-to-face experience-based learning should supplement online courses with peer assessment, as this combination led to more successful learning outcomes among students taking courses on intellectual property rights and patents.

Makerspaces are fertile grounds for students to develop innovative products infused with STEAM principles and cross disciplinary content knowledge; build technological fluency; and support positive developmental growth. Yet, rarely do Makerspaces prioritize these outcomes. Rather, they tend to revolve around the creation of novel objects using cutting-edge technology; craftwork unhinged from their historical, social, political, or academically-relevant underpinnings; and/or the hacking of so-called “black boxes”. What happens when an educator designs and implements a research-based and content-driven in-school Makerspace? Drawing on field observations, interviews, artifact analysis, and the Developmental Assets Profile (DAP) survey, this mixed methods study explored the experiences of students from two urban middle school classes (n=51) who participated in a social action themed Makerspace called the “Tech Café.” Working from a transformative research perspective, the Tech Café also...

The technological based economies need well-qualified and well-rounded human capital to increase strategically and systematically innovation: hence, the best universities are playing important and crucial roles in choosing right talents. However, after the graduation from the undergraduate and post-graduate studies, the new highly simulative job ecosystems should be needed foster innovation based economies. In that way, the technology parks, particularly those, which are close to the universities, have become very critical to attract talents and to sustain consistent development. Consequently, the policies and the strategies of higher education administration have become very important to attract new talents as brain gain or to lose talent as brain drain. In this study, how the policies and the strategies of higher education administration at different technology parks can affect on attracting or losing the talents is analyzed as a research question.
Therefore, the universities administration policies, strategies, and even roles at the technology parks as provocative environments are critically questioned on increasing innovation-based economies. Using a mixed-qualitative-method, this study aims at understanding how some technology parks are attracting talents, while some others are loosing due to the differences of the higher education policies, strategies, and roles. By analyzing critically the background of the three universities technology parks in Turkey comparing in the US, it is hoped to understand: (1) the existence situation of the higher education administration through the technology parks in order to gain the talent or vice versa, including individual earnings, (2) perceptions of key stakeholders (n=24) (e.g. higher education administration, technology parks executives, researchers, and graduate and undergraduate students). The best universities, seen even in the ranking list, have specific technology parks in which they attract attraction talents since they have well-developed ecosystems for innovation oriented research ecosystems. However, those which do not have well-organized relationship with the technology parks, particularly in incubation, they lose their talents. In this case, the income is not even among the first five reasons. The talents prefer to mobilize and circulate in those universities where the higher education policies, strategies, and roles are well structured with rich values, such
as entrepreneurship, visibility, accessibility, and affordability. The studies show that the background of the two universities technology parks in Turkey comparing in the US has the same
structure due to the fact that they have tried to use the same higher education management systems, particularly in accountability and transparency of the talents. On the other hand, one of them does not have any accountability and transparency criteria to follow up the talents’ performances. The perceptions of key stakeholders as higher education administration depend on
the values in the organizations. Those who have strategic models, planning, short-term and long-term policies have played better and proactive roles at the universities in choosing the right
talents and encouraging them in their careers, especially with the help of technology parks executives. So, the best talented researchers, graduate and undergraduate students choose the
right technology parks where they improve their capacities while building innovation capacity.

In a global world, it is impossible for a technology- based economy to think independently of other variables, underlying relational environment. In the higher education systems, different environments significantly affect the success of the new start-ups in the universities. In this study we try to look at what effects different interactive ecosystems might possibly have on improving creativity, innovation, patenting and licensing by showing different real-life examples from life sciences. Additionally, the paper tries to look at how exactly ethnographic studies affect participants in the process of creating innovative products. All this is given in a close connection with the interactive ecosystem in which the target participants become more active by developing empathy. Thus, by developing a new in
teractive ecosystem, specifically in the hospitals, participants’
behaviours and attitudes have changed and they have become much more actively engaged in the problems and needs of the health shareholders.
Keywords: Higher education, higher education management,
interactive ecosystems, new trends in higher education,
creativity, innovation patenting and licensing, organizational structure and strategy in higher education, translational research, start-ups for universities.

Many educators view makerspaces as a means of increasing student engagement in K-12 classrooms. As faculty and staff of the College of Education at the University of Saskatchewan, we have noted low comfort levels in using and experimenting with technology. For this reason, we decided to create a place in which pre-service teachers could test and discuss technologies that they could eventually use in their teaching practice. Our endeavor eventually morphed into a space for current teachers, student teachers, technical support staff, faculty members, and interested community members. Having piloted workshops for six months, we are now evaluating our decisions and shaping new approaches for the current academic year. Our main challenges include ensuring inclusivity across age, gender, and culture; adopting suitable facilitation styles; and ensuring the workshops lead to useful discussions of technology and teaching practice.