Makerspace – Flipped classroom and creative processes

– A situation study from the higher education sector

Abstract

The article describes and study a development project at OsloMet Makerspace that was introduced in 2019 as part of specialized teacher education in design, art and crafts at OsloMet, as a . The makerspace was tested as part of teaching during the third year of study, and the theoretical training was offered as a flipped classroom. The central premises were student-active teaching and addressing the curriculum’s learning outcome descriptions. The relevant learning outcome descriptions are sorted in the article under creative processes and discussed on the basis of completed and experienced curriculum levels. Based on observations, student evaluations and evaluative conversations, implementation in a makerspace appears to be fast and the student products precise, which in turn appears to give a professional impression. The study suggest that makerspaces open up new ways of achieving learning outcomes. At the same time, it is important to look beyond the fascination that the students express with the professional character and critically reflect on the quality of the products.