Abstract:

While maker spaces have become commonplace features within post-secondary institutions, they at best become facilities that support curricular outputs or at their worst, become a collection of underused, esoteric equipment. While exposure to digital fabrication tools in maker spaces empowers students in bringing their academic projects to reality, they often do not bring their entrepreneurial initiatives to reality. This is on account of the fact that most institutions fail to leverage their digital fabrication facilities as resources to foster innovation and entrepreneurship. This paper provides a framework for the development of the Digital Fabrication Zone, a component within of one Canada’s largest universities, that provides a range of benefits to its participants including experiential learning and networking opportunities, technical assistance, mentorship, and media recognition.

Within a larger university framework, the Design Fabrication Zone has served as a collaborative entity where students, graduates, and applicants from the public collaborate in building their skills, developing their projects, and expanding their networks. Through a series of projects ranging from conventional technology start-ups to interactive installations and furniture prototypes, this paper will provide insights on the potential fabrication spaces hold in going beyond experiential learning and into entrepreneurial innovation.

Keywords:

Maker space, digital fabrication, experiential learning, pedagogy.