Børne U.N.I

A Makerspace

 

Borne U.N.I

A Makerspace

Børne U.N.I

A Makerspace 



Børne U.N.I

A Makerspace 

In today’s climate of rising complexity and rapid technological developments, fostering creative and critical ways of thinking and working appear more important than ever before. Learning spaces need to respond to this rapid change through adapting approaches to better meet the demands of future challenges.

Børne U.N.I. a progressive school in Vesterbro, Copenhagen approached the Co-design program with the wish to collaboratively develop a concept for a “makerspace”— a place to explore new modes of learning. 


In today’s climate of rising complexity and rapid technological developments, fostering creative and critical ways of thinking and working appear more important than ever before. Learning spaces need to respond to this rapid change through adapting approaches to meet the demands of future challenges.

Børne U.N.I. a school in Vesterbro, Copenhagen approached the Co-design program with the wish to collaboratively develop a concept for a “makerspace”— a place to explore new modes of learning.


In today’s climate of rising complexity and rapid technological developments, fostering creative and critical ways of thinking and working appear more important than ever before. Learning spaces need to respond to this rapid change through adapting approaches to better meet the demands of future challenges.

Børne U.N.I. a progressive school in Vesterbro, Copenhagen approached the Co-design program with the wish to collaboratively develop a concept for a “makerspace”— a place to explore new modes of learning. 


They asked us how they might trigger the students to think in “new perspectives” and to “make and create” by challenging the traditional modes of learning and educational spaces.  Based on these ideas and aims we set out to discover what kinds of activities ignite children’s curiosity, creativity, and play. Asking,  how might spaces, tool and modes be combined to best trigger creativity and collaboration? 

Year  2018
Collaborators  Lea Herzfeld
Industry  Education

 


 

They asked us how they might trigger the students to think in “new perspectives” and to “make and create” by challenging the traditional modes of learning and educational spaces.  Based on these ideas and aims we set out to discover what kinds of activities ignite children’s curiosity, creativity, and play. Asking,  how might spaces, tool and modes be combined to best trigger creativity and collaboration?  

Year  2018
Collaborators  Lea Herzveld
Industry  Education

 


 

They asked us how they might trigger the students to think in “new perspectives” and to “make and create” by challenging the traditional modes of learning and educational spaces.  Based on these ideas and aims we set out to discover what kinds of activities ignite children’s curiosity, creativity, and play. Asking,  how might spaces, tool and modes be combined to best trigger creativity and collaboration? 

Year  2018
Collaborators  Lea Herzfeld
Industry  Education

 


 

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Approach & Process

We started with extensive co-design methods such as ethnographic observation of classes and creating dialogue tools to get to know its unique character of this school — it's educators and students.

A guiding principle for us was to think of the necessary prerequisites within the school to make use of such a space. Therefore we focused on exploring a mindset of experimentation that could then take shape in the form of a makerspace. We aimed to practice exploring strange new perspectives for a future creative space at the school through playful, collaborative design workshops.


Approach & Process

We started with extensive co-design methods such as ethnographic observation of classes and creating dialogue tools to get to know its unique character of this school — it's educators and students.

A guiding principle for us was to think of the necessary prerequisites within the school to make use of such a space. Therefore we focused on exploring a mindset of experimentation that could then take shape in the form of a makerspace. We aimed to practice exploring strange new perspectives for a future creative space at the school through playful, collaborative design workshops.


Approach & Process

The process involved engaging users in ethnographic and qualitative research methods including contextual interviews, persona building, service journey mapping, and service prototypes/ scenario workshops.

Early on in the process we invited a range of Laerdal experts from different departments to explore and define the different user groups. Using a workshop forum we were able to explore various personas and examine assumptions about the service proposition and user groups.


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Our workshops served as prototypes for new subject combinations - both is how the space and tools are used to facilitate learning through making. For example combining maths and art, or german with drama class.

Our workshops served as prototypes for new subject combinations - both is how the space and tools are used to facilitate learning through making. For example combining maths and art, or german with drama class.

Our workshops served as prototypes for new subject combinations - both is how the space and tools are used to facilitate learning through making. For example combining maths and art, or german with drama class.

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The Maker Mindset 

Our final proposal to Børne U.N.I. is a package of several communication devices that outline a strategy for a future Makers space within Børne U.N.I.  We defined the key values of a future space and provided examples of how the school could begin implementing workshops within the classroom that build on the schools making culture.  As part of the communication back to the staff we created the “Maker Funnel campaign” a collection of insights meant to inspire, trigger and sustain the development of the project amongst the core staff.

 

The Maker Mindset 

Our final proposal to Børne U.N.I. is a package of several communication devices that outline a strategy for a future Makers space within Børne U.N.I.  We defined the key values of a future space and provided examples of how the school could begin implementing workshops within the classroom that build on the schools making culture.  As part of the communication back to the staff we created the “Maker Funnel campaign” a collection of insights meant to inspire, trigger and sustain the development of the project amongst the core staff.

 

The Maker Mindset 

Our final proposal to Børne U.N.I. is a package of several communication devices that outline a strategy for a future Makers space within Børne U.N.I.  We defined the key values of a future space and provided examples of how the school could begin implementing workshops within the classroom that build on the schools making culture.  As part of the communication back to the staff we created the “Maker Funnel campaign” a collection of insights meant to inspire, trigger and sustain the development of the project amongst the core staff.

 

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Hybrid subjects —

A future makers space should enable experiments of two known things, such as two disciplines and combines them to create something strangely familiar, inspiring, and surprising. 

 


Hybrid subjects

A future makers space should enable experiments of two known things, such as two disciplines and combines them to create something strangely familiar, inspiring, and surprising.

Hybrid subjects —

A future makers space should enable experiments of two known things, such as two disciplines and combines them to create something strangely familiar, inspiring, and surprising. 

 


Contraints enable creativity 

While a space should enable free creativity, providing constraints around making activitites encourage students to improvise and challenge their normal way of working.

 

Collaboration is key 

A big part of a makers space community is building teams and exchanging and sharing skills and knowledge with
one another.


Contraints enable creativity 

While a space should enable free creativity, providing constraints around making activitites encourage students to improvise and challenge their normal way of working. 

Collaboration is key 

A big part of a makers space community is building teams and exchanging and sharing skills and knowledge with
one another.

Contraints enable creativity 

While a space should enable free creativity, providing constraints around making activitites encourage students to improvise and challenge their normal way of working.

Collaboration is key 

A big part of a makers space community is building teams and exchanging and sharing skills and knowledge with one another.


Contraints enable creativity 

While a space should enable free creativity, providing constraints around making activitites encourage students to improvise and challenge their normal way of working.

Collaboration is key 

A big part of a makers space community is building teams and exchanging and sharing skills and knowledge with one another.


contraints
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Experimentation and play 

A makers space should be a place of experimentation and play, when entering students should carry this mindset with them, that it is okay to try out uncoventional concepts rather than say focusing on creating aesthetically pleasing forms.


Experimentation and play 

A makers space should be a place of experimentation and play, when entering students should carry this mindset with them, that it is okay to try out uncoventional concepts rather than say focusing on creating aesthetically pleasing forms.

Experimentation and play 

A makers space should be a place of experimentation and play, when entering students should carry this mindset with them, that it is okay to try out uncoventional concepts rather than say focusing on creating aesthetically pleasing forms.


"Your way of working and experimenting was very inspiring and showed us that we have to keep trying out new approaches now before the physical space comes avaliable"

- Gitte Svenning, Headmaster


"Your way of working and experimenting was very inspiring and showed us that we have to keep trying out new approaches now before the physical space comes avaliable"

- Gitte Svenning, Headmaster



“Your way of working and experimenting was very inspiring and showed us that we have to keep trying out new approaches now before the physical space comes avaliable"

- Gitte Svenning, Headmaster


"Your way of working and experimenting was very inspiring and showed us that we have to keep trying out new approaches now before the physical space comes avaliable"

-  Gitte Svenning, Headmasterl


"Your way of working and experimenting was very inspiring and showed us that we have to keep trying out new approaches now before the physical space comes avaliable"

- Gitte Svenning, Headmaster


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Alice Moynihan  . ©  2018