Introducing maker culture in Design through a neocraft hydRaúlic tile workshop

Abstract

This paper proposes a strategy for introducing maker culture in higher education in non technological environments through a case study in the context of the bachelor's degree in Design. The objectives were: (1) to investigate how the introduction of maker culture through a collaborative workshop in an artistic context of higher education contributes to the acquisition of socio-technical skills; (2) to design knowledge and service transfer flows between classroom and territory through the design theme of hydRaúlic tiles; (3) to test and validate a hydRaúlic tile construction system adapted to the classroom developed in a previous stage of research. The workshop was designed according to a project-based learning (PBL) approach, choosing as a project theme the design and manufacture of a collective carpet of hydRaúlic tiles using a neo-artisanal construction technique. It was delivered in ten sessions of two hours each and a field visit and tested with a group of students (n= 17) during the academic year 2021/22. Working groups, roles and collaborative dynamics were established, following the maker principles as methodological guidelines. The documentation of the project and the generation of resources under open licences were also prioritised. The results showed that students acquired new knowledge and developed various sociotechnical competences. With the workshop, knowledge transfer flows, products and services in the local context were mapped in two stages, linking the classroom with the urban heritage, an NGO and the university makerspace. The constructive system was also validated, allowing the creation of the physical tile carpet designed and identifying aspects to be improved. Despite the limitations of the sample, the study opens up different lines of work, such as the integration of maker culture in art education through neo-crafts or its use to promote a collaborative design ethic in higher education in Design.