The Boundary Object of a Makerspace

Abstract

To enhance research based interdisciplinary collaboration, the theoretical perspective of ‘Boundary Object’ was used in this article to analyse how Makerspace is a shared site of collaboration in an elective course. The study explores in practice the transitional space between institutionalized and research based higher education in relation to the free maker movement. This was driven by a pedagogical need to study how student motivation related to personal and professional interest can be maintained in a free space of learning in a formalised coursework. The theoretical model of Boundary Object was suitable to visualize a triad of interplay by i) informational artifacts; ii) their related practices; and iii) the concepts of epistemological premises of artifacts, practices, and their intersections. The study shows these concepts in a real-life context of establishing an elective course at a University and how the makerspace concept has both challenges and potential in coordinating interdisciplinary studies and how to make it professionally relevant. Despite some challenges the elective course was created as a new shared space for people with different motivations. The study demonstrate how such an elective course can contribute positively to student life, seen in a both professional and social perspective; it can strengthen inclusion, a feeling of belonging, study enjoyment and interdisciplinarity skills in a professional setting. These qualities form a value based conceptual framework, with success criteria that can enable essential student skills for the 21st century; creativity and collaboration for sustainability.