New media has been strongly associated with social media, blogs, and other information technology based content. This content is supposedly unrestricted and free. But in fact it is moderated by the medium of the internet itself, which has inherent and profound limitations. With the advent of maker/hacker spaces and their growing prominence in communities around the world, the phenomena of new media bridging the digital-physical divide -- through digital materialization, and it’s compliment material digitalization -- creates a new reality that transcends the purely digital modes of supposedly unrestricted production.
Digital materialization a la 3D printing, computer controlled machining, and embodied computing (robotics) has become inexpensive and accessible to non-specialists. Increased accessibility is largely due to the continual development of better methods of abstracting details and essentializing the process of production into an intuitive activity. The consequence of this is that people no longer must be geniuses in order to program computers. This creates a strong democratizing influence on the fields of information technology, computer science, and engineering. Given this reality, people can now produce for themselves the objects that they once were reliant on corporations to produce for them. Hence, these objects have gone from impersonal artifacts to the epitome of self expression.
Material digitization is the compliment of digital materialization. It entails mapping the attributes of an object into a computer model. While at first this technology seems less crucial for creativity and the generation of new media, it enables the replication of material objects in a digital form and thus their alteration and reproduction. This is central to creativity in the context of new media. Furthermore, material digitization renders the digital to material creative process bi-directional, invertible, and recursive; recursion being important in philosophy, art, and engineering.
Eugene Maker Space (EMS) is part of a worldwide social movement of makers and “Maker Spaces” - facilities established to enable the community to have access to tools and the technologies which are revolutionizing society. EMS provides a workspace, tools, equipment, and the knowledge of its members in order to create a community of collaboration and hands-on learning.
Kassie: make the connection between EMS and 3D printing stronger.
With the support of the Wayne Morse Center for Law and Politics, the Eugene Maker Space proposes to hold a series of seminars, presentations, demonstrations, and workshops focused on 3D printing, 3D scanning, and technological literacy; where technological literacy encompasses new media literacy, the amplification of action via cognitive extensions, e.g., computers, cell phones (ubiquitous computing), and embodiment in the post biological world.
Association with the UO Science Library and their 3D compliant TV with active shutter glasses allows additional 3D imaging capabilities. Additionally, the library is supporting 3D imaging technology such as AGIsoft Photoscan allowing for the creation of 3D printed objects based on a simple series of photographs of an object.
In 2014, we are entering a period in which technological advances in rapid prototyping, commonly called 3D Printing, are entering into the mainstream in the United States. Numerous companies exist that will take computer files representing a physical 3D object and produce those items for a fee that is within the budget of most individuals. Furthermore, other companies are producing 3D printers priced for the consumer to bring into the home. The future portrayed in science fiction shows such as Star Trek is very nearly here.
However, this advance in technology is coming in an inequitable and uneven manner. Certain populations have greater access to the tools and skills necessary to take advantage of these advances, putting other populations at a comparative disadvantage.
The purpose of this grant request is to address the topic of technology and class, race and gender – access, use and impacts.
Eugene Maker Space (EMS) is part of a national movement of “Maker Spaces” - facilities established to allow the population at large to have access to the latest developments in this area. EMS provides workspace, tools, equipment, and other resources while creating a community of collaboration and hands-on learning.
With this grant, EMS will sponsor a series of courses in 3D Printing for local area residents, free of charge to attendees. The courses will cover the basics of creating 3D models using open source software (6 hours of instruction), plus training on use of consumer grade 3D printers, including printing of student’s models (3 hours of instruction). EMS requests $XXXX in order to hold a total of 3 sessions of this course, including costs for advertising and promotion.
Where are lectures going to be held to deal address the gender, race, and class issues? If at the EMS then how will attract the patrons to cover the race, gender and class issues. Taking a class to Girl Scout troop would work. Taking programs to needy schools be done too.
The contact person for this grant is Mark Danburg-Wyld, who can be contacted at:687 McKinley Street Suite #2 Eugene, Oregon 97402 541-513-2945 (cell) email@example.com
The target audience is the population of Eugene, Oregon. The intention is to especially engage women, minorities, and low income individuals who would otherwise lack access to these technologies. Participation will not be limited based on any demographic criteria. Our intention is to do some outreach to the 4J title 1 schools.
The courses will be taught mostly by members of Eugene Maker Space with expertise in the relevant areas, and we will also bring in some outside speakers for more general talks on a range of subjects.
There are no co-sponsors for this project.
Depending the the awarded grant, the classes will be scheduled for three consecutive weekends, for three months during the funding period, with time allotted between sessions to incorporate improvements based upon student feedback. The first course will be scheduled for August 2014, the second for October 2014, and the third for February 2015. Classes will be held at the EMS shop. Pre- and post- assessments will be given to all participants to measure learning outcomes. De-personalized data on those outcomes will be published to the EMS website at the conclusion of the project.
Publicity will consist of newspaper advertising, online advertising, and outreach efforts to local schools.