著者
松浦 李恵 岡部 大介 大石 紗織
出版者
Japanese Cognitive Science Society
雑誌
認知科学 (ISSN:13417924)
巻号頁・発行日
vol.22, no.2, pp.268-281, 2015

This paper analyzes the relationship between participation and learning represented<br> in ethnographic case studies of ten informants aged 23-59 participating in a common-<br>based peer production site, the FabLab Kamakura community. Digital-based personal<br> fabrication is a new wave culture of mavens, who are devoted to alternatives to mass<br>production, and are on a mission "to make (almost) anything". FabLab Kamakura is a<br> valuable venue for exchanging information about, for example, digital tools, Arduino,<br>crafts, textiles, and so on. First we frame this work as an effort to think about their<br> participation and learning using the concept of "wildfire activity theory"(Engeström,<br>2009) and "legitimate peripheral participation (LPP)"from Lave and Wenger (1991).<br> Then we argue an overview of FabLab culture in Japan and at FabLab Kamakura. Us-<br>ing SCAT methodology (Otani, 2011), we group our findings in two different categories:<br>(1) learning through participation in FabLab Kamakura, (2) the visualization of weak<br>ties and mobility through participation in wildfire activities. We conclude that partic-<br>ipants at FabLab Kamakura are producing and designing available artifacts for their<br> lives and works, and in doing so, what they are designing is the physical manifestation<br> of their very thoughts.

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以前読んだ論文を思い出しました。松浦ら(2015)ものづくりコミュニティへの参加を通した学習::ファブラボ鎌倉におけるフィールドワークを通して https://t.co/LA6ikACkne #コラーニング

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