Digitaal fabriceren is meer dan alleen maar 3D printen

Vandaag kwam er weer iets in mijn Facebook mail box. Ik kreeg een link van een artikel van Wired uit Engeland en daar zit een pdf file bij van een proffesor Neil Gershenfeld verbonden aan het MIT ( Massachutsetts Institute of Technology)

Ik heb een stukje gekopieerd waar hij in uitlegt over de FabLabs.
Als eerste merkt hij op dat het hier gaat om vanuit bottom up te werken. Een samenhang tussen de FabLabs. Het richten op plaatselijke communities en daar ook niet bang voor moet zijn. Door samen  producten te ontwerpen kun je betere communities op bouwen.

Maar vooral  is gebleken dat de kinderen die gebruik maken van de Fablabs een vooruitgang boeken in het onderwijs. Zij hoeven niet meer ver te reizen om naar speciale instituten te gaan maar kunnen plaastselijk al proeven wat zij in de toekomst willen gaan doen.
Hoe wij dat in Fablab Flevoland tot stand gaan brengen word binnenkort beschreven op deze blog.
Vandaag hebben we immers een voor proefje gehad op de Basisschool de Uiterton te Dronten en zijn er meer plannen om het onderwijs er bij te betrekken.

Wat aardig is in dit stukje en extra benoemd is het netwerk van Fablabs in Nederland en Belgie.
Het is allemaal in het engels ter uitzondering hier neergezet en voor meer kunt u het volgende pfd dowloaden

"How To Make almost Anything, The Digital Fabrication Revolution" van Neil Gershenfeld
(Vrij vertaald  " Hoe je bijna alles kan maken, de revolutie van digitaal fabriceren")

http://cba.mit.edu/docs/papers/12.09.FA.pdf

Bron: "How To Make almost Anything, The Digital Fabrication Revolution" van Neil Gershenfeld

“Planning innovation
Communities should not fear or ignore digital fabrication.
Better ways to build things can help build better communities. A fab lab in Detroit, for example, which is run by the entrepreneur Blair Evans, offers programs for at-risk youth as a social service. It empowers them to design and build things based on their own ideas.
It is possible to tap into the benefits of digital fabrication in several ways. One is top down. In 2005, South Africa launched a national network of fab labs to encourage innovation through its
National Advanced Manufacturing Technology Strategy. In the United Neil Gershenfeld
[56] foreign affairs .Volume 91 No. 6States, Representative Bill Foster (D-Ill.) proposed legislation, the National Fab Lab Network Act of 2010, to create a national lab linking local fab labs. The existing national laboratory system houses billion-dollar facilities but struggles to directly impact the communities around them. Foster’s bill proposes a system that would instead bring the labs to the communities.
Another approach is bottom up. Many of the existing fab lab sites, such as the one in Detroit, began as informal organizations to address unmet local needs. These have joined regional programs. These regional programs, such as the United States Fab Lab Network and FabLab.nl, in Belgium, Luxembourg, and the Netherlands, take on tasks that are too big for an individual lab, such as supporting the launch of new ones. The regional programs, in turn, are linking together through the international Fab Foundation, which will provide support for global challenges, such as sourcing specialized materials around the world.
To keep up with what people are learning in the labs, the fab lab network has launched the Fab Academy. Children working in remote fab labs have progressed so far beyond any local educational opportunities that they would have to travel far away to an advanced institution to continue their studies. To prevent such brain drains, the Fab Academy has linked local labs together into a global campus.
Along with access to tools, students who go to these labs are surrounded by peers to learn from and have local mentors to guide them. They participate in interactive global video lectures and share projects and instructional materials online.The traditional model of advanced education assumes that faculty, books, and labs are scarce and can be accessed by only a few thousand people at a time. In computing terms, mit can be thought of as a mainframe: students travel there for processing. Recently, there has been an interest in distance learning as an alternative, to be able to handle more students. This approach, however, is like time-sharing on a mainframe, with the distant students like terminals connected to a campus. The Fab Academy is more akin to the Internet, connected locally and managed globally. The combination of digital communications and digital fabrication effectively allows the campus to come to the students, who can share projects that are locally produced on demand.”