Are you a maker?

Making creates a supportive community of learners that can leverage the interests and skills of each member of the group towards shared goals. Making has been organized to create supportive communities of practice and include encouraging collaboration and sharing. The main characters of a maker are:

  • intrinsically motivated;
  • takes risks and iterates from “failures” to achieve success;
  • collaborates and gives advice and guidance to her peers: makers are often more interested in open sharing and exhibition, not simply competition.

Making as educative practice can support young people to participate in science programs and learning activities inspiring or creating experiences for others, advancing young people’s agency and authorship.

The DiDIY Project produces and coordinates "external" and "internal" descriptions of the maker phenomenon, generated respectively by "external observers" (researchers investigating this phenomenon) and "internal observers" (the human protagonists of this phenomenon).

The DiDIY Project investigates, analyses, and tries to understand the current transformations that DiDIY is producing in society in order to define the concrete possible developments of the introduction of DiDIY-related technologies in European education and research, and to generate strategies directed towards maximizing the positive impacts of DiDIY on the quality of European education and research systems, and minimizing the negative ones.

To understand this side of DiDIY, and what should be done about it, we suggest you to look at the following studies, proposals and other resources by the DiDIY Project, listed here from the least to the most complex:

FACTS SHEET(s) on: making and Digital DIY

DiDIY VOCABULARY KEYWORDS: maker cultureDiDIY culture and maker movement


The parts of the DiDIY Guidance Manual about:

  • main, long-term effects of DiDIY (p. 25)
  • main DiDIY Stakeholders (p. 96)

Examples from the DiDIY POLICY PATTERNS wiki:

DiDIY Project Official Deliverables:

See in particular section 3 on the main features of DiDIY:

  • 1.1. DiDIY: a human-centric phenomenon
  • 3.1. DiDIY and the role of individuals
  • 3.2. DiDIY and the role of communities
  • 3.3. DiDIY and the role of technology
  • 3.4. DiDIY and the role of design
  • 3.5. DiDIY and the role of ethics