Jump to ContentJump to Main Navigation
Show Summary Details
More options …

Open Education Studies

Editor-in-Chief: Bastiaens, Theo

Open Access
See all formats and pricing
More options …

The Infinite Learning Chain. Flipped Professional Labs for Learning and Knowledge Co-Creation

José Antonio Gordillo Martorell / Javier Martin-Torres / María-Paz Zorzano Mier / Thasshwin Mathanlal / David Cuartielles / Mattis Johansson
Published Online: 2019-11-08 | DOI: https://doi.org/10.1515/edu-2019-0011


Nowadays universities and other classical research institutions are changing their role in knowledge creation. In general terms we can characterize this transition as the path from “Closed Science” to “Open Science” as a part of a deeper and structural phenomenon known as “knowledge democratization”, where different stakeholders as students, makers and other tech and science enthusiasts are able to create knowledge learning from the researchers and cooperating with them.

In this process, science engagement of these new actors is a key point to stimulate their creativity, get some important research skills learnt directly from the researchers and be able to apply these skills teaching others in a continuous “learning chain”.

In this article, we introduce some main features and preliminary results of an experiment called “The infinite learning chain” done in cooperation with Arduino, focused on sensing science and based in a real research project of Group of Atmospheric Science (GAS) called Luleå Environmental Monitoring Stations (LEMS). We debate some interesting questions related to the impact of the format in terms of science engagement, STEM skills acquisition and cooperative learning involvement. We used as “learning ecosystem” a professional Lab, the INSPIRE Lab a complete multidisciplinary facility for space and environmental research and exploration.

Keywords: Fab Lab; Maker Space; flipped learning; learning co-creation; knowledge co-creation; Open Software; Open Hardware; Project Based Learning; Sensing Science; Citizen Science; STEM; Open science; Open Source


  • Barron, B. & Bell, P. (2015). Learning environments in and out of school: Catalysts for learning within and across settings. In L. Corno & E. Anderman (Eds.), Handbook of Educational Psychology (Third ed.). New York: Routledge, Taylor, & Francis.Google Scholar

  • Balestrini, M., Creus, J., Hassan, C., King, C., Marshall P., & Rogers, Y. (2017). A City in Common: A Framework to Orchestrate Large-Scale Citizen Engagement around Urban Issues. In Proceedings of the 35th annual ACM conference on Human factors in computing systems, CHI’17.Google Scholar

  • Balestrini, M., Diez, T., Marshall, P., Gluhak, A., & Rogers, Y. (2015). IoT Community Technologies: Leaving Users to Their Own Devices or Orchestration of Engagement? EAI Endorsed Transactions on Internet of Things, 15(1).Google Scholar

  • Balestrini, M., Bird, J., Marshall, P., Zaro, A., & Rogers, Y. (2014) Understanding sustained community engagement: a case study in heritage preservation in rural Argentina. Proceedings of the 32nd annual ACM conference on Human factors in computing systems, CHI’14. ACM.Google Scholar

  • Bevan, B. (2018). STEM learning ecosystems: critical approaches. Spokes #42Google Scholar

  • Carroll, J. M. (2000). Making use: Scenario-based design of human-computer interactions. Cambridge, MA, USA: MIT Press.Google Scholar

  • Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented Teenagers: The Roots of Success and Failure. Cambridge, UK: Cambridge University Press.Google Scholar

  • European Commission (2016). Open innovation, open science, open to the world – a vision for Europe. Retrieved from https://ec.europa.eu/digital-single-market/en/news/open-innovation-open-science-open-world-vision-europe

  • Lipstein, R., & Renninger, K. A. (2006). “Putting things into words”: The development of 12-15-year-old students’ interest for writing. In P. Boscolo & S. Hidi (Eds.), Motivation and Writing: Research and School Practice, 113-140. New York: Elsevier.Google Scholar

  • Muller, M. J., Wildman, D. M., White, E. A. (1993) Taxonomy of PD Practices: A Brief Practitioner’s Guide, Communications of the ACM, 36 (6).Google Scholar

  • National Academies of Sciences, Engineering, and Medicine (2018) Learning Through Citizen Science: Enhancing Opportunities by Design. Washington, DC: The National Academies Press. https://doi.org/10.17226/25183.Crossref

  • Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of Achievement Motivation, 173-195. San Diego, CA: Academic Press.Google Scholar

  • Righi, V., Sayago, S., & Blat, J. (2015). Urban ageing: technology, agency and community in smarter cities for older people. In Proceedings of the 7th International Conference on Communities and Technologies, 119-128. ACM.Google Scholar

  • Sanders, E. B.-N. & Stappers, P. J., (2008). Co-creation and the new landscapes of design, CoDesign, 4(1), 5-18, DOI: 10.1080/15710880701875068CrossrefGoogle Scholar

  • SISCODE Project information retrieved from: https://siscodeproject.eu/

  • TeRRIFICA Project information retrieved from: https://terrifica.eu/

  • Wulf, W. (1989). The national collaboratory. In Towards a national collaboratory. New York: Unpublished report of a National Science Foundation invitational workshop, Rockefeller University.Google Scholar

  • Xanthoudaki, M (2017). From STEM to STEAM (education): A necessary change or ‘the theory of whatever’? Spokes 28Google Scholar

About the article

Received: 2019-08-08

Accepted: 2019-09-26

Published Online: 2019-11-08

Citation Information: Open Education Studies, Volume 1, Issue 1, Pages 151–176, ISSN (Online) 2544-7831, DOI: https://doi.org/10.1515/edu-2019-0011.

Export Citation

© 2019 José Antonio Gordillo Martorell et al., published by De Gruyter. This work is licensed under the Creative Commons Attribution 4.0 Public License. BY 4.0

Comments (0)

Please log in or register to comment.
Log in