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Digital fabrication courses that relied on physical makerspaces were severelydisrupted by COVID-19. As universities shut down in Spring 2020, instructorsdeveloped new models for digital fabrication at a distance. Through interviewswith faculty and students and examination of course materials, we recount theexperiences of eight remote digital fabrication courses. We found that learningwith hobbyist equipment and online social networks could emulate usingindustrial equipment in shared workshops. Furthermore, at-home digitalfabrication offered unique learning opportunities including more iteration,machine tuning, and maintenance. These opportunities depended on new forms oflabor and varied based on student living situations. Our findings haveimplications for remote and in-person digital fabrication instruction. Theyindicate how access to tools was important, but not as critical as providingopportunities for iteration; they show how remote fabrication exacerbatedstudent inequities; and they suggest strategies for evaluating trade-offs inremote fabrication models with respect to learning objectives.

Remote Learners, Home Makers: How Digital Fabrication Was Taught Online During a Pandemic