I studied architecture in high school for 3 years and readily applied the concepts during my time as an art student. Although I ended up getting my degree in professional writing/rhetoric instead, I still carry over many of those theories in my work. As of late, I've decided that I'll continue my exploration of spatiality, the effect of space, what it implicates for purpose and how it binds the body to behavior. 

To create a more palpable relation to the academic space I'm working in, I'll be relating the ideas to classroom spaces and maybe even labs for collaboration and experimentation. We discussed making and makerspaces along with the "internet of things" and Between Bits and Atoms, a piece written by Jentery Sayers and others. 

Bits and Atoms addressed a number of ideas regarding physical computing and desktop fabrication - they discuss what all of these developments in making mean to the digital humanities. They touch on responsibly using materials, convival computing, and they point out the many uses that fabrication can bring to a number of disciplines. They put quite a bit of focus on what those technologies have done to their makerspaces. 

Makerspaces are exactly what they sound like. A space in which one makes. Since it's an action based title - the room must facilitate the variety of actions implied. Creating a space in which everyone can make and be actionable is really challenging. Most classrooms and lab spaces confine the students to structures that sort of inhibit the desired actions. I.e - the classroom where I hosts workshops, none of the tables can be moved and the chairs are wickedly diverse. Which leads to students getting frustrated when they can't form groups easily or turn and discuss things with a classmate. 

I find that very rarely do Universities, businesses or institutions take the time to design the spaces to encourage their desired outcomes. Technology has made these rooms even more complicated in many ways. Often time, people see different types of technology as black boxed wonder to solve all their problems in the classroom - but without addressing the technology from a spatial and adoption/adaption lens, the integration may be horribly unsuccessful. 

I suggest - after this sort of disorganized rambling - to think before we make spaces. I have no authority to change these patterns of design - but I think it's important to say on the record anyway. If we were to create spaces with their end goals in mind, or at least what they expect to be accomplished in that room, the making would improve.