Relating the Makerspace Movement to DIY Adaptive Equipment in an Online Intervention Course for Adults with Physical Disabilities

Abstract

Many occupational therapy programs use hybrid instruction methods that include virtual learning. To ensure active learning techniques, instructors must alter and adapt traditional instruction methods to the virtual environment. This article explores the use of a virtual Makerspace to create adaptive equipment used throughout online intervention course experiences. Thirty-seven first year occupational therapy students participated in an exclusively online, synchronous course focusing on interventions for adults with physical disabilities. A Makerspace was created to allow students to have access to adaptive equipment (AE) and teach students how to fabricate low-cost AE for future clients. During class, guided instruction was provided to fabricate a sock aide and a universal cuff. This AE was then used throughout the course to provide hands on learning opportunities. Summative assessments were used at midterm and at the conclusion of the course. Students noted enjoyment and preference for hands on activities such as Makerspace, acknowledging how this connected with roleplaying and client interactions. Students were observably engaged throughout the course and integrated AE into learning scenarios throughout. Student feedback supported the use of a virtual Makerspace and reinforces the notion of the maker movement as shared ideas and space to build community. This not only provides a learning opportunity but offers connection in virtual environments. Makerspace activities can also be used to build competence and confidence in OT intervention. A Makerspace is an active learning opportunity that can be successful in person or virtual environments.