In the fields of digital social innovation, maker-centered learning and circularity, I have authored and contributed to peer-reviewed publications as a first author and as a co-author.
My ORCID: 0000-0003-4721-7541
Keywords: Socio-Emotional Learning, Self-Awareness, Biomaterial Fabrication, Project based learning, K12, Co-creation. , Education for sustainable development, eco-school, environmental education, sustainability, sustainability competences, GreenComp

Integration of the maker movement in the classroom: a practical experience in the first year of an educational project.

Nadal, O. and Domínguez, X. (2023). Integration of the maker movement in the classroom: a practical experience in the first year of an educational project. UTE Teaching & Technology (Universitas Tarraconensis), (1), e3566.

Abstract.Currently, some primary and secondary schools are considering a change of approach to meet the needs of the 21st century. In this sense, many are turning to maker-centered learning to promote creativity, problem solving and innovation. The following article aims to provide the essential instructions for any educational center interested in participating in the change. In this way, a maker culture approach can be introduced in the classroom and simultaneously provide benefits for students such as: increased motivation; improved acquisition of skills and knowledge; and decreased fear of making mistakes. In short, the maker culture approach is intended to take into account the welfare of students and their overall development. It describes step by step how to put this new concept into practice in centers, from the very beginning to the first year of implementation in the school or institute. To demonstrate, a case study is explained in parallel to the instructions, using the experience of a project coordinated by IAAC Fab Lab Barcelona in which maker culture is introduced through STEAM in a primary class of 3rd grade students. The case study concludes that additional previous work is needed to evaluate a school’s available resources and to understand the prior training of teachers.

Read the full article [here].

Remix The School Project: Socio-Emotional Learning through Biomaterial making: A Methodology for Self-Awareness through Bio-material fabrication for teachers and children.

Burdiles Araneda, I. M., Dominguez, X., Real, M., Fuentemilla, S., Pistofidou, A. 2022, Submitted to 6th FabLearn Europe/MakeEd Conference 2022 (pp. 1-5).

Abstract. This paper shows the co-design and implementation process of a socio-emotional learning experience through bio-material making. Remix The School is the application of a theoretical construct that proposes to bring to formal and informal K12 educational contexts the knowledge accumulated at Iaac Fab Lab Barcelona around Biomaterial Fabrication, through several years of practice, research and pedagogy in postgraduate programs. In this paper we describe the methodology followed based on presenting with equal relevance different stages of the biomaterial development process. Finally, we reflect on lessons learned and propose recommendations sharing key findings for implementing a hybrid training of trainers programme during 2021-2022 academic year.

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Aprender en la biblioteca

España. Ministerio de Cultura y Deporte. Subdirección de Coordinación Bibliotecaria.

Abstract.Aprender en la biblioteca con las TIC. Alfabetización digital y alfabetización mediática, por proyectos y en torno a retos de aprendizaje a lo largo de la vida, con seniors, con adultos o con programas intergeneracionales.

Read the full article [here].

STEAM-Maker methodology in primary school: a mixed study.

Solanas, O., Usart, M., Valls, C., Domínguez, X. 2022, Submitted to the "Transformative Education in a Digital World: Connecting Learning Landscapes" (pg 272-274) from the XXV International Congress Edutec 2022 book.

Abstract. The needs of today's society go hand in hand with education. Skills such as problem solving are key to the digital society. This research of mixed approach and convergent design, analyzes the introduction of the Maker movement in a primary school classroom to work on STEAM transversally. The overall objective is to understand how students experience this intervention and to measure whether it improves their learning. The qualitative and quantitative information collected before and after the intervention allows us to affirm that students improve their STEAM knowledge, pay more attention and are more participative with respect to other subjects. more attentive and participatory with respect to other subjects.

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STEM in the future: Transforming education for sustainability, Scientix Observatory, October 2022

Bilgin, A. S., Molina Ascanio, M., Milanovic, I., Kirsch, M., Beernaert, Y., Sotiriou, S., Gregori Montaner, A., Cornakov, S., Velner, G., Axisa, J. , Wellens, T., Muscat, M., Vaidelis, G., Messaritou, M., Goździk, A., Castilla Mora, L., Ivanova, I., Dariou, E., Yuste, A., Preda, E., Quarta, B., B. Domínguez, X., Kesting, F., Katikas, L., Mitic-Radulovic, A., Gras-Velazquez, A. (2022).

Abstract. The European Green Deal states that schools play an important role in engaging with students and the wider community for environmental sustainability and develop the skills needed for a successful transition to a sustainable society. To explore the role of STEM education in sustainability, Scientix, the community for science education in Europe, organised an online Science Topics Networking Seminar (STNS) in collaboration with the projects GreenSCENT and Life Terra. At the event, more than 20 experts representing various stakeholders in STEM education came together to discuss good practices in STEM education in promoting sustainability education and supporting a green future. This observatory paper outlines the key discussion points raised during the seminar, supported by research from the scientific literature. First, there is an abundance of STEM resources and teaching material. There is a need to facilitate the evaluation and exchange of these resources and provide time and support to teachers for implementing them in their classrooms. Second, students could be more involved in sustainability activities that will help them see their impact on their immediate surrounding. This can be achieved with interdisciplinary activities that combine scientific concepts, critical thinking and active citizenship. A whole-school approach and greenifying schools can further engage students in taking action and be more motivated for STEM projects for sustainability. Third, more activities need to adopt the GreenComp and perform assessments based on it to test it as a competence framework. Finally, STEM education for sustainability can be further supported with school visits to nature reserves, science centres and companies involved in sustainability.

Read the full paper [here].

The Emergence of the Liquid Circular Maker Space

Guy, J., Domínguez, X., Schmidt, A. 2021, Submitted to This Is Distributed Design book.

Abstract. The Liquid Circular Maker Space emerged from the Circular Maker Academy. The academy programme was conducted by Fab Lab Barcelona (at the Institute of Advanced Architecture of Catalonia, IAAC) during 2020 in the framework of the EU Project Pop-Machina. The aim of the academy was to equip maker champions from six different countries with the skills and knowledge, following the training the trainer approach. With the objective to support the holistic establishment of Circular Maker Spaces in their respective cities. Due to the COVID-19 pandemic, the programme was transformed to a 100% online immersive learning experience. Pop-Machina is a Horizon 2020 project that seeks to highlight and reinforce the links between the maker movement and circular economy in order to promote environmental sustainability and generate socio-economic benefits in European cities.

Read the full article [here] or download the This Is Distributed Design book.

Prototyping Hybrid Learning Environments through Distributed Design

Gerodimou, M., Juggins, O., Fuentemilla, S., Domínguez, X., Chamorro, E. 2021, Submitted to This Is Distributed Design book.

Abstract. A shift towards online education has been taking place over the past decade, with online resources for education providing the opportunity to gain new skills at a level of accessibility that wouldn’t have been possible for previous generations. This transition allows for new and distributed models of learning to be developed which, in turn, provides a great opportunity in the field of design, where delivery normally takes place in-person due to the practical nature of activities in the courses. The purpose of this review is to present the frameworks, research methodology and documentation tools developed by the Fab Lab Barcelona team in the transition to a hybrid learning environment during this academic year, for the Master in Design for Emergent Futures (MDEF) program; a key goal of the research being to identify the ways in which a hybrid model approach is not merely a replacement for a fully physical format of delivery (due to the pandemic’s restrictions), but a viable alternative that adds value to an overall learning experience.

Read the full article [here] or download the This Is Distributed Design book.

Pop-Machina Circular Maker Academy: Building circular maker capacity through training

Schmidt, A., Guy, J., Dominguez, X., (2021), Pop-Machina Circular Maker Academy: Building circular maker capacity through training (Deliverable 3.4). Leuven: Pop-Machina project 821479 - H2020

Abstract. The Pop-Machina Academy (PMA) is a training programme co-designed to deliver the knowledge and making skills that future trainers in the field will need to enable actions for circular making and sustainability. Within the project's seven Pilot Cities, trainers will engage with their local communities in a collaborative effort for implementing new strategies and approaches towards circular ecosystems, with solutions mainly based on digital fabrication. The training programme has focused on stimulating practical know-how, following the principles of STEAM learning and ‘learning by doing’ methodologies. The programme is further enriched with thematic topics addressing business, circular and collaborative manufacturing, and learning within the consortium and beyond – especially by applying innovations in vocational teaching from within the Maker Movement. Despite the PMA being affected by the Coronavirus Crisis 2019 (COVID-19) pandemic, all planned activities were still achieved. Local regulations and mobility restrictions meant activities were moved online. The content reflected the changing social nature of the pandemic, successfully incorporating hands-on classes into a hybrid digital-physical learning environment for home-based learning. These methods aimed to encourage interactive, practice-based capacity building and peer-learning. The Academy was co-developed and deployed by M20 with selected local communities’ Maker Champions (MCs) to support the pilot operations.

Read the full deliverable [here].

Playing With Light, Community Art

Dominguez, X.,Fuentemilla, S. 2020, Submitted to Viral Design book.

Abstract. Jugando con la Luz is a globally distributed art installation created by resilient children who live with uncertainty in the situation that is causing the COVID-19. Playing with different sources of light and establishing a new relationship with the materials around them, these young artists invent stories with which they express the emotions and feelings that this new normality provokes in them. In a short period of six months, what began as a local school project became the revelation installation of the OFF Llum festival and from there one of the proposals selected by Frena la Curva, an international platform that promotes citizen initiatives against the coronavirus based on social innovation and civic resilience in times of pandemic. With no other ambition than to give people a voice in complicated situations, Jugando con la Luz is now a virtual installation that, thanks to the collaboration of the Tinkering Studio of the Exploratorium in San Francisco can be followed on social networks with the hashtag #LightUpOurDays or on

Read the full article [here] or download the Viral Design book.

Jugando Con La Luz, Arte En Comunidad

Dominguez, X.,Fuentemilla, S. 2020, Submitted to Revista Comunicación y Pedagogía Comunicación y Pedagogía nº 327-328. Fab Labs y Educación

Abstract. Explicación de Jugando con la luz, una instalación de arte globalmente distribuida creada por niñ@s resilentes que viven con incertidumbre la situación que está causando la COVID-19. Jugando con diferentes fuentes de luz y estableciendo una nueva relación con los materiales que les rodean, estos jóvenes artistas inventan historias con las que expresan las emociones y sentimientos que esta nueva normalidad provoca en ell@s.

Read the full article [here].