The Art of the Possible: Makerspaces and Academic Libraries 可能性的艺术:创客空间和高校图书馆
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Keynote address at the Information Technology in Education itie 2016 conference held in Wuhan, China: On the surface, makerspace and academic libraries might seem an incongruous match. The ever-changing, and seemingly chaotic environment of makerspace contrasts starkly with the stereotype of the quiet and reserved academic library. Sharing lessons learned while transforming an underutilized branch library into a vibrant hub of collaborative and problem-based learning, Colegrove explores emergent roles of makerspaces in university libraries, effecting learning, teaching, and serving the general community. Rather than an artifact of a bygone era, specific examples drawn from the DeLaMare Library at the University of Nevada, Reno, demonstrate that libraries today can offer a powerful platform of transformation that crosses disciplinary and organizational boundaries. Equipped with non-traditional technology such as 3D printers and laser cutters, and staffed with personnel skilled at catalyzing active learning and engagement, discovery, innovation, and collaboration become everyday occurrences across the physical commons of the library. A depth of learning occurs in parallel with classroom instruction as the adjunct spaces and resources of the library become intertwined with the classroom, amplifying the efforts of both. Discover how learning and discovery lead naturally to outreach, innovation, and entrepreneurship in this motivational exploration of practice in a 21st-century university library.
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The Art of the Possible: Makerspaces and Academic Libraries 可能性的艺术:创客空间和高校图书馆
- 1. The Art of the Possible: Makerspaces and Academic Libraries 可能性的艺术:创客空间和高校图书馆 Patrick “Tod” Colegrove, Ph.D., MSLIS 派特里克 “托德”·科尔格罗夫，博士，图书情报学硕士 November 24, 2016 2016年11月24日内华达州州立大学里诺分校
- 2. • scientist - physics • 科学家-天体物理学 Patrick “Tod” Colegrove, Ph.D., MSLIS 派特里克 “托徳”科尔格罗夫，博士，图书情报专业硕士
- 3. • scientist - physics • 科学家-天体物理学 • turned entrepreneur/businessman - 15y as senior management, high-tech private industry • 转型企业家、商人-15年高科技私营企业高层管理 Patrick “Tod” Colegrove, Ph.D., MSLIS 派特里克 “托徳”科尔格罗夫，博士，图书情报专业硕士
- 4. • scientist - physics • 科学家-天体物理学 • turned entrepreneur/businessman - 15y as senior management, high-tech private industry • 转型企业家、商人-15年高科技私营企业高层管理 • tenured professor and Head of DeLaMare, University of Nevada, Reno • 内华达州立大学里诺分校终身教授，德拉马图书馆馆长 Patrick “Tod” Colegrove, Ph.D., MSLIS 派特里克 “托徳”科尔格罗夫，博士，图书情报专业硕士
- 5. • scientist - physics • 科学家-天体物理学 • turned entrepreneur/businessman - 15y as senior management, high-tech private industry • 转型企业家、商人-15年高科技私营企业高层管理 • tenured professor and Head of DeLaMare, University of Nevada, Reno • 内华达州立大学里诺分校终身教授，德拉马图书馆馆长 Catalyst. Change Agent. Librarian. 催化变革者.图书馆管理者 Patrick “Tod” Colegrove, Ph.D., MSLIS 派特里克 “托徳”科尔格罗夫，博士，图书情报专业硕士
- 6. • bootstrapping engagement. • 自主引导大众参与 • fully engaged and participatory librarianship. • 全身心投入图书馆业务 • rapid prototyping support. active learning. • 快速原型支持，自主学习 Patrick “Tod” Colegrove, Ph.D., MSLIS 派特里克 “托徳”科尔格罗夫，图书情报专业硕士，博士 Catalyst. Change Agent. Librarian. 催化变革者.图书馆管理者
- 10. Image credit: falconproducts.com blog, Active Learning Infographic 自主学习&学生表现 人们会记住 通过 读到的10%的内容 听到的20%的内容 看到的30%的内容 看到和听到的 50%的内容 说出和写出的 70%的内容 做过的 90%的 内容 阅读 看图片 上课 观看电影和 演示 演讲和小组 讨论 练习和实践
- 11. Image credit: falconproducts.com blog, Active Learning Infographic 自主学习&学生表现 人们会记住 通过 读到的10%的内容 听到的20%的内容 看到的30%的内容 看到和听到的 50%的内容 说出和写出的 70%的内容 做过的 90%的 内容 阅读 看图片 上课 观看电影和 演示 演讲和小组 讨论 练习和实践
- 14. 2010:
- 17. Image Provided by: Nick Crowl
- 20. In 2014 the library was named to: 2014年图书馆被评为:美国最有趣的创客空间
- 21. Photo by Tod Colegrove: http://www.flickr.com/photos/dstl_unr/
- 24. Makerspace playbook. Retrieved November 2014 from http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf
- 26. 3D printing Photos by Nick Crowl: http://www.flickr.com/photos/dstl_unr/ 3D打印
- 29. Anthropology 5% Art 11% Biochemistry 11% Biomedical Engineering 8% Ag, Biotech, Natural Resources 2%Chemistry 3%Business 3% Economics 3% Electrical Engineering 5% Mechanical Engineering 46% Natural Resources & Environmental Science 3% 3D打印机用途 自然资源& 环境科学3% 人类学5% 艺术 11% 生物化学 11% 电子工程 5% 生物医学工程 8%机械工程46% 商务3% 金融3% 化学 3% 农业生物 科技，自 然资源 2%
- 43. Image Provided by: Nick Crowl
- 52. Image credit: wikipedia commons. Retrieved 10/16 from https://upload.wikimedia.org/wikipedia/commons/3/3a/Norman_Cousins.jpg
- 54. 防水 可72小时在10英 尺（3米深）的咸水中 两个高端按压锁，可按 压插入微SD卡卡槽 5G/第二控制器 4T读写速度 高强度 红外线LED灯 发热&静电隔离/传递 耐用型增强USB 3.0插口
- 59. THANK YOU. 谢谢大家 Patrick “Tod” Colegrove, Ph.D., MSLIS 派特里克 “托德”·科尔格罗夫，博士， 图书情报学硕士 University of Nevada, Reno United States of America 美国内华达州立大学里诺校区 Email: pcolegrove@unr.edu Academia.edu: nevada-reno.academia.edu/TodColegrove SlideShare: www.slideshare.net/pcolegrove
Notes de l'éditeur
- Thank you to the directors of the library, President Chao DLM === first academic library in the US to implement makerspace, also the first academic library in the US to implement 3D printing & scanning services
- A non-traditional path to libraries, I am first a scientist. My past includes work with NASA, the Hubble Space Telescope, and indeed rocket science: with over 40 academic publications, my first article was on predicting performance of solid propellant rocket motors.
- In the late 1980’s and early 1990’s, I was honored to have played a role in building out the Internet on the west coast of the US. Businesses launched included the first Internet Service Provider in Nevada; web development and hosting company;
- Returned to the academy with over 8 years of experience teaching Physics and astronomy courses, now tenured as Head of the DeLaMare Science & Technology Library
- Tools of the trade.
- The University is located on the border of the Great Basin and the Sierra Nevada mountains on the western edge of the state, and is one of the top universities in the United. 内华达州立大学位于大盆地与内华达山脉的边界处，于内华达州的西端，被评为美国一流大学-即美国大学排名前200名的大学。
- From 2009 to 2015 enrollments have grown by 24%; you’re looking at a view of the campus that highlights several of the new buildings built to accommodate that growth. The building in the center of the photograph: the Mathewson-IGT Knowledge Center, opened in 2008 – a building of over 27,400 square meters built to house the library. Note the name “knowledge center” – knowledge is something we create within ourselves, and is not contained between the pages of a book. It is something that is created when we engage: with one another, with technology, and with traditional learning materials. It is a place where the integration of formal and informal learning can happen naturally. 从2009年到2015年，内华达州立大学录取率提高24%，你现在看到的是学校风景，亮点是这几所新建的建筑，满足学生数不断增长的需求。 图片中央的这座建筑：马修森-IGT知识中心开设于2008年，总面积为27400平方米，这是为为安置学校图书馆而建立的。 我们应当注意到它的名字是知识中心。知识是我们自身创造的产物，并不存在于书本纸张之中。我们在从事各种活动中不断创造知识:比如说参与技术活动和传统的学习材料。 在这里，学生既可以进行正规学习，非正式学习也会自然发生。
- For all their beauty though, by and large academic libraries are still very much focused on provisioning books and access to academic journals rather than on the creation of new knowledge. And fundamentally, knowledge creation requires conversation. 虽然它们很漂亮，但是总体而言，比起创造新知识，学术图书馆更重视供应书籍和提供期刊。然而从根本上来说，创造知识还是需要对话。
- Think of this infographic as a framework. In order for the practice of education to be effective, we need to consider the full range of learning activity. If all we’re relying on is classroom lecture, assigned readings, and homework, the best we can hope for is 50% of what we teach. 以这张信息表作为框架，如果想要让教育实践更加高效，我们需要考虑全部的学习活动。 如果我们依赖教室中的课程，布置的阅读和作业，最理想的情况是可以吸收50%我们所教的内容。
- Effective library support of learning, discovery, and outreach, requires more. How can we go beyond enabling and supporting talks & group discussions to enabling our supported communities to practice and do? If all we’re relying on is classroom lecture, assigned readings, and homework, the best we can hope for is 50% of what we teach. 学习，发现和外展等高效的图书馆支持则需要更多。我们如何能在支持演讲和小组讨论的基础上走得更远，从而支持做和实践？ 如果我们依赖教室中的课程，布置的阅读和作业，最理想的情况是可以吸收50%我们所教的内容。
- Enter makerspace.进入创客空间
- In 2010 I was named the Head of the DeLaMare Library – a library that can trace its roots to the very first graduating class of the University. Located in the Mackay Mines building, literally one of the first campus buildings, the primary campus library for the physical sciences & engineering on campus. 2010年我被任命为徳拉马图书馆馆长，这个图书馆可以追溯到大学最开始毕业的那一届班级。图书馆位于马偕地雷楼，可以说是学校第一座建筑，也是学校里最早的物理和工程学科图书馆。
- Apart from books, it was also largely empty. Beautiful, but quiet – too quiet. Located centrally to the departments served, the library should’ve been alive, serving an overall community of students and faculty in the physical sciences and engineering numbering between 5,000 and 10,000. I was tasked with the job of transforming the library from a book repository into a ”vibrant knowledge center.” 除了书籍外，这里也有很大的空余部分。图书馆环境优美安静，有时候太安静了。位于物理与工程学院中心，这些图书馆本应该充满着活力，为5000到10000名物理和工程学的师生提供服务。 我的任务是让一个图书馆从书籍存放室变成一个“充满活力的知识中心”。
- Study carrels, seemingly pushed up against the walls by book stacks, saw relatively infrequent use. 图书馆卡座，像是被书堆到了墙边，相对而言使用频率不高。
- As a profession, we need to ask ourselves: do we want to build museums? Or vibrant centers of knowledge creation?
- By putting the Liquid Google Galaxy out in the open we allowed these teens who came for a visit to hang out and mess around. Interacting with each other. 在向大众展示谷歌液态银河系统中，我们可以让前来参观的年轻人呆在一起，胡乱尝试，进行互动。
- Two years later, the library was live with learning and discovery. 两年之后，图书馆在学习与探索中重新绽放生机。
- It bears mention that the pretty building and its furnishings are not critical details. The conversation IS. In order to support the creation of knowledge, the conversation is critical path. After all… 值得注意的是，这栋漂亮的建筑和里面的装潢都不是最重要的细节，对话才是。 为了可以促进知识的创造，对话是非常重要的方式，毕竟..
- In 2014 the DeLaMare Library was named to Make magazine’s list of “Most Interesting Makerspaces in America.” Image credit: http://makezine.com/2014/07/29/most-interesting-makerspaces-in-america/ 在2014年，徳拉马图书馆被创客杂志评为美国最有趣的创客空间之一 照片源自：
- Prototype/test: 4 rolling whiteboards – off to a good start. New problems identified: - cost of scaling “you can run out of whiteboard space, but you can never have enough.” 原型/试验：4块可移动的白板—一个良好的开端 找出了新的问题： 扩展的成本 “你会用尽白板的空间，但你永远都不可能足够”
- Enter whiteboard paint. Used in conjunction with furniture scavenged from campus and county surplus, ad-hoc collaborative areas were created throughout. At this point, in a library of over 2,000 square meters floorspace, there’s nearly 1,900 square meters of whiteboard space. 进入白板绘画部分。各个地方都设有即时合作区，配合着使用学校和周围社区中搜集来的多余的家具。现在，图书馆拥有2000平方米区域面积，将近有1900平方米的空间配有白板
- The creation of ad-hoc collaboration areas throughout the library enabled the raw creation of knowledge on a far deeper level than the library had seen previously. 即时合作区域在图书馆到处的设立，比起原有的图书馆来说，使得各个知识的创作过程能够更为深入。
- Beyond supporting active and collaborative learning, we see making as a gateway to deeper engagement.
- The library started offering novel services; when approached by students and faculty early on as to whether the library would consider supporting a 3D printing and scanning service, we re-engaged the design process: Problem identified: students and faculty needed to be able 3D print – visualize in a very real way – chemical molecules they were studying. I reached out to students and faculty from other disciplines in an attempt to empathize and define the problem. Was there a need? Engineers spoke of a need for prototyping everything from gears and “robot parts” to cases and topographic maps; others talked of a need to prototype lab equipment, both for use in the lab and as a preliminary to manufacturing. Although other 3D printing capacity existed on campus, it was behind locked researcher doors. Ideation: what would the service look like? In what materials would it print? What were the needs of the community? Image credit: http://lj.libraryjournal.com/2012/08/academic-libraries/u-nevada-library-offers-3d-printing-across-the-board/#_ 图书馆开始提供创新性的服务。当早期学生和教职员工提及关于图书馆是否考虑提供3D打印机和扫描服务的问题时，我们重新启动了设计过程： 确定问题：学生和教职员工能够进行3D打印-将想法形象化-他们当时正在学习化学分子。我接触了其他不同专业的学生和老师，尝试着去引起共鸣和找出问题。是否有这样一个需求？工程师拥有设计出各种物件原型的需求，从齿轮和机器人零件，到外壳和地形地图。也有其他人提及他们需要设计实验室设备的原型，以投入实验室使用或是进行初步生产。 虽然学校之前就有3D打印技术，但是都深藏在研究人员的门后。 构思:这项服务看起来会怎么样？它需要用什么材料打印？社区的需求又是什么?
- With a launch in early-mid 2012, DeLaMare Library was the first academic library in the United States to offer 3D printing and scanning as a library service. Examples here include the protein snippet responsible for making jellyfish glow – something that labs around the world have grafted into life forms ranging from plants to earthworms and rabbits. Self-directed learning at its finest, the Master’s student pictured in the center was so curious that he taught himself – using library resources – how to create a 3D printable model from the protein database file of the protein. 当我们在2012年上半年开放时，徳拉马图书馆是美国第一座学术图书馆提供如3D打印和扫描等的图书馆服务。 例子像是蛋白质片段，可以使水母发光-世界各地的实验室将其嫁接到生命形态上，从植物到蚯蚓和兔子。 自我导向的学习是最适宜的，图片中的研究生因为具有强烈好奇心，从而使用图书馆资源自我教育-如何利用蛋白质数据库文档制作3D可打印的模型。
- Since 2012, the printing service has been operating essentially non-stop, printing an average of 5,000-7,000 pieces a year. Informed by the ongoing iteration of design, the service has expanded to include five different printers/types; note the cross-disciplinary use of the service. 2012年后，打印服务不断发展，一年间平均打印了5000到7000件产品。基于现在不断发展的迭代设计，我们扩展这项服务，拥有5台不同的打印机。需注意到这项服务在交叉学科使用。
- In tandem with the development of 3D printing services, the library also began developing support in terms of 3D scanning and modelling services. Pictured here, Engineering Librarian Tara Radniecki is demonstrating the use of 3D scanners that can be checked out of the library in support of field work. 与3D打印服务发展接踵而至的，图书馆也开始发展3D扫描和建模服务。在这张照片里面，工程师馆员在展示3D扫描器的使用方式，这个设备可以借出图书馆，用于支持田野工作。
- Once captured digitally, real-world objects can be modified and remixed in software to produce entirely new creations. Pictured is a partial capture from the demo in the previous screen. 一旦被数码捕获，真实世界的物品可以在软件上改进和合成，从而产生新的创作。这里展示的是从前一帧演示中截下来的部分图像。
- So how do we enable members of the library to fully leverage these resources? Making 101: create baby steps that enable end-users to acquire new digital literacies – such as 3D modeling. We implemented adjunct services that simultaneously met prototyping needs of the supported communities while building bridges to skills acquisition and application. Consider the simple vinyl cutter: if a student wants to personalize something badly enough that they’re willing top learn and apply 2-D digital literacies (photo editing), they’re on their way… 所以我们如何能够让图书馆成员更好地运用这些资源。 制作101：一步一步确保最终用户可以获得新型的数码知识-像是3D建模。我们会提供一些附加服务，从而在满足社区原型设计的需求的同时，创造知识习得与知识应用间的桥梁。 考虑简单的乙烯基塑料切割机，如果一个学生十分想要自己的产品个性化时，他们愿意去学习和运用2D数码知识，像是照片编辑，他们已经在开始进行这项活动了。
- 2D literacies acquired with the vinyl cutter apply directly to working with the laser cutter – going from 2D to 2-1/2D. Note that laser cutters are just another type of printer in the library. Seen here cutting pieces from a sheet of plywood. 2D数码知识的习得以及乙烯基切割机直接和激光切割机一起运用-实现了从2D到2-1/2D。要注意到激光切割机是图书馆里另一种打印机。这张照片是在一块胶合板上进行切割。
- The 2-1/2D nature of the output of the laser cutter leads directly to 3D literacies… just as this 3D model of a T-Rex head is composed of individual 2D slices, 3D models are similarly granular. 激光切割器的2-1/2 D成品直接引到3D知识。就像是3D模型的霸王龙头是由独立的2D切片组成，同样，3D建模也是由小部件构成。
- Similarly, first year engineering students are required to build autonomous robotic hovercraft driven by LEGO Mindstorms; pictured here is a student team working on their design with parts recently laser cut from a sheet of Styrofoam using the laser cutter. 同样地，一年级工程科学的学生需要建造由乐高可编程机器人驱动的自动化机器气垫船，照片显示的是学生小组正在进行设计工作，用的是用激光切割从泡沫塑料上切下的零部件。
- A common use of the laser cutter is in support of student coursework: consider the depth of learning encouraged in a Statics course when the instructor incorporates a challenge for students to build a physical model of a truss bridge out of balsa wood – that needs to hold at least 100 kg. Students often leverage the ability to precision cut their designs using the laser cutter. Pictured here are students collaboratively working on exactly such a project – and I’ve seen designs that have held as much as 900 kg; the kind of depth of learning we want to see. 激光切割机最常用于学生课程：考虑到静力学课程鼓励学生进行深度学习。当导师为学生设立挑战，要求用巴尔沙木制造桁架桥的物理模型-需要能够支撑100kg的重量。学生一般通过运用激光切割机，精准切割了出他们的设计作品 照片上学生正在合作进行着这个项目，我见到过这个设计可以承重900kg；我们正是希望看到这样的深度学习。
- This type of deep learning is on top of – not in place of – traditional methods: note the associated theoretical calculations for the truss bridge being done with paper and pencil. 这种深度学习是优于，而不是取代传统学习方式：要注意到桁架桥相关的理论计算都要先用铅笔在纸上计算。
- Other items recently available as lendable technology collection have ranged from Google Glass… 其他最近可以借出的技术工具集从谷歌眼镜
- Oculus Rift and HTC Vive development kits… 到虚拟眼镜和HTC vive VR头显开发套件
- And other programmables such as Arduino Inventor kits used in prototyping circuits. Are these individually an “information resource”? Is access to such equipment on the critical path for individuals’ career development? How else could our users access such technology if the library didn’t provide access? (If not us, who? If not now, then when?) 其他可编程处理器像是在原型电路中使用的Arduino发明套件。这些是单独的信息资源吗？使用这些设备是否对个人职业发展至关重要？如果不是图书馆提供设备，用户还可以通过什么途径接触这些技术？（如果不是我们，还能有谁？如果不是现在，还等何时？）
- Essentially, the same stuff that’s inside your smartphone/favorite gadget – only here, you can access and play with the pieces. 实质上，这就是在你手机里或是你心爱的小装置中的材料-只有这里，你可以接触和把玩这些元件。
- A hybrid of support: electronics coupled with 3D printing, a computer sciences student who 3D printed the structure of an android arm, with servos operated by the robot through the circuit prototype on the breadboard held in his right hand. Story about Will and library tech as gateway into his career. 混合支持：电子与3D打印相结合，计算机科学专业的学生3D打印出仿真机器人的手臂，用他右手上的电路原型实验板控制机器人伺服系统。威尔和图书馆技术相结合从而开创自己事业的故事。
- Bringing us to the need for a printed circuit board printer: a CNC mill that “prints” up to a 6-layer circuit board by removing the copper and layers from a blank board. Consider the depth of learning that access to such technology enables, particularly in disciplines such as engineering and the sciences! 让我们关注到对印刷电路板打印机的需求： 通过去除空白版上的金属铜和夹层，数控铣床可以打印出6层的电路板。想想学生使用这些技术所能达到的学习的深度，特别在工程和科学方面！
- Even “traditional” ICT are critical-path when it comes to encouraging/engaging members of the supported communities to engage and “do” – over the past few years, the library has hosted on the order of a dozen hackathons. For example a few weeks ago we hosted three hackathons at once in the library – something on the order of 150 individuals from disciplines that ranged from Computer Sciences to Journalism engaged with members from the public to create real-world applications over the compressed timeframe of 24-36 hours. Think they learned anything that they wouldn’t have learned in a classroom? 甚至于“传统” 的信息和通信技术在鼓励支持的社区成员去参与和实践方面是关键路径-在过去的几年中，图书馆举行了许多场黑客马拉松大赛。 例如几周前我们同时在图书馆举办了三场黑客马拉松大赛-参加的150个选手来自不同专业，从计算机科学到及新闻专业，选手们在短短的24-36个小时间要完成现实世界应用。 思考他们能学到哪些在教室中学不到的知识？
- We provide 3D printing and scanning services in the library for the same reasons we provide traditional ICT: it is critical-path for knowledge creation. It’s as common for students to engage around a computer workstation as it is a whiteboard in the library. Following a similar model, we expanded the availability of technology throughout the library 在图书馆中，我们提供3D打印和扫描服务，就如同我们也提供传统的信息和通信服务一样：这是创造知识的关键路径。 在计算机工作站工作，对于学生来说，就像是在图书馆里的白板旁工作一样，日趋平常。 基于相似的模型，我们使更多技术在图书馆中的应用成为可能。
- Norman Cousins was an American political journalist, author, professor, and world peace advocate. Recipient of the Helmerich Award and the Albert Schweitzer prize for Humanitarianism, a man who has deep insight into libraries. ”The delivery room for the birth of ideas.” What does that look like in the library? 诺曼 卡辛是美国政治记者，作家，教授和世界和平的倡导者。荣获黑尔梅里希奖和史怀哲人道主义奖，同时对图书馆有着深刻的见解。 这是一个催生思想的产房。在图书馆中这应该是怎么样的？
- Although not the primary goal, some of those ideas and innovations lead directly to entrepreneurship. A few recent examples: InfinitByte : Fast, Waterproof And Rugged Highest Capacity Flash Drive http://www.geeky-gadgets.com/infinitbyte-fast-waterproof-and-rugged-highest-capacity-flash-drive-02-04-2015/ 一个这样的产品，无限字节InfinitByte ，快速，防水，坚固，高容量闪存驱动器
- One such product: InfinitByte : Fast, Waterproof And Rugged Highest Capacity Flash Drive http://www.geeky-gadgets.com/infinitbyte-fast-waterproof-and-rugged-highest-capacity-flash-drive-02-04-2015/ 一个这样的产品，无限字节InfinitByte ，快速，防水，坚固，高容量闪存驱动器
- Or other examples with students collaborating directly with individuals from the greater community… 其他例子像是学生与大社区的个人合作的产品
- Marry a stethoscope with a holder for your Apple earbuds/microphone, with a supporting application… and you have the hummingdoc. Expectant parents can listen to/record the sounds of their baby’s heartbeat; aging parents can share their lung and heartbeat sounds in real time with remote medical professionals, or concerned family members. A real-world product. 配置一个听诊器，和一个苹果耳塞式耳机或者微型耳塞，以及一个支持软件，你就可以有拥有humming doc （嗡嗡医生）。 准父母可以听到或是记录自己小孩的心跳，年老的父母可以远程实时和专业医生或是担心他们的家庭成员分享他们的心肺跳动情况。这是一个现实世界产品。
- Similarly, the FLEXROUTE cable guide – designed and prototyped (rapid prototyping, 3D printing in ABS plastic) with support of students of the library 同样地，这个FLEXROUTE（灵活线路） 电缆引导管-是图书馆的学生支持设计和建立原型的（快速建立原型，用ABS塑料进行3D打印）
- By all accounts, the product is a great success. And the students are learning things on a deeper level than they ever could in the classroom. 据说产品获得了巨大成功，比起在课堂中学习，学生可以获得更深的知识。