Makerspaces are a great example of active knowledge making in action. From a philosophical perspective maker culture emphasizes learning-through-doing (active learning) in a social environment. Maker culture emphasizes informal, networked, peer-led, and shared learning motivated by fun and self-fulfillment. (Maker Culture Wiki).

Similar to the process of lectures moving from confined areas of classroom walls and a set time table into virtual spaces - Makerspaces also undergo a fundamental change of how they transform into websites, social media tools and social virtual communities. Wikipedia emerges here as one of the most famous makerspaces in the virtual context, but the movement itself is not all digital and a hands-on approach is an active part of the maker culture.

Albeit makerspace offer interesting perspectives on to how produce ideas and knowledge artifacts we still encounter them often in a classical physical space.

Blended methodological and special approaches can be identified, which I want to elaborate further on as part of this knowledge summary. Objective is not to make a case against the evident progress of virtual forms of maker spaces, yet to identify proven methodology with a prospect of providing further definition for future research in virtual contexts. The tech industry despite its affinity to digital tools utilizes the methods and tools known in the more traditional workshop environment. The Hasso Plattner Institute, School of Design Thinking emerged as a collaboration of the research done at d.school of Standford University and the sponsorship of one the founders of software vendor SAP, Hasso Plattner. Which explains the widespread adoption of Design Thinking methods in SAP as a software and technology company. The entire Design Thinking process is described as six-point process:

Observation: In the phase observation, participants gain an outward view and form empathy for the users and stakeholders.

Define the point of view: In the phase, which serves to define the point of view, the knowledge gained will be collated and summarized, and the challenge reframed.

Ideation: In the phase of ideation, the team subsequently generates a variety of solution possibilities, then selects a focus. 

Prototyping: The prototyping phase serves in the development of concrete solutions. These solutions can then be tested on the appropriate target group.

Test:  Testing is the space for users to experience the prototype without guided questions from the team. It is the opportunity for the Design Thinking team to consciously observe and collect end process data.

While the Design Thinking process is meant to guide problem solving in a workshop environment, it provides a compelling framework for steering and stimulating active knowledge making in an collaborative setting including the continuous construction of definitions and ideas that are being rapidly prototyped and challenged in group setting as a way to drive further improvement and refinement. Key element is the social interaction of the group to generate insights and knowledge artifacts away from complying with orders coming from their managers in an employment environment. Analog to the work setting this can be related back to teaching methods where the students become lectures in the process of active knowledge making following a potentially similar process without a lecturer instructing and students repeating what they have learned without the chance of further refinement.  

Sources: 

(Maker Culture Wiki) https://en.wikipedia.org/wiki/Maker_culture

(Maker Culture) "Maker Culture (chapter in Innovating Pedagogy 2013)". The Open University. http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_2013.pdf

(HPI) https://hpi.de/en/school-of-design-thinking/design-thinking/what-is-design-thinking.html