Resumen
Makerspaces have gained momentum, not only due to novel manufacturing technologies but also the need for qualified workforce in production industries. Capacity building should not follow ad hoc procedures or arbitrary project designs to qualify for digital production, but rather should still leave room for creativity. As such, the quest has arisen for structured while empowering guidance of additive manufacturing. This can be of benefit for timely education, not only for qualifying existing workforce in production industries but also to attract students in production-related domains. In this paper, we aim to develop an integrated understanding of technical development and capacity-building support activities. We exemplify the proposed design science approach with a regional makerspace. This provides us with the user-centered evaluation of structuring additive manufacturing along an individualized education scheme. Thereby, additive manufacturing capacity building starts with individual goal setting and structuring requirements for an envisioned solution, which becomes part of a learning contract of a specific project. Learning steps are framed by design science and its stages and cycles, since artifacts can be of various kinds, stemming either from construction, modeling, material selection, or manufacturing. The evaluation study revealed essential benefits in terms of structured planning and individualization of capacity-building processes.