What is 3D printing?
In the simplest form, design-based thinking refers to the cognitive, strategic and practical process of testing innovative ideas to improve products or solve problems. It very well may be as effective in technology or education as it may be in manufacturing. Three-dimensional (3D) print involves the manufacturing process of making 3D solid objects from a digital file.
During week two, learning how to use Tinkercad in the tutorial class and experimenting with various features this software had, I thought was very easy for students of all ages to use especially reluctant learners. Another cool and easy 3D design application that I found to be easier than Tinkercard, called Makers Empire 3D. This software works on all computers and tablets making play-based learning highly accessible for both teachers and students.
Screenshot of my design on Tinkercad
Screenshot of Makers Empire 3D
Three-dimensional print fosters student-centred learning as it provides students with the opportunity to master content knowledge, build enthusiasm and discover real world skills through 3D activities, such as the applications mentioned. This additionally encourages an innovation mindset and exposes students to components of design thinking, and cultivates self-directed learning.
The limitations of three-dimensional printing is that it can be very time consuming as well as having certain restrictions on materials. A major implication involves the cost, as it could be very expensive when altering the volume of the product. (Weller, Kleer & Piller, 2015).
Laurillard (2012), concludes that Improving the quality and viability of the students’ experience in learning, the teacher will need to provide a principled approach that will support and enhance their use on technology in this case three dimensional. A principled approach allows students to apply their knowledge in and outside of the classroom environment. Furthermore, Addy, Dube & Pauze (2018) state, by establishing ongoing and open communication between student, their peers and the teacher or providing sufficient resources are examples to enhance students’ knowledge with 3D printing.
References:
Addy, T., Dube, D., & Pauze, B. (2018). How to Design a Classroom Activity that Integrates 3D Print Models with Active Learning. Coursesource, 5. doi: 10.24918/cs.2018.8
Laurillard, D. (2012). Chapter 5 – What it takes to teach. In Teaching as a Design Science – Building Pedagogical Patterns for Learning and Technology (pp. 64-81). NY: Routledge.
Weller, C., Kleer, R., & Piller, F. (2015). Economic implications of 3D printing: Market structure models in light of additive manufacturing revisited. International Journal Of Production Economics, 164, 43-56. doi: 10.1016/j.ijpe.2015.02.020
EDUC362 Blogs 