Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7018-9.CH006
André Rafael Liziero, Maria Ivete Basniak
Three-dimensional representations have been used in teaching for several decades. However, these representations were made primarily using materials available in the market. The use of 3D printers has extended the possibility of creating and printing these objects, enabling the printing of three-dimensional models using computer designs. These computational designs or 3D computational modeling are built employing various software programs, which require reflections and strategies during their production. In this chapter, the authors discuss the possibilities of using the OpenSCAD software 3D models for teaching mathematics.
{"title":"Using OpenSCAD for Teaching Mathematics","authors":"André Rafael Liziero, Maria Ivete Basniak","doi":"10.4018/978-1-5225-7018-9.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-7018-9.CH006","url":null,"abstract":"Three-dimensional representations have been used in teaching for several decades. However, these representations were made primarily using materials available in the market. The use of 3D printers has extended the possibility of creating and printing these objects, enabling the printing of three-dimensional models using computer designs. These computational designs or 3D computational modeling are built employing various software programs, which require reflections and strategies during their production. In this chapter, the authors discuss the possibilities of using the OpenSCAD software 3D models for teaching mathematics.","PeriodicalId":231265,"journal":{"name":"Interdisciplinary and International Perspectives on 3D Printing in Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132381972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7018-9.CH013
Tsai-Yen Li, I-Sheng Lin
Due to the prevalence of 3D printers, many applications of 3D printing have been developed for education in the recent years. Although there are web sites hosting 3D models created by students and allowing them to be shared with others, these systems usually lack educational functions, especially for collaborative learning. On the other hand, most learning management systems do not provide functions needed for sharing and viewing 3D models. In this chapter, a system called 3D model co-learning space (3D MCLS), dedicated to collaborative learning, will be reported. The system allows a user to store, share, display, and discuss 3D models and allows a teacher to manage a group of students in a flexible way. Furthermore, the system can create the thumbnail of a 3D model automatically. It uses tags to organize models into groups according to their attributes or teams in a class. In addition, it provides blind assignments of peer reviews. The authors have implemented such a system and conducted a pilot study to obtain a preliminary evaluation on the usability of the system.
{"title":"Design and Evaluation of a Collaborative Learning System for 3D Model Sharing","authors":"Tsai-Yen Li, I-Sheng Lin","doi":"10.4018/978-1-5225-7018-9.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-7018-9.CH013","url":null,"abstract":"Due to the prevalence of 3D printers, many applications of 3D printing have been developed for education in the recent years. Although there are web sites hosting 3D models created by students and allowing them to be shared with others, these systems usually lack educational functions, especially for collaborative learning. On the other hand, most learning management systems do not provide functions needed for sharing and viewing 3D models. In this chapter, a system called 3D model co-learning space (3D MCLS), dedicated to collaborative learning, will be reported. The system allows a user to store, share, display, and discuss 3D models and allows a teacher to manage a group of students in a flexible way. Furthermore, the system can create the thumbnail of a 3D model automatically. It uses tags to organize models into groups according to their attributes or teams in a class. In addition, it provides blind assignments of peer reviews. The authors have implemented such a system and conducted a pilot study to obtain a preliminary evaluation on the usability of the system.","PeriodicalId":231265,"journal":{"name":"Interdisciplinary and International Perspectives on 3D Printing in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128724027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7018-9.CH010
Patricia Fidalgo, Joan Thormann, Andrea Davis
This chapter presents a snapshot of the current status of the use of 3D printers by libraries in the U.S. through a review of the literature and a survey with librarians to share information and expand the current knowledge of 3D printing services in libraries. Information about use of 3D printers in academic, public, school, and governmental libraries is described. Incorporating 3D services into libraries, how to set up a program, sample guidelines, online resources, management, funding, and challenges are shared. The original research addresses challenges, opportunities afforded, programs, activities, school/library relationships, and library policies. In conclusion, libraries accomplish one of their goals as a public institution by offering access to emerging technologies as a way to enhance educational opportunities with an interdisciplinary approach.
{"title":"Libraries, New Technology, and Education","authors":"Patricia Fidalgo, Joan Thormann, Andrea Davis","doi":"10.4018/978-1-5225-7018-9.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-7018-9.CH010","url":null,"abstract":"This chapter presents a snapshot of the current status of the use of 3D printers by libraries in the U.S. through a review of the literature and a survey with librarians to share information and expand the current knowledge of 3D printing services in libraries. Information about use of 3D printers in academic, public, school, and governmental libraries is described. Incorporating 3D services into libraries, how to set up a program, sample guidelines, online resources, management, funding, and challenges are shared. The original research addresses challenges, opportunities afforded, programs, activities, school/library relationships, and library policies. In conclusion, libraries accomplish one of their goals as a public institution by offering access to emerging technologies as a way to enhance educational opportunities with an interdisciplinary approach.","PeriodicalId":231265,"journal":{"name":"Interdisciplinary and International Perspectives on 3D Printing in Education","volume":"161 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129103023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7018-9.CH008
Manuel Marcos Maciel Formiga, Marcondes Moreira De Araujo, Ieda M. Santos
This chapter discusses 3D printing technologies in Brazilian schools through analysis of selected cases including one case implemented in the community with implications to schools. A description of the methodology and review of the cases are presented. Analysis is supported by international literature to enrich the review and compare how the field is evolving in the country. Results indicate that students and teachers are predominantly experiencing 3D printing via extra-curricular activities supported by research projects implemented outside the schools. On the other hand, the Lite Maker project made it possible to bring a 3D printer to schools. The community-based project illustrates how 3D printed objects can support visually impaired students. 3D printing technology is moving slowly into the mainstream of Brazilian educational landscape. However, schools will increase access to this technology as printers and its accessories become more affordable. Implications for practice and future research are discussed.
{"title":"Case Illustrations of 3D Printing in Brazilian Schools and Community","authors":"Manuel Marcos Maciel Formiga, Marcondes Moreira De Araujo, Ieda M. Santos","doi":"10.4018/978-1-5225-7018-9.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-7018-9.CH008","url":null,"abstract":"This chapter discusses 3D printing technologies in Brazilian schools through analysis of selected cases including one case implemented in the community with implications to schools. A description of the methodology and review of the cases are presented. Analysis is supported by international literature to enrich the review and compare how the field is evolving in the country. Results indicate that students and teachers are predominantly experiencing 3D printing via extra-curricular activities supported by research projects implemented outside the schools. On the other hand, the Lite Maker project made it possible to bring a 3D printer to schools. The community-based project illustrates how 3D printed objects can support visually impaired students. 3D printing technology is moving slowly into the mainstream of Brazilian educational landscape. However, schools will increase access to this technology as printers and its accessories become more affordable. Implications for practice and future research are discussed.","PeriodicalId":231265,"journal":{"name":"Interdisciplinary and International Perspectives on 3D Printing in Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129110855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7018-9.CH002
James I. Novak
Given the rapid integration of 3D printing into schools and universities, educators must equip themselves with new skills, class structures, procedures, and thinking, many of which may be challenging for teachers with non-technical expertise. Training in 3D printing and computer-aided design traditionally requires extended instruction and experience, which is unlikely to be practical for school teachers. This chapter explores how effective up-skilling can occur through one-day professional development workshops, where educators from all areas of teaching work together during intensive hands-on sessions to understand the foundational principles of 3D printing, become aware of the opportunities and limitations, and develop strategies together for implementing it into their curriculums. Through examination of the literature around 3D printing adoption in Australian schools, and an analysis of peer-reviewed research into short-format professional development, this chapter will help inform researchers, teachers, and those developing higher-level curriculum directives around 3D printing in schools.
{"title":"Re-Educating the Educators","authors":"James I. Novak","doi":"10.4018/978-1-5225-7018-9.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-7018-9.CH002","url":null,"abstract":"Given the rapid integration of 3D printing into schools and universities, educators must equip themselves with new skills, class structures, procedures, and thinking, many of which may be challenging for teachers with non-technical expertise. Training in 3D printing and computer-aided design traditionally requires extended instruction and experience, which is unlikely to be practical for school teachers. This chapter explores how effective up-skilling can occur through one-day professional development workshops, where educators from all areas of teaching work together during intensive hands-on sessions to understand the foundational principles of 3D printing, become aware of the opportunities and limitations, and develop strategies together for implementing it into their curriculums. Through examination of the literature around 3D printing adoption in Australian schools, and an analysis of peer-reviewed research into short-format professional development, this chapter will help inform researchers, teachers, and those developing higher-level curriculum directives around 3D printing in schools.","PeriodicalId":231265,"journal":{"name":"Interdisciplinary and International Perspectives on 3D Printing in Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117277194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7018-9.CH011
Terence Cavanaugh, Nicholas Eastham
Educational technologists are often asked to provide assistance in the identification or creation of assistive technologies for students. Individuals with visual impairments attending graduate schools are expected to be able to work with data sets, including reading, interpreting, and sharing findings with others in their field, but due to their impairments may not be able to work with standard displays. The cost and time involved in preparing adapted graphs based on student research data for individuals with visual impairments can be prohibitive. This chapter introduces a method for the rapid prototyping of tactile graphs for students to use in data analysis through the use of spreadsheets, internet-based conversion tools, and a 3D printer.
{"title":"Creating Tactile Graphs for Students With Visual Impairments","authors":"Terence Cavanaugh, Nicholas Eastham","doi":"10.4018/978-1-5225-7018-9.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-7018-9.CH011","url":null,"abstract":"Educational technologists are often asked to provide assistance in the identification or creation of assistive technologies for students. Individuals with visual impairments attending graduate schools are expected to be able to work with data sets, including reading, interpreting, and sharing findings with others in their field, but due to their impairments may not be able to work with standard displays. The cost and time involved in preparing adapted graphs based on student research data for individuals with visual impairments can be prohibitive. This chapter introduces a method for the rapid prototyping of tactile graphs for students to use in data analysis through the use of spreadsheets, internet-based conversion tools, and a 3D printer.","PeriodicalId":231265,"journal":{"name":"Interdisciplinary and International Perspectives on 3D Printing in Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115167383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7018-9.CH014
K. Muramatsu, Sonam Wangmo
Design education is important at technical universities and colleges. In general, real product design requires collaborative work. In this chapter, the authors discuss collaborative design education. An A360 cloud platform on Autodesk's 3D computer-aided design “AutoCAD” is adopted to illustrate a collaborative design activity implemented in the Engineering Graphics class offered at the College of Science and Technology, Royal University of Bhutan. By using A360 cloud, students can share a 3D model with group members. Based on feedback received, students can modify the initial model, share it, print, and discuss the modified object with members. This collaborative work allows students to create enhanced 3D design objects while engaged in discussions and interactions. The authors also discuss some difficulties encountered during the collaborative process and offer recommendations and future research ideas.
{"title":"Collaborative Design Education Using 3D Printing","authors":"K. Muramatsu, Sonam Wangmo","doi":"10.4018/978-1-5225-7018-9.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-7018-9.CH014","url":null,"abstract":"Design education is important at technical universities and colleges. In general, real product design requires collaborative work. In this chapter, the authors discuss collaborative design education. An A360 cloud platform on Autodesk's 3D computer-aided design “AutoCAD” is adopted to illustrate a collaborative design activity implemented in the Engineering Graphics class offered at the College of Science and Technology, Royal University of Bhutan. By using A360 cloud, students can share a 3D model with group members. Based on feedback received, students can modify the initial model, share it, print, and discuss the modified object with members. This collaborative work allows students to create enhanced 3D design objects while engaged in discussions and interactions. The authors also discuss some difficulties encountered during the collaborative process and offer recommendations and future research ideas.","PeriodicalId":231265,"journal":{"name":"Interdisciplinary and International Perspectives on 3D Printing in Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114913203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7018-9.CH007
P. Sullivan, J. Lantz, Andrea H. Adams
Using Guernsey's framework for technology use with young children, this case study examines two middle elementary grade female students as they experience 3D printing in a Makerspace environment. In this case study, the girls spent a day working with a Makerspace staff member to learn how to 3D print a design of their choice from Thingiverse. The case study provides a chance to analyze the reactions, discourse, and activities of two girls introduced to 3D printing in a makerspace. The authors sorted the verbalizations, behaviors, and actions of the two girls into a reflection on the concepts of content, context, and child put forth by Guernsey.
{"title":"Girls and 3D Printing","authors":"P. Sullivan, J. Lantz, Andrea H. Adams","doi":"10.4018/978-1-5225-7018-9.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-7018-9.CH007","url":null,"abstract":"Using Guernsey's framework for technology use with young children, this case study examines two middle elementary grade female students as they experience 3D printing in a Makerspace environment. In this case study, the girls spent a day working with a Makerspace staff member to learn how to 3D print a design of their choice from Thingiverse. The case study provides a chance to analyze the reactions, discourse, and activities of two girls introduced to 3D printing in a makerspace. The authors sorted the verbalizations, behaviors, and actions of the two girls into a reflection on the concepts of content, context, and child put forth by Guernsey.","PeriodicalId":231265,"journal":{"name":"Interdisciplinary and International Perspectives on 3D Printing in Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116477271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7018-9.CH005
J. Loy
Since the initial introduction of 3D printing as a prototyping tool for pupils studying practical technology subjects, its use has rapidly expanded over the last few years as educators have started to explore its potential as a teaching tool in diverse subjects. Yet it is possible that its potential as an educational tool lies beyond the innovative subject-specific applications currently under development, in a more expansive role as a catalyst for interdisciplinary educational practices. This chapter considers the possibility that 3D printing provides a platform for interdisciplinary educational experiences, aligned to scholarship on the development of significant learning experiences grounded in practice and the empowering of learners through changing relationships in the classroom, for engagement with complex problems across traditional subject boundaries.
{"title":"3D Printing Interdisciplinary Learning for Complex Problems","authors":"J. Loy","doi":"10.4018/978-1-5225-7018-9.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-7018-9.CH005","url":null,"abstract":"Since the initial introduction of 3D printing as a prototyping tool for pupils studying practical technology subjects, its use has rapidly expanded over the last few years as educators have started to explore its potential as a teaching tool in diverse subjects. Yet it is possible that its potential as an educational tool lies beyond the innovative subject-specific applications currently under development, in a more expansive role as a catalyst for interdisciplinary educational practices. This chapter considers the possibility that 3D printing provides a platform for interdisciplinary educational experiences, aligned to scholarship on the development of significant learning experiences grounded in practice and the empowering of learners through changing relationships in the classroom, for engagement with complex problems across traditional subject boundaries.","PeriodicalId":231265,"journal":{"name":"Interdisciplinary and International Perspectives on 3D Printing in Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132338298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7018-9.CH004
James F. Kerestes
3D printing is a common resource within the architecture and design disciplines in higher education. As is the case with all tools, there is a predetermined functionality and expected outcome when using additive manufacturing technology. There are also learning opportunities rooted in unforeseen equipment errors. The following chapter outlines alternate approaches for the use of 3D printing beyond mere representation and utilization in higher education design environments. Manufactured glitches enable students to analyze the predetermined functionality of the tools they engage with, and enter into a dialogue with technology as a medium for exploration and authorial exchange. To explore these concepts, a series of case studies that tested the parameters of glitches in both digital (three-dimensional modeling software) and physical mediums (rapid prototyping) was completed by a group of architecture and design students at a Midwestern University in the United States.
{"title":"3D Printed Glitches","authors":"James F. Kerestes","doi":"10.4018/978-1-5225-7018-9.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-7018-9.CH004","url":null,"abstract":"3D printing is a common resource within the architecture and design disciplines in higher education. As is the case with all tools, there is a predetermined functionality and expected outcome when using additive manufacturing technology. There are also learning opportunities rooted in unforeseen equipment errors. The following chapter outlines alternate approaches for the use of 3D printing beyond mere representation and utilization in higher education design environments. Manufactured glitches enable students to analyze the predetermined functionality of the tools they engage with, and enter into a dialogue with technology as a medium for exploration and authorial exchange. To explore these concepts, a series of case studies that tested the parameters of glitches in both digital (three-dimensional modeling software) and physical mediums (rapid prototyping) was completed by a group of architecture and design students at a Midwestern University in the United States.","PeriodicalId":231265,"journal":{"name":"Interdisciplinary and International Perspectives on 3D Printing in Education","volume":"356 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134481902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：