3D Printing: Research

Abstract: This article considers the potential of 3D printing as an eLearning tool for design education and the role of eMaking in bringing together the virtual and the physical in the design studio. eLearning has matured from the basics of lecture capture into sophisticated, interactive learning activities for students. At the same time, laptops and internet enabled phones have made computer-based learning mobile, invading classroom learning, changing communication between students, enabling on the spot research, and making the recording of ideas and activities easier. The barriers between online and offline are becoming blurred in a combined digital and physical learning environment. Three- dimensional printing is part of this unification and can be an empowering learning tool for students, changing their relationship with the virtual and the physical, allowing them to take ideas and thinking from screen to reality and back again in an iterative, connected process, however, from an eLearning point of view it is, more importantly, a transformative technology with the potential to change the relationship of the learner to their learning and the scope and nature of their work. Examples from Griffith Product Design student learning illustrate the potential of eMaking to enhance combined learning in a digital age.

The project-based unit resulted from an identified need in the community: a student at a school in the district who was born without a hand was having difficulty logging onto the computers at school and needed help. Specifically, she needed the ability to press the Control + Alt + Delete keys at the same time—which are on oppo- site sides of the keyboard. Although at a different school, Mr. Smith was
approached by the girl’s teacher and parents who knew about his STEAM lab and resources. Beyond having ac- cess to a 3D printer, the STEAM lab was a classroom known for inquiry- based learning about real-world problems. Mr. Smith decided this would be an authentic opportunity to engage students in the design and engineering process called for in the NGSS.

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Digital fabrication consists of manufacturing design technology that is used to facilitate the creation of physical objects. Existing research suggests digital fabrication technology can inspire student creativity and innovation in mathematics and science. However, there is a lack of research that informs teacher education by identifying practical pedagogies to meaningfully integrate digital fabrication into language arts curricula, which this article seeks to achieve. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework of 21st century teacher knowledge, this case study explores one middle school teachers yearlong journey as she integrated digital fabrication technology to create pop-up books in an afterschool program with a language arts focus.