Instruction: 3-D Modeling and Printing Workshop
An example of a 3-D printed mug a student could create in the lesson.
Learner Characteristics and Context: This one-time drop-in workshop will take place at a large academic research library. The workshop, itself, will take place in a DIY Makerspace space within the library. (1) There will be about 6-8 3-D printers, so the workshop should be for about the same number of students. Group tables and with each student having their own laptops with the printing software installed. Before the workshop, I will send out a survey asking for some demographic information from the students- what year, what brought them, any projects already in mind. This would help better understand their possible knowledge base and reasons to come to the workshop. My previous experiences working with this type of student audience includes teaching recitation for two courses over an academic year, with about 50 students each semester. I co-taught an embedded archival class as a folklore scholar and gave lessons on Southern Music as well as helped when students were working with primary materials. So I have some experience teaching at the collegiate level and within the context of a library. I co-taught a workshop within a makerspace so I some experience teaching in this specific environment as well.
Learning Goals: I hope the student will be able to demonstrate the fundamentals of basic 3-D modeling in order to design and print their own creations through this hands-on experiential workshop.
Learning Outcomes: The student will be able to create and print 3-D printed mug. Also, walk into the makerspace and to be able confidential create again.
Activities:
1. Ice Breaker- think of an object to construction, try to think of something in terms of
simple 3-D shapes. It could be for a class, hobby, a gift, etc. (10 minutes)
● Students can use thinkaverse.com, but they will have to edit it.
● Maybe give some ideas, a mug, rings, ornaments, etc.
2. Share workshop objectives (5 minutes)
3.Present on how to use the online program tinkercad (20 minutes)
4. Let them explore and create by themselves (30 minutes)
● Walk around to help troubleshoot (hopefully will have a co-instructor)
5. Instruct on how to save a file and use a printer (5 minutes)
Image from a 3-D file
6. Finalize their projects (10 minutes)
7. (Exit Ticket) starting the 3D print and exit survey (10 minutes)
Assessment: On a basic level, the workshop would be a success if a student would be able to 3-D print a mug (or something else if they decide). To leave the workshop, I will give the students a quick online survey to take. I will ask:
1. What was something new that you learned? 2. Was there anything you already knew? 3. What would you have liked more time on? 4. Less time? 5. What confused you the most? 6. Anything else you would like me to know. All these questions will help me assessment what went well, probably more important what didn’t, and what should I spend more time instructing. Since, I am working the makerspace, I should be able to check in and see if any of the students came back after the workshop. One of the goals for makerspaces workshops would be to increase the patron use, so knowing if the students come back will let the space know if the instruction helped with that space’s goal. Additionally, after the workshop, I will make a notes of my own thoughts on how the instruction went.
Endnotes
(1) I use the term DIY because the maskerspace is meant for students to come in and start using the machines and tools and there will be student workers within the space to help troubleshoot with the patrons.