3d printing and maker spaces: design as storytelling · the 3d maker spaces has ground swell...

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3D Printing and Maker Spaces: Design as Storytelling Marlo Steed Faculty of Education, University of Lethbridge Lethbridge, Alberta, Canada [email protected] Abstract: This paper discusses 3D printing, the Maker Movement and the implications on education. The Maker Movement is gaining momentum and 3D printing plays a significant part of this community. The affordances of 3D printing are discussed and possible ways for integrating this into the curriculum are listed. The power of this technology to transform learning is highlighted. 3D printing engages the act of creation but the idea or story behind the design is what will make it compelling. This discussion concludes by encouraging instructors to orchestrate opportunities for students to articulate a rationale for their 3D designs/prints. Introduction to Maker Spaces The Maker Movement is a burgeoning community in the online world in which individuals collaborate in the creation of functional or aesthetically pleasing artifacts (Anderson, 2013). There are a number of factors, which have fueled this interest. One factor is that the layperson can delve into technology-laden topics because of the online presence of budding engineers and technologists that share their experience and expertise. This is a Do It Yourself (DIY) culture that finds value in creating tangible artifacts and working prototypes using technologies like electronics, robotics, 3D printing and CNC tools. Another factor in this development is the emergence of low cost digital tools that facilitate design and manufacturing. The existence of Maker Fairs encourages enthusiasts to come together in a location to share technologies and ideas. Online Maker sites foster this community and are also referred to as Hakerspaces, Fablabs, or Maker Spaces. These online communities allow individuals to share ideas, projects and springboard off the thinking of others (e.g. instructables.com, makezine.com, etc.). The 3D Maker Spaces has ground swell support from a growing number of individuals. Within the Maker Movement, 3D printing is an emerging discipline that will inevitably impact future jobs. 21 st Century learners need skills and attitudes that will prepare them for this future. 3D printing facilitates the design and prototyping of ideas and thus has implications for an educational system that values the act of creation and invention (Blikstein, 2013). 3D Printing 3D printing involves creating a virtual object by a CAD or 3D Modeling application and then transforms that virtual creation into a tangible object. The concept of 3D Printing is also known under the terms, fabrication and rapid prototyping. Typically 3D printing involves building an object one layer at a time. This process can be tedious and time consuming but it largely takes human labour out of the equation. 3D printers have been around for years but it hasn’t been till recently that technology has become affordable by anyone other than corporate industry. The trend to bring down the price and increase the features will drive 3D printing in a similar fashion to the development of computers and the uptake in small business and home applications. This paper will not delve into the technical aspects of 3D printers (Hultgren, 2014). However, these devices can print in a range of material; plastic, glass, metal, ceramic, concrete, biological material, etc. The better 3D printers can print multiple materials in one print and can print moving components in one pass without the need for assembly. That said, the features of current consumer grade 3D printers are relatively archaic. In a real sense affordable consumer 3D printers are at a stage that would have been the equivalent to the dot-matrix printer back in the day when folks were frustrated by paper jams. However, the potential is almost unimaginable.

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Page 1: 3D Printing and Maker Spaces: Design as Storytelling · The 3D Maker Spaces has ground swell support from a growing number of individuals. Within the Maker Movement, 3D printing is

3D Printing and Maker Spaces: Design as Storytelling

Marlo Steed Faculty of Education, University of Lethbridge

Lethbridge, Alberta, Canada [email protected]

Abstract: This paper discusses 3D printing, the Maker Movement and the implications on education. The Maker Movement is gaining momentum and 3D printing plays a significant part of this community. The affordances of 3D printing are discussed and possible ways for integrating this into the curriculum are listed. The power of this technology to transform learning is highlighted. 3D printing engages the act of creation but the idea or story behind the design is what will make it compelling. This discussion concludes by encouraging instructors to orchestrate opportunities for students to articulate a rationale for their 3D designs/prints.

Introduction to Maker Spaces The Maker Movement is a burgeoning community in the online world in which individuals collaborate in the creation of functional or aesthetically pleasing artifacts (Anderson, 2013). There are a number of factors, which have fueled this interest. One factor is that the layperson can delve into technology-laden topics because of the online presence of budding engineers and technologists that share their experience and expertise. This is a Do It Yourself (DIY) culture that finds value in creating tangible artifacts and working prototypes using technologies like electronics, robotics, 3D printing and CNC tools. Another factor in this development is the emergence of low cost digital tools that facilitate design and manufacturing. The existence of Maker Fairs encourages enthusiasts to come together in a location to share technologies and ideas. Online Maker sites foster this community and are also referred to as Hakerspaces, Fablabs, or Maker Spaces. These online communities allow individuals to share ideas, projects and springboard off the thinking of others (e.g. instructables.com, makezine.com, etc.).

The 3D Maker Spaces has ground swell support from a growing number of individuals. Within the Maker Movement, 3D printing is an emerging discipline that will inevitably impact future jobs. 21st Century learners need skills and attitudes that will prepare them for this future. 3D printing facilitates the design and prototyping of ideas and thus has implications for an educational system that values the act of creation and invention (Blikstein, 2013).

3D Printing

3D printing involves creating a virtual object by a CAD or 3D Modeling application and then transforms that virtual creation into a tangible object. The concept of 3D Printing is also known under the terms, fabrication and rapid prototyping. Typically 3D printing involves building an object one layer at a time. This process can be tedious and time consuming but it largely takes human labour out of the equation. 3D printers have been around for years but it hasn’t been till recently that technology has become affordable by anyone other than corporate industry. The trend to bring down the price and increase the features will drive 3D printing in a similar fashion to the development of computers and the uptake in small business and home applications. This paper will not delve into the technical aspects of 3D printers (Hultgren, 2014). However, these devices can print in a range of material; plastic, glass, metal, ceramic, concrete, biological material, etc. The better 3D printers can print multiple materials in one print and can print moving components in one pass without the need for assembly. That said, the features of current consumer grade 3D printers are relatively archaic. In a real sense affordable consumer 3D printers are at a stage that would have been the equivalent to the dot-matrix printer back in the day when folks were frustrated by paper jams. However, the potential is almost unimaginable.

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The move from mass manufacturing to 3D Maker Spaces is akin to the evolution of video production (e.g. iMovie) and distribution (e.g. YouTube). Not so many years ago video production was a process relegated to experts, the quality was marginal, the software was complex and at times unreliable. Now video production has evolved into something that is much more accessible, reliable and user-friendly with higher quality results from consumer products (Eisenberg, 2009). It is expected that 3D printing will follow a similar path.

3D printing is making the virtual, reality and involves the democratization of creation …industry is going back into the garage. It is incredible to watch the advancements in this technology. There are sites that document these advancements and one can see the weekly developments in this field unfold (e.g. 3ders.org). Educational Integration Ideas

3D printing is an incredibly powerful and engaging tool for education. However, without innovative ideas for using this in the curriculum, it remains a novelty and will only be seen as something limited to hobbyists. What follows is brainstorming ideas for using 3D printers in education (Te@chthought, 2013):

• engineering (Makerbot, 2014) - designing working models of gears, download copies of machines and see how those work through first-hand experience to teach kinematics (Lipson, 2014) – (futureengineers.org), designing robots (Eguchi, 2011)

• architecture (Makerbot, 2014) – creating models of architectural designs and structures • art – creating digital/tangible sculptures • novel studies - recreate places and buildings where a novel took place • poetry short story or novel portrayals - creating a physical object that would stand beside a poem

or other literary form to enhance meaning or provide a tangible mnemonic device (Cohen, 2011) • community understanding - recreate models of local buildings or topography to gain a better sense

of community and architectural structures • history - recreate ancient artifacts and architectural structures (Eisenberg, 2011). – e.g. Viking ship

(http://www.thingiverse.com/thing:475672), great pyramids internal and external structure (http://www.thingiverse.com/thing:296260)

• geography - print out topographic, population or demographics portrayals (e.g. 3D map of Switzerland http://www.thingiverse.com/thing:37454)

• physics with engineering (MakerBot, 2014) – merging principles from physics with design engineering (e.g. A Balloon Powered Helicopter –(http://www.thingiverse.com/thing:152804), "Rube Goldberg" machine

• math - geometric shapes - use algorithms or equations to create physical shapes, creating scale models (Gov.UK., 2013), - e.g. city infrastructure, use of dimensions to recreate an accurate physical model, use of geometric/mathematical concepts to create works of art

• science - mars rover reproduction (http://www.thingiverse.com/thing:404824), creating tangible models of conceptual ideas, biology - medical parts – e.g. prosthetics - replicating a working appendage - explore structure of animal skeletons and shape/function – e.g. sabertooth tiger skull – (http://www.thingiverse.com/thing:472463) TRex model (http://www.thingiverse.com/thing:308335), create cross-section of organs or recreations of scanned body parts (Starr, 2014), create tectonic plate movement, models of molecules, designing future architecture for life on another planet (IDEAco, 2014), (Bodenlos, 2012), (Gov.UK., 2013)

• invent curricular board games: e.g. Power the Game (http://www.thingiverse.com/thing:184712) • entrepreneurial opportunities - students design and then sell designs online (Lipson, 2014) • CTS - auto class: could design replacement parts or modify parts, food studies - create molds for ice

and gelatin • New Media studies - printout design ideas (e.g. video game creatures, Logos, etc.),

architecture/drafting, model building and interiors • visually impaired - making diagrams tangible (Lipson, 2014)

The only limitation here is one’s imagination. Almost any topic which benefits from the creation of tangible structures might benefit. However, it is important to consider the educational cost/benefit required to design and print such structures. Identifying the affordances of 3D printing will help determine when is it worth the time and effort?

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Affordances of 3D Printing

When deciding to use a particular technology it is useful to identify the attributes of that tool and match those with the dimensions of the problem or desired outcome (Steed, 2008). The following affordances for 3D printers have been identified and point to reasons for selecting this tool as well as when and how it might be integrated into education:

• Act of Creation: - designing and creating something is empowering and has the potential to engage learners as they become designers, inventors, sculptors, engineers, architects, etc.

• Tangible: – going from virtual to reality; taking an idea from your imagination and making that a virtual creation inside the computer is one thing but then to have that become a real artifact through 3D printing is another and turns the concept of virtual reality on its head, see [Figure 1].

• Scalable: the power to change the size of the print- the only limitation is the size of the build area • Customizable: being able to take an existing model and adapt it or customize it is one of the driving

features of this technology • Iterative: the ability to go back quickly to the original design and make changes and then print it out

again - hence the term “rapid prototyping”, this relates to the design process. • Complexity: with 3D printing one can create a great deal of detail and complexity in the design

elements because it is an additive manufacturing approach rather than a subtractive process, the degree of complexity is often impossible or next to impossible to create with any other means - the level of articulation is limited only by the resolution of the printer

• Uniqueness: when one creates an artifact from one’s imagination it is often one-of-a-kind; e.g. even though there are probably thousands of different chess set variants out there the author has created a 3D printed chess set that is unique, there is no other chess set exactly like that one. See [Figure 1] as an example of a unique design – no other design is exactly like this one

• Materialize: one can use different materials in the construction process which might alter attributes of the products strength, feel, durability, translucency, flexibility, conductivity, etc.

• Variable Density: the amount of material that is put into the build is a user controlled variable that can affect the weight and strength of the final product

• Replicability: the ability to duplicate or reproduce the same model over and over again • Sense of Audience: in 3D Maker Spaces web sites (e.g. thingiverse.com), one can share designs and

ideas with others – this results in a sense of audience – knowing that others will view and benefit from your work is motivating

• Design Focus: it is the design that is key rather than the act of making – the idea of the design is the important element and relates to the subject or story that makes the artifact compelling

Figure 1: Virtual to reality (left image is a computer model, right image is a 3D print of that same model)

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Act of Creation

One can, merely download existing models from online repositories and print those out. That is a powerful idea but that is not the only driving force in the 3D printing revolution. A significant aspect of the Maker Movement is “the act of creation”. The act of creation is a powerful motivating factor for people. Most people are excited by the possibility of inventing, designing or making something. It is hard to describe but creating something, particularly when it is shared with others provides the human soul with a sense of satisfaction (Steed, 2014). The creativity of the idea and the workmanship of the product are also elements of creation that help engage and thrill the developer (Ostashewski, Reid & Reid, 2014). There is a sense that one has contributed to humanity by adding to the inventions or creations that are out there to be shared and built upon.

"When you produce something yourself instead of purchasing it, that changes your relationship to it," says Chelsea Schelly. "You are empowered by it.” (3ders.org, 2013). 3D printing is an ideal environment to bring the act of creation to almost anyone who desires to pursue that form of creativity and design. 3D Printing as Story Telling

The idea of going from a virtual creation to a tangible artifact is a powerful concept. However, it is not just the act of creation that makes 3D printing compelling, it is the message, story or subject of that creation. Will the viewer understand, appreciate or see the value of that artifact? One can think of 3D printed artifacts as stories. The key to effective design is to have a compelling subject, purpose or story line. Compelling suggests taking into account a sense of audience; the story or purpose of a creation needs to be seen by others as having relevance and importance. How can one measure or determine that? That is a difficult problem. However, 3D Maker Spaces facilitate the sharing of creations and provides a sense of value for one’s creations. For instance, on Thingiverse.com the creator of a shared model can view statistics that represents the value others places on a particular creation. One can see the number of views, likes, collects and downloads as indicators of popularity, see [Table 1].

Table 1: Popularity statistics from Thingiverse.com.

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Although not the sole source of relevance these statistics can give one a sense for how the community

values a creation. That said, one could create an item that is designed for a niche purpose or to appeal to a specific audience that will not garner the popularity of items that appeal to a more general audience. Hence the statistics can be misleading.

In order to create a model that is valued by others one needs to consider the message behind the creation. The story, subject or purpose should drive the creation process; design starts by knowing your story. This is what captivates the viewer; it is what draws a person into the content and engages them with it. Effective integration of 3D Printing into education will encourage students to slow down and consider the degree to which their design ideas are compelling, not just for themselves but also for others. A great idea, purpose, subject or story will drive the passion and rigor required to spend the time on an effective design (Kayler, Owens. & Meadows, 2013). Educators need to move beyond the fact that students can create with 3D printing and put more emphasis on the story or rationale behind the design. This is a role that instructors can take. Pedagogical approaches like Attribute Activation (Steed, 2008), mood boards (Steed 2014) and peer critique could be ways to achieve this outcome.

Conclusions

Moving from virtual to reality through 3D printing is a significant shift in thinking and can empower students to bring their imaginations to life (Vanscoder, 2014). This act of creation can be a motivational factor for leaners. However, as educators we need to go beyond that and ensure students are designing compelling artifacts; designs with an engaging message, purpose, subject or story. Compelling design is meaningful communication to the intended audience. 3D printing will inevitably become more pervasive and as advances put more power and capability into the hands of students, it is incumbent on educators to ensure that students are mindful and reflective on their choice of designs and creations.

References Anderson, C. (2013). "20 years of wired: maker movement". Wired magazine, May 2. 3ders.org. (2013). 3D Printers could change our education and economy. Retrieved from http://www.3ders.org/articles/20131015-3d-printers-could-change-our-education-and-economy.html Blikstein, P. (2013). Digital fabrication and ’making’ in education: the democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of Machines, Makers and Inventors. Bielefeld: Transcript Publishers. Bodenlos, E. & Lennex, L. (2012). 3D technology in the schools. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 4209-4211). Chesapeake, VA: AACE. IDEAco. (2014). CityXProject. Retrieved Dec. 11, 2014 from http://www.cityxproject.com/contact/ Cohen, J. (2011). Improving student writing through engineering design and digital fabrication. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 882-883). Chesapeake, VA: AACE. Eguchi, A. (2011). Digital fabrication meets educational robotics - What will be created?. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 1293-1298). Chesapeake, VA: AACE.

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Eisenberg, M. (2009). Fabrication for children: toward the frontier of educational construction. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 3558-3563). Chesapeake, VA: AACE. Eisenberg, M. (2011). Educational fabrication, in and out of the classroom. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 884-891). Chesapeake, VA: AACE. Hultgren, Kacie. (2014). Up and running with 3D printing. Lynda.com. Retrieved from http://www.lynda.com/3D-Animation-Prototyping-tutorials/Up-Running-3D-Printing/ Kayler, M., Owens, T. & Meadows, G. (2013). Inspiring maker culture through collaboration, persistence, and failure. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 1179-1184). Chesapeake, VA: AACE. Lipson, H. (2014). The future of 3D printing. Presented at SITE: Society for Information Technology & Teacher Education International Conference 2014. Gov.UK. (2013). 3D printers in schools: uses in the curriculum - enriching the teaching of STEM and design subjects. Department of Education. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/251439/3D_printers_in_schools.pdf Makerbot. (2014). MakerBot stories: A. MacArthur Barr Middle School. Youtube Video. Retrieved from https://www.youtube.com/watch?v=8Sj38vNZ0Sw Makerbot. (2014). MakerBot stories: Pratt Institute School of Architecture. Youtube Video. Retrieved from https://www.youtube.com/watch?v=Ej6lwTrQ6dI Makerbot. (2014). MakerBot stories: Brooklyn Tech. Youtube Video. Retrieved from https://www.youtube.com/watch?v=zaNGcUuSS9Q Ostashewski, N., Reid, E. & Reid, D. (2014). Introducing 3D printing to the classroom using inquiry: A case study describing implementation, challenges and successes. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (pp. 1597-1605). Chesapeake, VA: AACE. Te@chthought. (2013). 10 ways 3D printing can be used In education. Retrieved from http://www.teachthought.com/technology/10-ways-3d-printing-can-be-used-in-education/ Starr, M. (2014). 3D-printed cadavers revolutionise anatomical education. Retrieved Dec. 11, 2014 from http://www.cnet.com/news/3d-printed-cadavers-revolutionise-anatomical-education/ Steed, M. B. (2014). The act of creation: The value of New Media production. Proceedings of EdMedia 2014 - World Conference on Educational Media and Technology, June 23-27, Tampere, Finland. Steed, M. B. (2014). NewMedia design. Retrieved Dec. 11, 2014 from http://newmediacreation.weebly.com Steed, M. B. (2008). Learning to grapple with difficult problems: activation matrix - an instructional approach. Learning Conference 08, The Fifteenth International Conference on Learning, University of Illinois, Chicago, USA, June 3-6, 2008, Retrieved from http://l08.cgpublisher.com/proposals/299/index_html Vanscoder, J. (2014). 3D printing as a tool for teaching and learning in STEAM education. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 188-191). Chesapeake, VA: AACE.