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IO3: EQAVET VALIDATION CONTROL TOOLFINAL VERSION, OCTOBER 2018

This project (2016-1-TR01-KA202-034204) has been funded with support from the European Commission (Erasmus + programme). This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Author: INTERPROJECTS, Bulgaria

3D4VET EQAVET VALIDATION CONTROL TOOL

Table of contents

I. Aims and Objectives............................................................................................................................... 1

1. Introduction............................................................................................................................................................... 2

2. EQAVET Mission....................................................................................................................................................... 2

3. EQAVET functions................................................................................................................................................... 3

4. EQAVET indicators.................................................................................................................................................. 3

II. 3D4VET control tool and its connection with the EQAVET indicators’ implementation.6

III. IO3: EQAVET validation control tool............................................................................................ 9

1. Definition of the criteria of qualification....................................................................................................10

2. EQAVET validation control tool for assessment of the obtained skills and knowledge........11

2.1 General knowledge............................................................................................................................................11

2. 2 Obtained skills.................................................................................................................................................... 13

3. Occupational portfolio for acquired further technical qualification on using 3D printers. .15

3.1 Introduction.......................................................................................................................................................... 15

3.2 EU Certificate....................................................................................................................................................... 16

3.3 3D4VET 2 curriculum.......................................................................................................................................16

3.4 Evaluation results from the control tool..................................................................................................29

3.5 List of learning outcomes............................................................................................................................... 30

IV. Check list of personal qualities.................................................................................................... 32

V. Terminology....................................................................................................................................... 33

VI. References........................................................................................................................................... 36

1This project (2016-1-TR01-KA202-034204) has been funded with support from the European Commission (Erasmus +

programme). This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.


I. Aims and Objectives

1. Introduction

This document presents the framework for the development of IO3: 3D4VET EQAVET

qualification validation control tool. It is targeted at pedagogical staff (teachers, trainers etc.) in

the field of Vocational Education and Training (VET). The current document will define the

connection between the EQAVET policy implementation and the purposes of the evaluation and

quality assurance procedure of the current 3D4VET project (3D MODELLING CURRICULUM

AND APPLICATIONS FOR 3D PRINTERS AND TABS FOR VET SCHOOLS – project number: 2016-

1-TR01-KA202-034204). The project is funded by the European Commission and the Turkish

National Agency.

This document will present the basic concept of the EQAVET (European Quality Assurance in

Vocational Education and Training). EQAVET is a community of practice bringing together

Member States, Social Partners and the European Commission to promote European

collaboration in developing and improving quality assurance in VET by using the European

Quality Assurance Reference Framework (EQARF). Used holistically, the EQAVET indicators

are designed to support the strengthening of a culture of quality assurance within VET systems

(reference: 2010, the Recommendation on the European Quality Assurance Reference

Framework in Vocational Education and Training - EQAVET Recommendation).

2. EQAVET Mission

The mission of EQAVET is realised by:

• Assisting the Member States in developing effective approaches to support the

implementation of the Reference Framework

• Developing a culture of quality, to be embedded at European level and other levels with

the help of the Quality Assurance National Reference Points and other Network

members




• Supporting the Member States and the European Commission in the monitoring and

implementation of the Reference Framework within the context of the Education and

Training 2020 Strategy.

3. EQAVET functions

EQAVET functions as a community of practice where VET educators and trainers can:

• Exchange information and experience in open discussions

• Initiate a process of mutual learning and consensus building for the development of

common principles, reference criteria, indicators and tools for quality improvement in

VET, and the implementation of the Reference Framework

• Reach shared results and solutions in the development of guidelines and criteria for

quality assurance, embedding a culture of quality improvement and sense of ownership

in implementing the Reference Framework across Europe.

National VET systems and providers vary from country to country and their practices are likely

to mirror the very different conditions in which they operate. The fact remains, though, that no

matter the national conditions, Member States seek to be effective, to work efficiently and to

respond to the emerging challenges in the labour market as adequately as possible.

Because the quality of VET courses is a multi-dimensional phenomenon, it is suggested that the

set of ten indicators is applied in the different phases of the cycle, not as a succession of

independent units, but as an integrated cluster of systematic practices designed to improve

VET systems’ and providers’ performance. (EQAVET Indicators toolkit).

4. EQAVET indicators

The following 10 indicators are part of the EU framework of EQAVET system:

Indicator no. 1

Relevance of quality assurance systems for VET providers:



https://www.eqavet.eu/Eqavet2017/media/Documents/GUIDE-VET-providers-self-monitoring-by-using-the-EQAVET-toolbox-of-indicators.pdf


(a) share of VET providers applying internal quality assurance systems defined by

law/at own initiative;

(b) share of accredited VET providers.

Indicator no. 2

Investment in training of teachers and trainers:

(a) share of teachers and trainers participating in further training

(b) amount of funds invested

Indicator no. 3

Participation rate in VET programmes:

Number of participants in VET programmes , according to the type of programme and

the individual criteria

For lifelong learning: percentage of population admitted to formal VET programmes.

Besides basic information on gender and age, other social criteria might be applied, e.g.

early school leavers, highest educational achievement, migrants, persons with

disabilities, length of unemployment.

Indicator no. 4

Completion rate in VET programmes:

Number of persons having successfully completed/abandoned VET programmes,

according to the type of programme and the individual criteria

Indicator no. 5

Placement rate in VET programmes:

(a) destination of VET learners at a designated point in time after completion of training,

according to the type of programme and the individual criteria;

(b) share of employed learners at a designated point in time after completion of training,

according to the type of programme and the individual criteria

Indicator no. 6

Utilisation of acquired skills at the workplace:

(a) information on occupation obtained by individuals after completion of training,

according to type of training and individual criteria

(b) satisfaction rate of individuals and employers with acquired skills/competences




Indicator no. 7

Unemployment rate according to individual criteria

(a) Individuals aged 15-74 without work, actively seeking employment and ready to

start work

Indicator no. 8

Prevalence of vulnerable groups:

(a) percentage of participants in VET classified as disadvantaged groups (in a defined

region or catchment area) according to age and gender

(b) success rate of disadvantaged groups according to age and gender

Indicator no. 9

Mechanisms to identify training needs in the labour market:

(a) information on mechanisms set up to identify changing demands at different levels

(b) evidence of their effectiveness.

Indicator no. 10

Schemes used to promote better access to VET:

(a) information on existing schemes at different levels

(b) evidence of their effectiveness

The various indicators, therefore, focus on improving different aspects of VET, even if there are

limitations to measuring VET outputs and outcomes and their quality. Thereof, the application

of the EQAVET indicators is regarded as one of the major challenges to be addressed by

stakeholders in the implementation of the EQAVET Recommendation particularly by Member

States which need to cater for multiple levels of the indicators’ use ranging from VET policy

makers to providers.

The Bruges Communiqué (2010, p.3) reinforces these objectives by stating: “Initial and

continuing VET share the dual objective of contributing to employability and economic growth,

and responding to broader societal challenges, in particular promoting social cohesion” as

stated in the Recommendation of the European Parliament and of the Council on the

establishment of a European Quality Assurance Reference Framework for Vocational Education




and Training – EQARF VET (Introduction to the Annexes, para.5). In particular in the 3D4VET

project provides a comprehensive 3D modelling curriculum and training module for VET

schools that includes five key design principles (alignment, strategy, learning outcomes,

assessment and validation).

The process of the EQAVET implementation includes the following 4 major steps as illustrated

in the figure below:

Fig. 1 EQAVET indicators




II. 3D4VET control tool and its connection with the EQAVET indicators’ implementation.

The 3D4VET project supports not only, but mainly the EQAVET indicators 1, 6 and 9:

Relevance of quality assurance systems for VET providers

Utilisation of acquired skills at the workplace

- information on occupation obtained by individuals after completion of training,

according to type of training and individual criteria

- satisfaction rate of individuals with acquired skills/ competences

Mechanisms to identify training needs in the labour market

- evidence of their effectiveness by implementing into practice the 3D printing

solutions

Which data elements are needed to generate implementation of the above

mentioned indicators?

Number of VET completers (by gender, education/qualification levels and

training domain) of a given sector who, within the period from completing the

3D4VET VET programme, sustain or find a relevant occupation.

Total number of VET programme completers.

Number of VET school principals who are satisfied with the acquired

skills/competences.

Total number of the potential employees of that given sector who obtained new

(labour market attracted) knowledge, skills and competences.

These indicators exist in the national context of the partner countries (Turkey, Bulgaria,

Portugal, United Kingdom and Serbia). For example, in Bulgaria – they are part of the Decree №

2 of 8 September 2015 for Quality Assurance in vocational education and training. The quality

of vocational education and training is a set of characteristics of VET in accordance with the




expectations and needs of the individual and of society. The quality of vocational education and

training is provided by managing the development process of the institution, based on analysis,

planning, and implementation of activities, evaluation and improvements in the work of

institution. In all institutions related to VET the development of an internal system of Quality

Assurance has to be provided. VET institutions organize self-assessment based on this

indicator. This indicator is used by individual VET providers to optimize the management and

quality assurance which is also the case for the 3D4VET project’s partners. In Turkey such

EQAVET policy implementation is still not applied but the Turkish organisations will take the

know-how from the European experience.

The above mentioned indicators are in connection with the utilisation of acquired skills

at the workplace which are measured based on:

Percentage of VET programme completers in the VET sector and particular technical

specialities

Percentage of potential new employees of a given sector who, within a period for from

completing the VET programme, find that their training is relevant for their current or

future occupation

Percentage of potential employers of a given sector who are satisfied with 3D4VET VET

programme completers with relevant qualifications and competences required for the

work place in terms of using 3D printers.

Despite the fact that 3D4VET is not a project aiming to improve national policy the produced

control tool is supporting the improvement of the policy of implementation of innovative ICT

based solutions (3D printers) on National level in terms formal and non-formal training

courses implemented by the project partners of the 3D4VET project.

In particular, and in so far as the indicators are concerned, different stakeholders may have

differing priorities, different levels of knowledge and ability and/ or willingness to use them

but, because the EQAVET indicators are an organic part of the EQAVET approach to Quality




Assurance, they need to be applied both at system and training provision level in the field of

VET.

Also, the use of the indicators in the different phases of the quality cycle leads to assist the

users’ developmental thinking, i.e. it can help 3D4VET stakeholders with asking their own

questions, gathering and analysing their own data from the control tool and using their own

information and evidence as part of their self - review and decision making while using 3D

printers in their daily activities.




III. IO3: EQAVET validation control tool

The purpose of the tool is:

• to implement thorough analysis in order to conclude on criteria of 3D design, modelling and printing technology qualifications

• to define advantages and disadvantages of the proposed criteria

• to point out the risks and formulate propositions of modifications increasing the value and sustainability of 3D4VET training

• to develop an occupational portfolio regarding identified qualifications of VET trainers

• to prepare a methodology for evaluation of skills and knowledge and on that basis to create an enhanced to EQAVET control tool for validation of skills and knowledge about 3D design, modelling and printing technology.

1. Definition of the criteria of qualifications

The following list of criteria are necessary for the learner who would like to be qualified in the field of technical operations with the 3D printers in the VET sector based on the 3D4VET training course.

The learner should obtain/possess:

1. Good level of mechanical aptitude.

2. Good level of understanding how all the components of the 3D printing technology work.

3. Strong attention to detail in order to ensure finished products are correct.

4. Good level of effective communication skills, as most of the communication will be mediated.

5. Strong organisational abilities in order to effectively manage all aspects of the printing process.




6. Open mind towards working on new and ongoing projects from planning to execution.

7. An interest in preparing 3D models for printing.

8. Interests in harvesting, cleaning, assembling, and finishing 3D prints.

9. An interest in conducting regular and preventative maintenance of 3D printers and other related equipment.

10. Willingness to perform work in a safe manner and adhere to safety programs, processes, and procedures.

11. Willingness to contribute to the VET schools culture and further implementation of innovative ICT based technologies.

2. EQAVET validation control tool for assessment of the obtained skills and knowledge

The following validation control tool can be used as a final assessment of the obtained knowledge and skills by the learners who have participated in the 3D4VET implementation (testing) phase. It is divided into two major sections – general knowledge and obtained skills – each consists of 12 questions (24 in total). The answers will be reviewed by the trainer/teacher who has facilitated the training sessions under 3D4VET project. The total duration for completion is approximately 90 minutes. The attestation results will be part of the occupation portfolio (see next chapter) that each participant will obtain at the end of the piloting phase.

2.1 General knowledge

1. Please provide your understanding of the process of 3D modelling:

2. Please provide a short description of the 3D printing software of which you are aware:



Please insert your answer here



3. Please provide the name of the software programmes that have a built-in library of pre-made objects:

4. Please list the open source software programmes that you can use to implement 3D printing:

5. Please list the technical methodologies for 3D printing that you are aware of:

6. Please list an online community you are aware of that offers information about the first self-replicating 3D printer:

7. Please describe the desirable characteristics of 3D modelling software:

8. Please explain the concept of slicing:

9. Please describe the logical steps in general and periodic maintenance:











10. Please specify at least three goals to be aimed at when optimizing the 3D printing process:

11. Please explain what support you need for SLA / DLP 3D printing technology:

12. Please describe the advantages of joining a 3D forum/community:

2. 2 Obtained skills

1. Please provide an example of where you would use G-code:

2. What solution can you use in order to convert a CAD language into G-code:

3. Please list which options are usually used to configure the units of measurement:

4. Please list which commands will circularly replicate around an axis:











5. Please explain in which case you would use the “Revolve command”:

6. Please explain which tool bar is usually used to access solid modelling commands:

7. Please explain which command(s) you may use to create a model from a sketch by sweeping it along a path:

8. Please explain basic implementation steps to prepare a 3D print file:

9. Please explain the process of implementation of a filament change:

10. Please briefly describe the process of making parts using FDM technology of 3D printing:










11. Please list at least three types of materials that you can use in additive technology (3D printing):

12. Please give a short description of an example that you have implemented during the 3D4VET implementation (testing) phase:

3. Occupational portfolio for acquired further technical qualification on using 3D printers

3.1 IntroductionIts main purpose is to prove in a written and concise format the learning outcomes achieved within the 3D4VET testing phase by learners through thorough description of the knowledge, skills and competence acquired by each learner.

The portfolio comprises of the following components:

EU Certificate 3D4VET Curriculum Evaluation results from the control tool List of learning outcomes Check list of personal qualities.

The portfolio is designed to be presented in electronic format unless another format is required.

3.2 EU CertificateEach participant who passed the 3D4VET training course successfully received this certificate.






Fig. 3 3D4VET certificate

3.3 3D4VET curriculum

The 3D4VET curriculum consist of the following 5 units:

Unit 1: Introduction to 3D modelling and 3D printing Unit 2: 3D Software Unit 3: 3D Design Unit 4: 3D Prototyping Unit 5: Optimisation

They formulate 30 hours of activities which correspond to 1 ECVET point as illustrated in the following diagram:




Fig. 3 ECVET points

Each training unit has its own structure based on ECVET structure and regulations as presented below:

Unit 1 Title: Introduction to 3D Modelling and 3D Printing

Aims and Objectives of the

unit

The VET learner knows:

General information about 3D printing

The differences between 3D Technologies

Can explain what kind of materials to use in 3D printing.

What parts a 3D printer consists of.

In which sectors 3D printing applications are used.

General information about 3D printer manufacturers and do




it yourself options

General information about prototyping

The differences between subtractive and additive

manufacturing

General information about 3D modelling applications

General information about 3D printing (G-code creation)

applications

Basic safety issues that may be encountered

How to make the product better by using post processing

General information about the future of 3D printing

General information about 3D scanners and technologies

Summary of the unit content

and table of content items

Summary :

Ch1 covers knowledge and skills for the structure and

differences of subtractive and additive manufacturing,

history of 3D printing

Ch2 covers knowledge and skills for learning objects

and models that can be manufactured with 3D printing

and 3D industry. Materials used for 3D printing and 3D

printing technologies, costing 3D printer, pros and cons

of 3D printing, components of 3D printer

Ch3 covers knowledge and skills for safety issues 3D

printing

Ch4 covers knowledge and skills for examples and

application areas of 3D printing

Ch5 covers knowledge and skills for post processing

techniques of 3D printing products.

Ch6 covers knowledge and skills for 3D modelling and

printing software

Ch7 covers knowledge and skills of 3D model software




formats compatibility.

Ch8 covers knowledge of possibilities 3D printing in the

future

Ch9 covers knowledge of general information about 3D

scanners and technologies.

Table of contents:

1-Prototyping (Subtractive and additive manufacturing)

- Brief introduction to the history of 3D printing

- What are differences between fast prototyping

machines and 3D printers?

2- Overview of 3D printing technology

- The pros and cons of 3D printing

- Comparison of 3D printing technologies

- What materials are used for 3D printing?

- Comparison of materials are used for 3D

printing

- Components of 3D printer

- 3D printer manufacturers and available

options

- How much does a 3D printer cost?

3- Safety issues for 3D printing

- Electrical

- Mechanical

- Health

- Heat Avoidance

4- Examples & Application areas of 3D printing

5- Post processing for 3D printing

6- Overview of 3D modelling and printing software

7-What file formats are used in 3D Printing?




8- Future of 3D printing

9- What is a 3D scanner?

- 3D Scanning Technologies

Training workload 1.Theoretical part (hours): 10

2.Practical Hours:2

Educational resources

required

1. PC, laptop.

2. Internet access.

3.E-mail account for registration

1.Learning pathways 1.Face to face: 2 Hours

2.E-learning: 8 Hours

3.Practical: 2 Hours

Previous knowledge required Computer literacy / ICT basic skills are required usage

Learning outcomes Knowledge:

Structure and operating logic of 3D printers,

Technologies of 3D printing,

Operating logic of prototyping machines,

Post processing for 3D printing,

Operating logic of 3D scanners and scanning technologies

Skills:

Ability to use 3D printers safety

ECVET points 0.25 points

Assessment (type) Self-assessment test, case based study

Unit 2 Title: 3D Software Solutions


unit

This unit aims to introduce 3D modelling, printing and

scanning software to participants; that is, how to get,

download and start using market-popular modelling, slicing




and scanning software. Various 3D modelling, slicing and

scanning software will be introduced, as well as the most

popular firmware for 3D printers and online resources.

At the end of this unit participants are expected to be able to

distinguish the different software, identifying the main

features of each of them, and specifically, they should be able

to download and start using the Autodesk Fusion 360 and Cura

software.



Summary:

The 3D Software Solutions unit is structured in five chapters -

Modelling Software, Slicing Software, 3D Scanning Software,

Firmware for 3D printers, and Online Resources – in order to

cover the basics of design, modelling and printing software and

resources.

Table of contents:

Chapter 1 – Modelling Software

1.1. Autodesk Fusion 360

1.1.1 Register

1.1.2 Download

1.2. Sketchup

1.3. PTC Creo

1.4. Autodesk Inventor

1.5. Tinkercad

1.6. OpenSCAD

1.7. Comparison table

Chapter 2 – Slicing Software

2.1. Cura

2.1.1 Register

2.1.2 Download




2.2. MatterSlice

2.3. Simplify3d


Chapter 3 – 3D Scan Software

3.1. Microsoft 3D Scan

3.2. 3DF Zephyr Free


Chapter 4 – Firmware for 3D printers

4.1. Marlin

4.2. Mendel

4.3. Repetier

Chapter 5 – Online Resources

5.1. Reprap

5.2. Thingiverse

5.3. Grabcad

5.4. Youmagine

Training workload 3.Theoretical part (hours): 2

4.Practical part (hours): 2

5.Assessment (hours): 1


required

1. PC, laptop.

2. Internet access.

3. E-mail account for registration.

Learning pathways Blended learning

1. Face to face: 2 Hours

2. E-learning: 3 Hours

Previous knowledge required Computer literacy / ICT basic skills are required.

Learning outcomes Learning outcomes: Overview of the most popular 3D

modelling, slicing and scan software.

Knowledge: Able to recognise and differentiate between




different software for design, scan and slice of 3D models.

Skills: Successfully download and install 3D modelling, slicing

and scan software.

Competences: Awareness of available modelling, slicing,

scanning and printer firmware solutions. Awareness of

available online resources.


Assessment (type) Final practical assessment

Unit 3 Title: Designing


unit

The VET learner knows how to:

Understand CAD terminology

Create and assemble the 3D objects

Transfer designed objects to a 3D printer



Ch1- covers general knowledge and skills about navigation

through the user interface of Autodesk Fusion 360.

Ch2 covers general knowledge and skills about how to design

mechanical parts using solid modelling tools.

Ch3 covers knowledge and skills for modelling a part in a CAD

program.

Ch4 covers knowledge and skills about mechanical assemblies

which parts and subassemblies are connected by assembly

relationships in a Fusion 360 assembly model.

Ch5 covers knowledge and skills about the process of

developing, printing, and iterating the design of a real product.

Ch6 covers knowledge and skills about product design from

idea to prototype with an example project.




Table of contents:

1) Fusion 360 Basics and the User Interface

1.1 Fusion 360 Fundamentals and Interface

1.2 Design Navigation & Display

1.3 Design Units and Origin

2) Drawing Sketches for Solid Models

2.1 Introduction to Sketching2.2 Sketch Entities2.3 Dimensioning2.4 Sketch Constraints2.5 Sample Application

3) 3D Part Modelling

3.1 Introduction to the Solid Modelling3.2 Solid Modelling Commands3.2 Pick and Place Features3.3 Feature Duplication Tools3.4 Construction Features3.5 Use materials to control the appearance of a design3.6 Sample Applications

4) Assembly Design

4.1 Introduction to the Assembly4.2 About bodies and components4.3 Define component location and relationships

5) 3D Printing Using Fusion 360

5.1 Introduction5.2 3D Modelling Rules for 3D Printing5.3 3D Printing Commands5.4 File Resolution of 3D Print5.5 Importing and Exporting STL Files

6) Example Project (Product Design from idea to prototype)

Training workload 1. Theoretical part (hours): 6

2. Practical part (hours): 6

3. Assessment (hours): 1

Educational resources 1. PC, laptop.




required 2. Internet access.


4. Autodesk Fusion360 Software

Learning pathways 1. Face to face: 1 Hours


3. Practice: 6 Hours


General Knowledge about technical drawing

Knowledge about Cartesian Coordinate system and geometry

Learning outcomes Learning outcomes – A object created in design software and

product design from idea to object

Knowledge: Object designing and modelling

Skills: Create and assemble the 3D objects

Competences: 3D software usage and transfer to 3D Printing


Assessment (type) Case based activity (sample modelling), Self-assessment test

Unit 4 Title: 3D Prototyping


unit


Create 3D printer G Code for 3D models

Transfer G Code to the 3D Printer

Prepare the 3D printer for printing

Print 3D Models with the 3D printer

Do general Maintenance of 3D printer

Troubleshoot practical errors during 3D printing



Ch1- Ch4 covers knowledge and skills for optimal g-code

preparation concerning the geometry and 3D printer technical




capabilities.

Ch5 covers knowledge for transferring created g-code to the

3D printer

Ch6, Ch7 covers knowledge and skills for preparation of the 3D

printer for successful prototyping

Ch8 covers knowledge and skills for printing 3D models and

general maintenance of the 3D printer

Ch9 & Ch10 cover maintenance of 3D printers and general

errors probably faced by end-users and their solutions.

Table of contents:

1) Slicing a model with CURA

2) Using support and drawing support

3) Optimal use of the 3D printer platform and positioning of

models (Rotate, copy, etc.)

4) Saving to file G codes, SD Card or USB Drive

5) 3D printer Calibration (platform, parallel linear shaft, etc.)

6) Setting of printing speed (how to make faster or slower, and

which is best in each circumstance)

7) 3D filament changing

-how to change a filament to a new one

-what to do when filament remains within extruder of the

machine

-when the machine is working to change filament and make

colourful objects

8) Mistakes and Solutions

-how to change the nozzle

-Calibration mistakes

-Thermal Runaway or thermistor mistakes

9) General Maintenance and repair




-Periodic overhaul

10) Obtaining a model with 3D Scanner

-Preparing object for scanning

-3D Scanning

-Preparing STL files





required

1. PC, laptop.

2. Internet access.


4. 3D technology , Cura Software, 3D Printer and filament to be

used

5. Hand tools (Screwdriver, Diagonal Cutting Pliers, Pliers etc.)

2.Learning pathways 1. Face to face: 2 Hours




General Knowledge about 3D design software and 3D Slicing

software

Knowledge about Cartesian Coordinate system and geometry

Learning outcomes Knowledge:

Knowledge of prototyping principles,

Knowledge of FDM Technology working principles,

Knowledge of Typical 3D Printers hardware and software

components

Skills:




Ability to create G –Code and send it to the printer

Ability to calibrate the 3D printer before prototyping

Ability to change the filament

Ability to Prototype 3D models using 3D printers,

Ability to control 3D printers from the LCD panel and menu

Ability to solve mechanical and electronic problems of the 3D

printer during prototyping

Ability to prototype different geometrical object 3D models

successfully

Competences:

G-code creation and usage, 3D Prototyping Successfully

3D software and 3D printers usage and maintenance


Assessment (type) Case based activity (Prototyping a sample model)

Self-assessment test

Unit 5 Title: Optimisation and quality improvement


unit


Implement optimisation and quality improvement

techniques in:

o geometric modelling

o shape topology

o structural analysis

o design of technological processes in 3D printing

o post processing

o part design and assembly

Advance knowledge of 3D modelling techniques




Adequately select material concerning 3D printing

process optimisation and quality improvement

Select properties in 3D printing technology, based on

defined optimisation requirements (time, material,

structural, and other)



Ch1-Introduction to optimisation. What is it? Theory and

application in 3D printing

Ch2-Definition of optimisation and improvement techniques

(e.g. geometry, software, and post processing), parameters, and

goals.

Ch3-Ch6-Optimisation and improvement techniques applied in

geometrical modelling, shape topology, structural analysis,

assemblies’ tolerances, post processing and 3D printing

technology and process.

Ch7-Covers application of optimisation and quality

improvement techniques defined in previous chapter on real

example(s).

Table of contents:

1. Introduction to optimisation

1.1. Theory of optimisation

1.2. Application of optimisation

2. Optimisation and quality improvement in 3D printing

2.1. Optimisation goals in 3D printing (time, material,

quality)

2.2. Optimisation techniques

2.2.1. Optimisation of shape topology and geometry

2.2.2. Optimisation of software parameters




2.2.3. Post-processing as optimisation technique

2.3. Quality improvement

2.3.1. Material quality (e.g. mechanical and physical

properties)

2.3.2. Surface quality (e.g. surface roughness)

2.3.3. Post-processing as quality improvement technique

3. Optimisation of 3D printing entities:

3.1. 3D geometrical model

3.2. Shape topology

3.3. Materials properties

3.4. 3D printing process and technology

3.5. Structural analysis

3.6. Support definition

4. Fabrication of assemblies and moving parts

4.1. Assemblies properties

4.2. Part tolerances

5. Application of optimisation and quality improvement - real

world example, applied on individual parts and assemblies

5.1. Geometry and topology optimisation concerning

structure stability and quality of finished product

5.2. Optimisation and quality improvement by software

parameters

5.3. Selection of material and it’s properties definition

5.4. Post processing of printed models and assemblies





required

1. PC, laptop.

2. Internet access.





4. 3D printer and 3D modelling software (Cura, Autodesk

Fusion 360)

3.Learning pathways 1. Face to face: 2 Hours




General Knowledge about 3D design software, materials

characteristics and 3D printing software

previous knowledge units

Learning outcomes Learning outcomes–Optimisation and quality improvement

techniques applied in 3D printing

Knowledge: Optimisation techniques applied in 3D printing. 3D

printing optimisation parameters. Quality definition and

improvement.

Skills: Geometrical modelling, materials selection, structural

topology and geometry, 3D printing process improvement.

Competences: Optimisation of 3D printing processes.


Assessment (type) Case based activity (Optimisation of a sample model)

Self-assessment test

You can find the curriculum also uploaded via: http://3D4vet.com/lms/

3.4 Evaluation results from the control toolAssessment results of the participant will be extracted from both self-assessment tests available at: http://3D4vet.com/lms/ and the above presented control tool for final validation.

As a final attestation for completion of the course the results will be gathered from the above described validation control tool.



http://3d4vet.com/lms/

http://3d4vet.com/lms/


Attestation statement by the trainer of the results achieved through the practical part of the training course should be provided as a supplement together with the checklist of personal qualities.

3.5 List of learning outcomes

The following learning outcomes are part of the vocational qualification related to EQF level 3:

Learning outcome 1 – General knowledge about 3D Modelling and 3D Printing

Knowledge:

Knowledge about the structure and operating logic of 3D printers

Knowledge about the technologies of 3D printing

Knowledge about the operating logic of prototyping machines

Knowledge about the post processing for 3D printing

Knowledge about the operating logic of 3D scanners and scanning technologies

Skills:

Ability to use 3D printers safely

Competences:

Improved digital competences

Improved awareness about the use of 3D printers

Learning outcome 2: Overview of the most popular 3D modelling, slicing and scanning

software.

Knowledge:

Knowledge to recognise and differentiate between different software for design, scan and slice

of 3D models.

Skills:

Ability to successfully download and install 3D modelling, slicing and scanning software.

Competences:

Awareness of available modelling, slicing, scanning and printer firmware solutions.

Awareness of available online resources32

This project (2016-1-TR01-KA202-034204) has been funded with support from the European Commission (Erasmus + programme). This publication reflects the views only of the author, and the Commission cannot be held responsible for

any use which may be made of the information contained therein.


Learning outcome 3 – 3D Design implementation - An object created in design software

and product design from idea to object

Knowledge:

Knowledge about object design and modelling

Skills:

Ability to create and assemble 3D objects

Competences:

Competence to use 3D software and transfer to 3D Printing

Learning outcome 4 – General knowledge about 3D Prototyping implementation

Knowledge:

Knowledge about prototyping principles

Knowledge about FDM Technology working principles

Knowledge about Typical 3D Printers hardware and software components

Skills:

Ability to create G –Code and send it to printer

Ability to calibrate 3D printer before prototyping

Ability to change filament

Ability to Prototype 3D models using 3D printers,

Ability to control 3D printer from LCD panel and menu

Ability to solve mechanical and digital problems of 3D printer during prototyping

Ability to prototype different geometrical object 3D models successfully

Competences:

Competence on G code creation and usage, 3D Prototyping Successfully

Competence on 3D software and 3D printers’ usage and maintenance

Learning outcome 5 – General knowledge about optimisation and quality improvement

techniques applied in 3D printing

Knowledge:




Knowledge about optimisation techniques applied in 3D printing.

Knowledge about 3D printing optimisation parameters.

Knowledge about the quality definition and improvement.

Skills:

Ability to implement geometrical modelling, materials selection, structural topology and

geometry, 3D printing process improvement.

Competences:

Competence to implement optimisation of 3D printing processes.

IV. Check list of personal qualities The following checklist could be used by the teachers/trainers upon learners’ beginning and completion of the 3D4VET course in order to present the learners’ progress in terms of personal qualities that could be included in their school portfolio as a supplement.

Please check those boxes that you think are relevant:

Patience – e.g. Ability to listen attentively trainers/teachers instructions and requests without interrupting him/her.

Flexibility – e.g. Ability to use different approaches in different situations by using 3D printers

Communication - e.g. Ability to interact with peers and trainers/teachers.

Helpfulness - e.g. Readiness to offer help without being insistent.

Accept as it is – e.g. Readiness to find solution rather than excuses.

Following rules, regulations and guidelines – e.g. Ability to respect the conditions and limitations.

Planning – e.g. Ability to arrange the tasks.

Problem solving – e.g. Ability to find the most suitable solution that ensure trainers/teachers’ satisfaction.




Personalised approach– e.g. Ability to recognize the individual needs and to act according to the situation.

Opened for new approaches– e.g. Ability to experiment with new attitude.

Cooperation– e.g. Readiness to work together with someone else to achieve common goal.

Team work– e.g. Ability to cooperate with other colleagues/peers.

Self-control – e.g. Ability to follow step by step process of modelling and using of 3D printers.

V. Terminology

Access to Education and Training Conditions, circumstances or requirements (e.g. qualification, education level, skills or work experience, etc.) governing admittance to and participation in education and training institutions or programmes.SOURCE: Terminology of European education and training policy- a selection of 100 key terms CEDEFOP, 2008. Luxembourg: Office for Official Publications of the European Communities.HYPERLINK: http://www.cedefop.europa.eu/EN/publications/13125.aspx

Assessment of learning outcomesDEFINITION: The process of appraising knowledge, know-how, skills and/or competences of an individual against predefined criteria (learning expectations, measurement of learning outcomes). Assessment is typically followed by validation and certification.SOURCE: Terminology of European education and training policy- a selection of 100 key terms. CEDEFOP, Luxembourg: Office for Official Publications of the EuropeanCommunities, 2008.HYPERLINK: http://www.cedefop.europa.eu/EN/publications/13125.aspx

ECTS – European Credit Transfer and Accumulation System (ECTS)DEFINITION: European Credit Transfer and Accumulation System (ECTS) is a standard for comparing the study attainment and performance of students of higher education across the European Union and other collaborating European countries. For successfully completed



http://www.cedefop.europa.eu/EN/publications/13125.aspx

http://www.cedefop.europa.eu/EN/publications/13125.aspx


studies, ECTS credits are awarded. One academic year corresponds to 60 ECTS credits that are equivalent to 1500–1800 hours of study in all countries respective of standard or qualification type and is used to facilitate transfer and progression throughout the Union.

HYPERLINK:https://ec.europa.eu/education/resources/european-credit-transfer-accumulation-system_en

ECVET – European credit system for vocational education and trainingDEFINITION: European credit system for vocational education and training is intended to facilitate the recognition of learning outcomes in accordance with national legislation, in the framework of mobility, for the purpose of achieving a qualification. It should be noted that ECVET does not imply any new entitlement for citizens to obtain the automatic recognition of either learning outcomes or points.

HYPERLINK: https://ec.europa.eu/education/policy/vocational-policy/ecvet_en

EffectivenessDEFINITION: The extent to which the intervention s objectives in the field of VET were‟ achieved, or are expected to be achieved, taking into account their relative importance. SOURCE: Adapted from Glossary of key terms in evaluation and results based management. OECD, Paris, 2010.HYPERLINK: http://www.oecd.org/dataoecd/29/21/2754804.pdf

EmployabilityDEFINITION: Employability refers to a person's capability of gaining employment. On the one hand a person's employability depends on the knowledge, skills and attitudes of this person. On the other hand labour market rules and institutions have significant impact on the ability of an individual to gain employment. Hence, a person with thesame knowledge and skills characteristics might fare very differently in different national or regional labour markets.

IndicatorDEFINITION 1: Quantitative or qualitative factor or variable that provides a simple and reliable means to measure achievement, to reflect the changes connected to an intervention in the field of VET, or to help assess the performance of a VET actor. SOURCE: Adapted from Glossary of Key Terms in Evaluation and Results Based Management OECD, Development Co-operation Directorate, Paris, 2010.HYPERLINK: http://www.oecd.org/dataoecd/29/21/2754804.pdf

Learning outcomesDEFINITION: The set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, formal, non-formal or informal.



http://www.oecd.org/dataoecd/29/21/2754804.pdf

http://www.oecd.org/dataoecd/29/21/2754804.pdf

https://ec.europa.eu/education/policy/vocational-policy/ecvet_en

https://ec.europa.eu/education/resources/european-credit-transfer-accumulation-system_en

https://ec.europa.eu/education/resources/european-credit-transfer-accumulation-system_en


SOURCE: Terminology of European education and training policy-a selection of 100 key terms.. CEDEFOP, Luxembourg: Office for Official Publications of the European Communities, 2008.HYPERLINK: HTTP://WWW.CEDEFOP.EUROPA.EU/EN/PUBLICATIONS/13125.ASPX

Quality AssuranceDEFINITION: Quality assurance is an organisation's guarantee that the product or service it offers meets the accepted quality standards. It is achieved by identifying what "quality" means in context; specifying methods by which its presence can be ensured; and specifying ways in which it can be measured to ensure conformance.SOURCE: ESS Quality Glossary 2010, Developed by Unit B1 "Quality; Classifications",Eurostat, 2010.HYPERLINK: HTTP://EPP.EUROSTAT.EC.EUROPA

Quality assurance in VETDEFINITION: Activities involving planning, implementation, evaluation, reporting, and quality improvement, implemented to ensure that education and training (content of programmes, curricula, assessment and validation of learning outcomes, etc.) meet the quality requirements expected by stakeholders.Source: Glossary: quality in education and training, CEDEFOP, Luxembourg: Publications Office of the European Union, 2011.HYPERLINK: HTTP://WWW.CEDEFOP.EUROPA.EU/EN/FILES/4096_EN.PDF

Self- assessmentDEFINITION: The self-assessment is a comprehensive, systematic and regular review of an organisation’s activities and results referenced against a model/framework, carried out by the organisation itself.SOURCE: ESS Quality Glossary 2010, Unit B1 "Quality; Classifications", Eurostat, 2010.HYPERLINK: HTTP://EPP.EUROSTAT.EC.EUROPA.EU/PORTAL/PLS/PORTAL/!PORTAL.WWPOB_PAGE.SHOW?_DOCNAME=2344300.PDF

Vocational education and training (VET)DEFINITION: Education and training which aims to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labour market.Source: adapted from European Training Foundation, 1997.SOURCE: Terminology of European education and training policy-a selection of 100 key terms. CEDEFOP, Luxembourg: Office for Official Publications of the European Communities, 2008.HYPERLINK: HTTP://WWW.CEDEFOP.EUROPA.EU/EN/PUBLICATIONS/13125.ASPX



http://WWW.CEDEFOP.EUROPA.EU/EN/PUBLICATIONS/13125.ASPX

http://EPP.EUROSTAT.EC.EUROPA.EU/PORTAL/PLS/PORTAL/!PORTAL.WWPOB_PAGE.SHOW?_DOCNAME=2344300.PDF

http://EPP.EUROSTAT.EC.EUROPA.EU/PORTAL/PLS/PORTAL/!PORTAL.WWPOB_PAGE.SHOW?_DOCNAME=2344300.PDF

http://WWW.CEDEFOP.EUROPA.EU/EN/FILES/4096_EN.PDF

http://EPP.EUROSTAT.EC.EUROPA/

http://WWW.CEDEFOP.EUROPA.EU/EN/PUBLICATIONS/13125.ASPX


VI. References

Recommendation of the European Parliament and of the Council of 23 April 2008 onthe establishment of the European Qualifications Framework for lifelong learninghttp://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:EN:PDF

Recommendation of the European Parliament and of the Council of 18 June 2009 onthe establishment of a European Credit System for Vocational Education and Training(ECVET)http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0011:0018:EN:PDF

Recommendation of the European Parliament and of the Council of 18 June 2009 onthe Establishment of a European Quality Assurance Reference Framework forVocational Education and Traininghttp://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0001:0010:EN:PDF

Evaluating EU activities: a practical guide for the Commission services. Luxembourg:Office for Official Publications of the European Communities, 2004



http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0001:0010:EN:PDF

