Digital design and fabrication to create personalized...
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Digital design and fabrication to create personalized pedagogic tools
A first exploration
International Conference on Lifelong Learning (ICLL) Tsinghua University, Beijing, May 21, 2017
Daniel K. SchneiderTECFA, Faculty of Psychology and Educational Sciences
University of Genevahttp://tecfa.unige.ch/DKS
http://edutechwiki.unige.ch/
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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1. Context and objectives
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Digital design and fabrication
3D printing
Laser cutting
Computerizedembroidery
……..
To createpedagogic
objects(teachermade)
To create designs (student made)
and learnthrough it
Today
Not today
Vinly cutting
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Some theoretical foundations for learning
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1. Learning by manipulating and constructing
Fröbel, 1782-1852• “Gifts” to experiment
Pestalozzi, 1746-1827• Learner autonomy and responsibility• “head, hand and heart”
Papert, 1928-2016• Mindstorms (1980)• LOGO (1967)
The construction kit stimulates learning through manipulation. It:• Invites using it.• Is intuitive,• adaptable / flexible,• robust.• Create larger objects
from small ones
Key idea: Promote learning
through hands-on interaction
Piaget• Constructivism
Locke, 1632-1704• Sensory experience
Rousseau, 1712-1788• Romanticism
Montessori, 1870-1952• “Materials”
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2. Activity-based learning
Leontief, 1903-1979• Activity theory (USSR)
Activity theory (Scandinavia)• Expansive learning
(Engeström, 1987)
Vygotski, 1896-1934• Socio-constructivism• Zone of proximal development Learning happens through activities, i.e.
reflection of social knowledgeActivities are:• hierarchical: activity (needs, motivation),
action (goal), operation (task);• focused on objects carrying culture;• mediated by tools carrying culture;• continuously developed/adapted.
Nardi, 1995 (use in HCI)
Key idea: Learning takes
place in a social, cultural and
material contextKarl Marx, 1818-1883 Pavlov, 1849-1936
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3. Hands-on, “real-world” projects
Freinet, 1896-1966• Learner-centered inquiry-based learning• Collaborative work, creating products
Real-world experience(printing press, field trips, ….)
• Responsibility of the child (participation)
Dewey, 1859-1952• Structured learning through experience
(hands-on, real world projects)• Guided learner-centered pedagogy• Connecting subject matters to prior
knowledge and experience
Fröbel Herbart (1776-1841
Freire, 1921-1997• Balance of action and reflection• Dialogue, creating autonomy
Key idea: Learning through interaction with
the “real world”, doing projects with some learner autonomy.
Kilpatrick, 1871-1965
• Project-based learning• “hands-on”• Connect with real world
• Teacher as guide
• Respect of autonomy
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How can we support active learning with manipulatives
?
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1. Educational “manipulatives”1. A basic set of elements and operations,2. that can be combined (like words and sentences in a language).3. Ready for exploration.
Manipulatives/expressive media favor learning: • by manipulation and discovery and/or• by providing structure to activities
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Passive vs. digitalized objectsPhysical kits,(Fröbel gifts, Lego, puzzles)
Augmented kits with electronics(Lego-Mindstorms, Cricket, ..)
Micro-worlds, (Logo, Scratch, )
Simulations and serious games.
Ease of production
☺☺☺ ● ● ●
Ease of use ☺☺☺ ☺☺ ☺ ☺☺
Reliability ☺☺☺ ☺☺ ☺☺ ☺☺
Cost ☺☺☺ ● ☺ ☺
Focus on essential
☺☺☺ ☺ ☺ ☺
Monitoring in classroom
☺☺☺ ☺☺ ☺ ☺
….. ● ☺☺☺ ☺☺☺ ☺☺☺
Passive objects cannot do everything, but there is a good range of application for them
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Example projects by our students
STIC IV - fall semester 2015https://edutechwiki.unige.ch/fr/stic4-2015
STIC III – fall semester 2016https://edutechwiki.unige.ch/fr/stic3-2016
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From two classes
STIC III (2016):1. Tools for
group work2. 2D drawing /
laser cutting3. Production of
a virtual book4. Demo event
STIC IV (2015):1. 3D programming
/ printing2. Constructive kits3. Creation of
commonresources
4. Hackfest & demoevent
Learning goals:1. Design tools2. Learn some technology3. Share/ collaborate
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Learn programming principles
instructions
https://edutechwiki.unige.ch/fr/STIC:STIC_III_(2016)/Programming_Boty
Programming supports
map
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Learn chinese words
https://edutechwiki.unige.ch/fr/STIC:STIC_III_(2016)/H%C3%A0nz%27up
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Alternative communication with children that have cognitive trouble
https://edutechwiki.unige.ch/fr/STIC:STIC_IV_(2015)/Pictos3D
list of words
sentence
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Learn about map topology
https://edutechwiki.unige.ch/fr/STIC:STIC_III_(2016)/Topo-kit
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Learn the latin alphabet
https://edutechwiki.unige.ch/fr/STIC:STIC_III_(2016)/Les_lettres_de_l%27alphabet
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Visualize terrain from GIS data& teach risks
https://edutechwiki.unige.ch/en/3D_printing_of_digital_elevation_models
Isola di VulcanoItaly
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Large molecules and small drugs
https://edutechwiki.unige.ch/fr/STIC:STIC_IV_(2015)/COX_et_ses_drugs
Cox proteine
Drugs that fit
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Nutrition education -food pyramid
https://edutechwiki.unige.ch/fr/STIC:STIC_IV_(2015)/Pyramide_alimentaire_constructible
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Sales person training
https://edutechwiki.unige.ch/fr/STIC:STIC_IV_(2015)/Le_Jeu_DD
Assemble a global phone/cable TV offer
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Some results
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Observations:• 2D (laser cutting) is easier than 3D printing. But both need
some training• Most of the objects created by the participants fall into three
categories: innovative projects with good potential for use, ‘safe’ objects (puzzles, models and matching pairs) and non-pedagogic games.
Working hypothesis: • digital manufacturing makes it possible to create objects that
are useful, useful and usable by others. • the design of physical tools has led the participants to think
otherwise of an educational activity.• digital design and manufacturing has the potential to help
transforming pedagogies in a range of areasSlogan:Constructivism for teachers !
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Further readingZuckerman, Oren (2006), Historical Overview and Classification of Traditional and Digital Learning Objects MIT Media Laboratory,https://llk.media.mit.edu/courses/readings/classification-learning-objects.pdf
Mitchel Resnick et al. (1998) Digital Manipulatives: New Toys to Think With. http://web.media.mit.edu/~mres/papers/chi-98/digital-manip.html
Michael Knoll (1997). The Project Method: Its Vocational Education Origin and International Development, The Journal of Industrial Teacher Education, 34. http://scholar.lib.vt.edu/ejournals/JITE/v34n3/Knoll.html
Blikstein, P., S. Libow Martinez & H. Allen Pang (eds). Meaningful Making: Projects and Inspirations for Fab Labs + Makerspaces, Constructing Modern Knowledge Press, (2016).http://fablearn.stanford.edu/fellows/page/meaningful-making-book
http://edutechwiki.unige.ch/en/
https://edutechwiki.unige.ch/fr/stic3-2016 (in french)https://edutechwiki.unige.ch/fr/stic4-2015 (in french)
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Your turn !You design
and/or • a discussion on how we can teach design &
fabrication to educators, • technology used, costs, difficulties, etc.
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Recall ?Any experience with passive tangibles (as teacher or from childhood memories) ?
1. …2. ….3. ….
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Let’s design (1)
• Design a constructive kits that supports learning some basic facts, concepts, skills, procedures (avoid facts if you can …)
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Let’s design (2)
• Image a kind of workshop, seminar, team meeting, etc. that should lead to productive outcomes.
• Image roles that you could distribute to participants so that they listen and engage actively.
• Image a physical tool to help you with that
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Let’s design (3)
• Image a planning situation (e.g. PHD thesis, family activity, keeping your body in shape, plan a course, homework for your child, …)
• Image tools that will visualize both planning and current state.
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Technology:
3D printing• Cheap hardware• Free software
Embroidery:• Rather cheap hardware• Very expensive software
Laser cutting:• Very expensive hardware• Free or cheap software
Vinyl cutting• Very cheap hardware• Rather cheap software