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.
1. Context and objectives
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
Some theoretical foundations for learning
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”
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
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
How can we support active learning with manipulatives
?
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
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
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
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
Learn programming principles
instructions
https://edutechwiki.unige.ch/fr/STIC:STIC_III_(2016)/Programming_Boty
Programming supports
map
Learn chinese words
https://edutechwiki.unige.ch/fr/STIC:STIC_III_(2016)/H%C3%A0nz%27up
Alternative communication with children that have cognitive trouble
https://edutechwiki.unige.ch/fr/STIC:STIC_IV_(2015)/Pictos3D
list of words
sentence
Learn about map topology
https://edutechwiki.unige.ch/fr/STIC:STIC_III_(2016)/Topo-kit
Learn the latin alphabet
https://edutechwiki.unige.ch/fr/STIC:STIC_III_(2016)/Les_lettres_de_l%27alphabet
Visualize terrain from GIS data& teach risks
https://edutechwiki.unige.ch/en/3D_printing_of_digital_elevation_models
Isola di VulcanoItaly
Large molecules and small drugs
https://edutechwiki.unige.ch/fr/STIC:STIC_IV_(2015)/COX_et_ses_drugs
Cox proteine
Drugs that fit
Nutrition education -food pyramid
https://edutechwiki.unige.ch/fr/STIC:STIC_IV_(2015)/Pyramide_alimentaire_constructible
Sales person training
https://edutechwiki.unige.ch/fr/STIC:STIC_IV_(2015)/Le_Jeu_DD
Assemble a global phone/cable TV offer
Some results
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 !
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)
Your turn !You design
and/or • a discussion on how we can teach design &
fabrication to educators, • technology used, costs, difficulties, etc.
Recall ?Any experience with passive tangibles (as teacher or from childhood memories) ?
1. …2. ….3. ….
Let’s design (1)
• Design a constructive kits that supports learning some basic facts, concepts, skills, procedures (avoid facts if you can …)
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
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.
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