Merry 3D Christmas!

With Christmas just hours away, I wanted to share our most recent 3D design experiment. At the start of December, the students thought it would be a good idea to stretch our thinking and engage in one last big idea before the end of 2015. 

After some discussion, we decided that we would create our own Christmas ornament - an fun artifact to celebrate Christmas and a great way to end 2015. It was also noted that this artifact would be one that we would revisit year after year - each time we put up and decorated our Christmas trees.

Our learning has provided us with some insight on best practices when it comes to designing and printing objects. Students engaged in discussion about the shapes we might consider, designing it 'big' and then shrinking it to a reasonable size when it's time to print, and they also talked about marking the date on it and whether to include the date by excluding it (cutting holes) vs including it (making it stand out) in the design. 

Ultimately, whatever was to be created in the end had to be easily 'mass' produced so that each student could have one to put in their tree. 

After designing a couple of options, one of the students discovered a tree shape that was available to us in Tinkercad.  The class agreed to go with the tree shape in the app. This saved us a lot of time because all that was left to do was deal with the date and dimensions of the ornament.

Once we made a final decision, it was time to print! Our first version had an issue with the hole at the top of the tree that would hold a ribbon or metal hook that would allow it to hang on the tree. We took a bit of time to move the hole and make it a bit smaller. Here is what our final version looked like:

The ornament is not very thick, but thick enough to make it sturdy and can be printed in about 30 minutes.

We really enjoyed working on this activity. The students thought like designers and considered their knowledge/experience with the software and hardware. They used their understanding of measurement and mapping skills to make final decisions about length, height, thickness, etc. 

I'm so proud of how far they have come and look forward to what they do in the new year.

Wishing you a Merry 3D Christmas and a happy New Year!

Mathematics and our 3D Artifacts

In Mathematics the students are adding and subtracting 3 and 4 digit numbers. They are engaged in a variety opportunities to gain knowledge, problem solve, apply their skills, and communicate their understanding, or lack thereof. They are talking, drawing, and using manipulatives as they work through problems. Sometimes they work with others and sometimes they work on their own. As I move around the room I listen to what the kids are saying, watch them work, and ask them questions about their ideas and the processes they are following to solve problems/complete a task. They seemed to be on the right track so I decided to add another layer to their learning.

I put the students into groups and explained that they would need choose a 4 digit number, create a representation of it using Tinkercad (3D software), print it, and then present it to the class. Based on my observations and discussions with the students, this seemed like the perfect time and task to integrate the 3D technology in a way that would allow them to use a design mindset to apply their knowledge and skills to create physical artifacts of their learning - to bring their thoughts and ideas to life. This task would also allow them to be collaborative and creative in order to complete the assignment.

I created the groups strategically. Each group had the following:

• a natural/compassionate leader
• someone skilled at using Tincercad
• a student unsure of what to do
• confident/competent student with the "Math"

I also let the students know that I would be moving people around if I felt that they had been placed in a group that wasn't working for them. There was a bit of grumbling, but once they got started things seemed to be going smoothly. Once or two group changes were made (personality conflicts) and then things were really underway. Each group had a Chromebook to access Tincercad and as usual they were free to work anywhere they wanted to within the classroom. 

While the students were working I was moving from group to group - listening to them and watching them go through the process of expressing their ideas (discussion, 2D drawings), representing them (using the software to take 2D drawings into 3D drawings), and then creating them (3D printing their representations). I was also listening for references to what they were learning in our current unit of study, past unit, and future units. From my perspective, I got to see and hear the four areas of achievement in such a natural way. The students were providing me with great data about what they know and what they can do as they engaged in this activity. 

The students were given two "Math" periods to collaborate and create and then we printed their work. 

Here are some photos of them working through the process:

Here are some screen shots of their work in Tinkercad:

Here are some photos of their 3D printed representations:

When the time came to present their work, the students were very excited to share what they had done. They talked about what worked, what didn't work, and how they dealt with design problems. They talked about their experience using Tinkercad and about new ideas that have come from this experience. EVERYONE in the group spoke and had something to offer. They even made sure to let me know who they might want to work with next time and who would like to lead :)

This was their first time they went through the entire design mindset process - from beginning to end. They have a lot of experience using the Chromebook and a significant amount using Tinkercad but this was the first time they printed their work. Having printed their work and actually held a product of their thinking in their hands, they now have some insight into how the printer puts together their design and what they might do differently now that they know how the printer does its job. 

This experience has provided my students and I with a new and exciting layer to our learning journey. We could feel a shift, an evolution, as we worked through the task that was given to them. They have a taste of the amplification that this type of thinking and technology can provide their thoughts and ideas. We are looking forward to what comes next and I can't wait until the next time I share our experiences with you.

I would love to hear about your thoughts and ideas about our experience. Please feel free to leave a comment below, and/or connect with me on Twitter or Google +.

No Matter How Small

I learned something "small" yesterday. It isn't mind blowing or earth shattering, but for my students and I it is an inch of learning that has opened up a highway for us. My students spent some time learning to use Tikercad, a simple, online 3D design and 3d printing tool for anyone and everyone. We got to the point where they wanted to start printing some of their creations but without an input device attached to our 3D printer we had to figure out how to get Tinkercad designs to print on our MakerBot printer. 

A couple of emails and some time to play with the MakerBot software on my home computer and voila - success! I learned how to convert common 3D files into ones that MakerBot recognizes. That afternoon I returned to the classroom and shared my learning with the students. 

I provided them with every detail of the process I went through to solve the problem that we faced. I wanted them to see that the obstacle placed in front of us could be overcome with some time and energy. I wanted them to hear (and they have heard me talk about it) that we could work through this and that our journey this year would involve many obstacles - and that the obstacles we work through will lead to a feeling of success and satisfaction. 

After all my blabbing, they wanted to know what file I converted in order to print via our USB flash drive. Here it is:

  

It's a bobble head Creeper - a Minecraft character! How could I not oblige my students, they have a love and fascination for Minecraft!! There are three parts to it and it took a couple of hours to print it out. 

Stay tuned for more good learning and some artifacts of our journey!

Establishing a Design Mindset

In Science we are studying Rocks and Minerals. We have been having a lot of fun learning about a topic that all of us thought was going to be a bit dry. With the help of Google Drawings and Tinkercad we have been having a lot of fun!

We have been using Tinkercad often in order to learn how to effectively use the software. It's safe to say that the students have been thinking about how to integrate it into our learning as much as I have. Well, they came up with a great idea when we were talking about the properties of minerals. The students and I thought it would be a lot of fun to "create" our own minerals. Using the anchor chart on how to identify minerals, the students put their learning into practice by applying what they learned to create their own minerals.

As they considered properties such as lustre and hardness, they started imagining what their mineral would look like. They started using Tinkercad to create a 3D design of their mineral. They worked hard and put the software to good use but it wasn't enough to satisfy them. They seemed to want to do more than just design a rock/mineral.

This is where I suggested we take a step back - leave the 3D software for a bit - and use Google Drawings to create  a design and be able to add text and share their work with me and their classmates. The students welcomed this opportunity and their effort and interest stayed the same.

Here are some examples of what they created:

As the students worked on their task I observed them collaborate, create, and share their ideas, issues, and successes. With many of the invented minerals complete, the students are talking about their designs and how they can apply what they did in Drawings to the 3D software. 

They are establishing a design mindset as they work on taking their ideas and bringing them to life. Having experienced the amazing things students can do when given time to experiment and follow their interests I am making more of an effort to step back and enjoy the ride more rather than focus on our destination.

The Start of our 3D Journey

Our 3D printer arrived shortly before the start of school. It felt like Christmas as I unboxed it and set it up. For the first few days of school the students and I would walk over to it and examine it. It was a period of investigation and wonder. We had a lot of questions (and we still do) and wanted to turn it on but we knew that we needed a good chunk of time to do this. With the hustle and bustle of start up, there were other more pressing matters to take care of first.

The time finally came at the end of the week. We powered up the printer and started our journey - to harness this amazing technology to assist us with our learning and achievement. As we followed the set up prompts we gained knowledge about the inner workings of the printer. We installed the plastic filament, extruder, and leveled the printing table. The time finally came for us to actually get the printer to create something. We learned that the printer had a few designs already loaded so we embarked on some test prints.

The first print we decided on was a nut and bolt. We wondered what it would look like and how the printer would produce such objects. We started the print and then went back to business in the classroom. Every now and then someone would go over to the printer, take a look, and report back. Near the end of the print job there were some issues. For one reason or another, the plastic would jam and I needed to remove the plastic from the extruder and then re-insert it. This happened several times during the day, which surprised me. Although I had read that this sort of thing happened, I didn't expect it to occur so quickly with a brand new (and expensive) machine.

Our first print completed! A nut and bolt:

As a group we decided to keep things going and decided to print a chain link:

Between recesses and lunch we had some time left in the day and the students decided to print a flexible bracelet:

You should have seen how interested the students were before we set up and turned the printer on. Now that they have seen the capability of the printer, they are very excited about the possibilities. Some next steps involve me learning more about the workings of this machine and introducing the students to design software so they can become familiar with that realm of 3D technology.

With such an eager group of students it is only a matter of time before they truly take advantage of the tools we have available to us in the classroom.

Endless Possibilities: 3D Printing Technology

One of the things I have been working on this summer involves reading about and connecting with people who have experience using 3D printing technology in schools. *My students and I will be on a wonderful journey this year to harness the power of 3D printing in the classroom to bring our ideas to life. My hope is that we will evolve as learners in a way that will allow us to transition our thoughts/ideas in a way that will facilitate the design and creation of tangible products that represent/demonstrate our learning.

The photo above is the printer that we are going to be working with in the classroom. Photo from makerbot.com

This is all new to me and that is why I am taking the time to educate myself as much as I can before I get my hands on the technology. Today I was part of a webinar put on by MakerBot, the company of the printer that we will have in our classroom.

The webinar "MakerBot in the Classroom", provided me with an opportunity to hear about the ways that the technology has been used in classrooms and provided 'grist for the mill' as I reflect on how it would be used in my classroom. The webinar started with some basics, including visuals, which is very important to me. I learn best when I can see examples of what a presenter is talking about.

The presenters talked about a 3D 'kit' which is essentially 3D printed items to be used as examples. I really liked this portion of the webinar because they had examples of designs that didn't quite print as expected due to extraneous factors. This piqued my interest because of the learning component. You design something but it doesn't print as perfectly as expected. Look it over and see where things didn't work out and then think about and create a solution - great iteration model - which is something I try and build into the culture of my classroom.

Information about different design software was also presented and examples of what software would work best in terms of meeting curriculum needs (e.g. art vs math). These are things I haven't even thought of so it was great to be exposed to it.

Overall, this was a great way to sink my teeth into the world of 3D printing with respect to the actual printer I will have in our classroom. I'm already looking forward to the reflection I will engage in after this blog post in order to formulate some questions to assist with my understanding.

__________________________________________________________________________

* This project is being funded by the Ontario Ministry of Education - Teacher Learning and Leadership Program (TLLP).

Evolutionizing the Classroom: Bringing 21st Century Learning to Life with the use of 3Dimensional Technology

Picture this: I'm sitting with a friend in a coffee shop and I tell him that I have a great idea - I want to get a 3D printer so that my students can bring their ideas and curriculum concepts to life. He looked at me funny, and then told me I was crazy! How would this work? Who would teach me to use the technology? How would the kids build capacity around this? How would I get my hands on the technology? He seemed worried  and had a lot of valid questions. Strangely enough, I was not phased by them.

Photo from Extreme Tech

Let me provide some context to my crazy idea. The use of GAFE and Chromebooks with my students last year transformed my practice and their learning. The students and I became more creative as the year went on and we were taking risks with our thinking/ideas. My students had gotten to the point where they were ready to start taking their thoughts/ideas to another level. The 21st Century learning that was going on had led them to a point where they were ready to "take action" - they wanted to start building and "making" things that would act as tangibles of their learning - artifacts that they could hold and talk about as they explained their thinking about their learning.

Photo from the Kitchener Post

My crazy idea didn't pop into my head until the summer months when I deeply reflected on the teaching and learning that happened throughout the year. That is when it came to me! Why not use a 3D printer to assist us in our "making"? It seemed like the perfect next step. My students would have been up to the challenge. They would have embraced the idea because they were hungry for more as they moved from engagement to empowerment with respect to their learning. Unfortunately, the year was over and they were no longer my students. Fortunately, I was able to take the time to put together a coherent plan of action so that other students would be able to benefit from my crazy idea.

I spoke to my Principal about it and he supported my Teacher Learning and Leadership Program (TLLP) application to try and receive funding for release time and technology to bring the idea to life. The application was successful and now I have the privilege of bringing this opportunity/experience to my students next year with the hope that it will encourage them to take their learning to a higher level.

Photo from OTF

In my project application I wrote that integrating technology in the classroom enables teachers to differentiate instruction and meet the multiple intelligences of their students. In my classroom, the use of blended learning models and GAFE (cloud based software) is used to facilitate and improve critical thinking, creativity, and collaboration among my learners. As students establish a growth mindset they are evolving into rich thinkers by producing creative solutions to problems.

I believe that this project will take my students who are being taught to explore, create, and reflect to a higher next level by combining the 21st Century skills they are acquiring with opportunity to bring their thinking/learning to life. By harnessing the power of 3Dimensional technology it is my hope that my students will:

• transform their thinking/ideas to make them a reality by creating prototypes and tangible artifacts to demonstrate their understandings, and 
• become transformational thinkers by establishing a 'design mindset' whereby they transform their ideas into concrete material.  

I want my students to expand their ideas from the virtual world to the real world, moving ideas to action or product.

I am looking forward to this experience and can't wait to share our learning with you!