terça-feira, 5 de junho de 2018

From Pixel to Plastic

From Pixel to Plastic: Using Europeana as a resource for 3D printing projects

Name of author: Artur Coelho

Relevant Trends: Addictive manufacturing with 3D printing and 3D modelling; digital creation tools; Problem Based Learning.

Learning Objectives, Skills and competencies: 
Learning and Innovation Skills: Creativity and Innovation, Critical Thinking and Problem Solving, Communication, Collaboration.
Information, Media and Technology Skills: Information Literacy, Media Literacy, ICT Literacy.
Life and Career Skills: Initiative & Self Direction.

Learner’s Role:      
Free and directed content search using the Europeana library;
Project management: setting goals and a work plan;
Computational thinking: decomposition (breaking complex shapes into modular parts);
3D creation using accessible modelling tools (Tinkercad, Sketchup Make/Free, 3DC.io);
Text processing: creating project reports;
Collaboration within small groups;
3D printing: preparing a model for printing, delevoping user strategies for good results using addictive manufacturing technologies.

Tools and Resources:

Search phase: Web browser
Information processing phase: e-mail, word processing software
Creation phase: 3D modelling apps (Tinkercad, 3DC.io or Sketchup Make/Free);
Presentation phase: for 3D printing, Netfabb (STL validation tool), Cura or BEESOFT (slicer softwares for 3D printing) and a 3D printer. For virtual presentation, CoSpaces or Sketchfab.
Final report: word processor.

Learning space: Classroom (preferably, an ICT class, but using mobile devices, this project is achievable using classrooms without computers); maker space.

Future Classroom Scenario Narrative:

This scenario uses Europeana as a resource for 3D printing projects. It's primary goal is challenging students to create 3D modelling projects using images found on Europeana, which can be 3D printed if the school has 3D printers in the classroom or in a makerspace. Themes are open ended, but we recommend architectural heritage. A secondary goal of this scenario is enabling students to use multimedia to go beyond usual information processing strategies, centred in using word processing, presentations or web apps that gather text and image (such as Padlet), using 3D modelling and printing to present information.

This type of scenario can use a lot of information repositories, from simple google search to museums, space agencies or cultural institutions. Using Europeana has the added value of enabling students to learn about our common european heritage.


- Free search activity on the Europeana website, to learn how to use to its interface;
- Establishing a common theme (architectural heritage preferable) in classroom discussion or interdisciplinary project;
- Self-organizing in small groups (2/3 pupils per group);
- Directed search about the chosen theme, choosing one artefact per pupil/small group (picture, 3d model);
- Information processing, correctly identifying URL, authors, dataset origin and intellectual property status, in a document to be shared with the teacher;
- Recreating chosen artefact using 3D modelling (3D drawing), using Tinkercad (primitive modelling) or Sketchup (surface subdivision). If an adequate number of computers is unavailable, 3D modelling can be done using 3DC.io on tablets or smartphones;
- Sharing the recreated artefact, printing the resulting 3D model if possible (using the classroom 3D printer or a makerspace), or using virtual sharing platforms such as CoSpaces Edu or Sketchfab;
- Creating a report containing information about the chosen artefact, chosen technology and workflow (the actual process of gathering information and 3D modelling technique);
- Assessment: digital (and physible) artefacts created by students (criteria ranging from quality to 3D modelling complexity); group reports containing searched information and workflow descriptions.

Learning Activities: https://v.gd/eGrMIl

This Future Classroom Scenario has been developed as part of the Europeana DSI-3 project.

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