The Gothic and Romanesque, in plastic (LS-PT-119)

E, para começar bem o novo ano letivo, algo criado no ano passado. O cenário The Gothic and Romanesque, in plastic (LS-PT-119), desenvolvido no âmbito do projeto Europeana DSI-IV, já está publicado no blog Teach with Europeana. Um projeto que une o património cultural europeu à impressão 3D.

Projetos Finais de TIC: Europeana SOI

This year, we challenged two groups of students to participate in Europeana DSI-IV related activities. Classes 7.º A and 7º B were tasked with creating 3D projects, some of them 3d printed, using Europeana resources as visual references. This project was developed in ICT and History class, in interdisciplinary mode. In History, students learnt about the gothic and romanic periods in European history. That acquired knowledge was translated to physical objects in ICT class, where students learned 3D modeling techniques. Using Europeana resources complemented the project with a deeper knowledge of European heritage.

After learning about the gothic and romanic periods in History class, the next challenge was to discover Europeana. This happened in two stages. First, get to know Europeana and its resources, leraning how to use the internal search engine to search for references pertaining to topics. Second, students were tasked with searching for visual references to create 3d projects.

For this task, students were divided in groups and issued guidelines. Items searched and chosen had to be relevant to the project (specifically, romanic or gothic architectural or decorative elements); if possible, find more than one image of the same chosen object (in this, Europeana is not very helpful); choose elements adequate to modeling skills. After choosing visual references, students sent to the teacher an email with information about the chosen model. In the email, they had to attach a copy of chosen images, and write a text with information about the title, type of resource, original archive, copyright status and Europeana URL. This could also be done using a document template, but ICT class in Portugal has a very limited yearly time. Email allowed us to gain time during the search phase to have more time for the modelling phase.

Here's a 3D printed model created from an Europeana reference...

and the 3D model created by our pupils.

The next phase was 3D modelling chosen projects. Each group worked with their preferred 3D modellig tool. They could choose to use Tinkercad, a primitive-base modeller, or Sketchup, a surface subdivision tool. This is the longest part of the project. We dedicated 3 to 4 classes for this phase, in order for our students to have the time to take their project as far as they could. Still, this was also the most problematic phase, for two reasons.

The first, running the risk of repetition, is time. ICT class in Portugal can be organized in weekly 50 minute slots on a semester, or yearly 50 minute fortnightly slots. Our school is organized yearly, wich meant that classes are bi-weekly. Each month has two ICT classes. This makes it a bit difficult to manage projects. Also, a very low number of classes means that students don't have much time to focus on their projects, and create complex 3D models.

The second problem is with Europeana itself. Its a great resource, but not very suitable for our specific project. In order to recreate objects in 3D, students have to have a good grasp of the shapes to model. They need several visual references, from different viewpoints, from the same object. Europeana is not optimized for this. Its visual archives stem directly from their sources, and in case of photographs, generally each one is about a specific object or theme. Something that makes complete sense for activities related to History or social sciences, but not in our case, where Europeana is used as a referential image database for 3D models. Still, this kind of 3D projects focus on heritage as means to learn more about specific subjects using ICT tools. In spite of its drawbacks (for us), Europeana gives us an amazing ability in this kind of projects: make students aware of our common european heritage. This is why we like to use Europeana, and not a common online search.

This activity was organized on The Romanic, in Plastic Europeana learning scenario. There, we detail learning goals, key competences, specific Europeana resources and structure of the activity.

Here are some images of 3D models and printed projects.

EuropeanaMOOCPT

De que forma podes melhorar as tuas competências digitais e colaborativas enquanto aprendes a utilizar bases de dados digitais do património cultural da Europeana.eu?

Como criar cenários de aprendizagem com recursos digitais culturais?

É fácil: basta registar e participar no #EuropeanaMOOCPT aqui: https://www.europeanschoolnetacademy.eu/web/europeana-pt

Não percas esta oportunidade.

From coding projects to 3D Modelling

One of the most interesting new activities designed has been From Pixel to Plastic: Using Europeana as a resource for 3D printing projects, produced by Prof. Artur Coelho, Coordenador PTE - Agrupamento de Escolas Venda do Pinheiro in Portugal. His scenario aims to use Europeana as a resource for 3D printing projects. The primary goal is challenging students to create 3D modelling projects using images found on Europeana, which can be either 3D printed (if the school has the device) or produced in a makerspace.

Foi uma das boas notícias com que iniciámos este novo ano TIC em 3D, o destaque dado à forma como participámos no Europeana DSI-III, aproveitando os recursos da biblioteca digital europeia para projetos de modelação 3D. Texto completo aqui: From coding projects to 3D Modelling: enriched pedagogical material and recommendations from the User Group.

Scientix: From Pixel to Plastic

Mais uma boa surpresa, hoje. A organização do Europeana DSI-3 partilhou a abordagem que fizemos aos conteúdos Europeana no blog da Scientix, a rede europeia de professores ligados às ciências: From Pixel to Plastic: Using Europeana as a resource for 3D printing projects.

Projetos Finais de TIC (Turma F - 2º Semestre)

Para os alunos desta turma, o desafio começou com um teste ao cenário Art and Astronomy through the Ages, um dos cenários de aprendizagem disponíveis no âmbito do projeto Europeana DSI-3. Após o teste ao cenário, verificamos que não nos dava resultados que permitissem aos alunos criar em 3D. Optou-se, para que executassem os seus projetos finais, em deixar os grupos de trabalho pesquisar com tema livre. Após a fase de modelação 3D, cada grupo elaborou um pequeno relatório onde indicou o recurso utilizado e processos de trabalho. A única regra era o utilizar o Europeana como recurso de pesquisa. Organizamos a estrutura deste projeto no plano From Pixel to Plastic. O nosso objetivo era cruzar o Europeana como repositório de recursos e a modelação 3D, com potencial finalização em impressão 3D. Os melhores modelos 3D deste projeto foram organizados na coleção Sketchfab Europeana.

For the students in this class, the challenge began with a test of the Art and Astronomy through the Ages scenario, one of the learning scenarios available under the Europeana DSI-3 project. After testing the scenario, we found that it did not give us results that would allow students to create in 3D. In order for them to execute their final projects, we decided to let the groups search freely. The only rule was to use Europeana as a research resource. After the 3D modelling phase, students wrote a short report identifying the chosen resource and detailing their workflow. We organized the structure of this project in the From Pixel to Plastic plan. Our goal was to cross Europeana as a resource repository and 3D modeling, with potential completion in 3D printing. The best 3D models were grouped as a Sketchfab Collection: Europeana.

Telescópio
by aevp
on Sketchfab

Telescópio. Referência original no Europeana: Telescopio refractor.

Lanterna
by aevp
on Sketchfab

Farol de Locomotiva. Referência original no Europeana: Farol de Locomotiva: "858".

Binóculos
by aevp
on Sketchfab

Binóculos. Referência original Europeana: Fernglas von Gustav Gramm.

Troféu Eurovisão
by aevp
on Sketchfab

Troféu Eurovisão. Referência original Europeana: Eurovision Song Contest 2015.

Telescope
by aevp
on Sketchfab

Telescópio. Referência original no Europeana: Telescopio | Dollond John.

Sistema solar
by aevp
on Sketchfab

Sistema Solar. Referência original Europeana: Systèmes Planétaires : [carte] | Lapié, Pierre, 1779-1850.

ESA Integral
by aevp
on Sketchfab

Satélite Integral (ESA). Referência original Europeana: Maqueta módulo orbital E.S.A. Integral.

Telescópio
by aevp
on Sketchfab

Telescópio. Referência original Europeana: telescopio | La Filotecnica Salmoiraghi.

Telescópio
by aevp
on Sketchfab

Telescópio. Referência original Europeana: Telescopio | Selva.

Azulejo. Referência original Europeana: Painel de azulejos de padrão.

Igreja Ordem do Carmo. Referência original Europeana: Klosterkirche.

Barco.

Iluminura. Referência original Europeana: Moon from BL Harley 4940, f. 37.

E, para terminar, um projeto livre, para dar oportunidade a um daqueles alunos de boas capacidades mas com dificuldades em organizar-se num projeto de pesquisa.

Europeana Learning Diary VI

The final mission patch.

So, the end is near. To create my classroom scenario, I've tried to reflect on how to use Europeana as a visual resource for 3D printing projects. Specifically, as a repository of visual information for students to mine, in order to create their own 3D models using common 3D modelling software. I assume the scenario will be published together with the other plans from this course, but it can be read here: From Pixel to Plastic. I'm actually doing this in one of my classes, in a few days I'll have some very cool results to share.

Loved the peer reviews:

I find your project very interesting, well articulated. The resources you propose are very usable. You have very clear the topic you want to deal with. Congratulations on a job well done.

Waw, Your lesson is very interesting, complex, with many practical applications. I can appreciate that it is well done and is well proportioned, the moments of the lesson being carefully distributed. 

Loved your work/scenario. Innovation skills are really in focus in your work! Excellent learning design. Nothing to add.

And don't worry, you don't actually need 3D printers to use my lesson plan. The important factor is enabling pupils to learn how to create using 3D. For me, creating in 3D is a valuable information processing strategy, where the student needs to understand the historical and visual aspects of the chosen model in order to create a successful project. Sadly, if you plan to use 3D content on Europeana, there's not a lot to use, and what exists, has little visual quality. Head over to Sketchfab, where researchers, artists and museums share high quality models and 3D scans of historical artefacts.

As for that wich, for me, was the most pertinent idea discussed in this course? Assessment:

This course covered a lot of interesting topics, but to me the most eye-opening ones were on digital assessment, specifically on how the digital artefacts created by the students are, in itself, a more powerful form of assessment than testing. Creating a digital artefact (presentation, document, video, 3D model, etc.) means that the pupils have to mobilize knowledge about given topics, use digital tools and organize coherent workflows and narratives to create.

And thus ends my Europeana Learning Journal.

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.

Schema:

- 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.

Europeana Learning Diary V

Some very useful items for assessment of activities in XXIst century learning settings:

assess a student's skill in relation to a cultural heritage lesson can be, for instance:

• Ability to perform a basic search (identify keywords and collect information about cultural heritage)
• Ability to use digital tools (use a variety of techniques)
• Competence to work in a team (assume shared responsibilities, respect different viewpoints)
• Competence to communicate (listen actively and express ideas)
• Development of critical thinking (reflecting on learning; justifying arguments)
• Character (respect and maintaining of positive values)

As a teacher whose practice is focused on practical projects and activities, I've also found very interesting the  idea of using pupil-created artifacts as an active assessment tool.

From Europeana to Sketchup

The first implementation of our chosen Europeana Learning Scenario went great, but the results were not very adequate for our projects. That was expected, the scenarios were planned with information processing and research in mind, supporting theoretical and fact-finding work. We need other types of resources, to allow our students to create 3D models. The images found with the chosen theme were not very appealing for our pupils, so we tried another approach.

In our class, we challenge our students to learn 3D modeling and apply the knowledge in projects. With that in mind, we let them loose on the Europeana Collections, with a simple instruction: find an artifact that catches your eye, and recreate it in 3D. We'll 3D print some of them. Even though it's not a very structured activiy, the student took it to heart and my entire class is busy carefully recreating in 3D, using Sketchup,  elements from the european heritage, collected in Europeana.

Europeana Learning Diary IV

Module 4 done.

I'm skipping the journal entry for the previous module, did it in a bit of a hurry, pressed for time.

 Still, proof of achievment of module 3.

This is a cool resource: ISTE.

My contribution to the PBL and AR padlet wall, with a trip down memory lane:

"As for AR, i've actually gave up on it about four years ago. QR code or marker tools (like aurasma) to display AR information in the form of text/image/video are cool, but I'm focused on 3D modeling and at the time none of the main android apps had a usable interface to display 3D content. Except Augment, and i've done a few projects with AR and 3D in... 2013: https://www.youtube.com/watch?v=ItuFZSgMT64 

PBL is a structural component of my teaching methods since before the term came into general use. as an arts teacher, we use a method called problem solving, an iterative cycle that starts with a question/problem. now, teaching ICT, i still use a version of this method, more directed due to time constraints."

I've started with AR in 2012... and gave up to focus on 3d printing. Life's like that, sometimes.

Interesting info: 

But what is Inquiry-Based Science Education (IBSE)?

Inquiry-based learning (IBL) is an educational strategy through which students follow methods and practices similar to those of professional scientists in order to construct knowledge (Keselman, 2003). One of the benefits of using IBL is that the students are an active part of their own learning process: they must suggest an experimental activity to peers and design it. IBL is organised into different steps, in which teachers guide the students to think about an experimental idea, design the experiment and present the results to their peers.
There are four levels of inquiry-based learning:

1. Confirmation inquiry: At this level, the teacher uses inquiry as confirmation for already acquired knowledge. For example, the teacher gives a lesson about a topic, then prepares an activity by posing questions and guides students through it to an answer that is already known by them.
2. Structured inquiry: The teacher provides the scientific question and guidelines or structure to the investigation. Students are required to explain their findings.
3. Guided inquiry: The teacher only provides the research question. Students are responsible for designing their own experiments and validating data at the end of the process.
4. Open inquiry: Students formulate their own research questions, design the experiment and present their findings.

 And contribution to the Collaborative Learning wall:

Essentially, time. the learning outcomes are more solid with this method, and also more fun, but time management of the curriculum will create difficulties. too much to teach, too little time...?

Learning Designer: I'm already familiar with this tool, but I dislike its structural approach. I prefer my learning designs more lean, not too much structured, with flexibility in timings and learning/work sequences.

In all, this was a very useful module, showing us how to use Europeana resources within specific teaching methods (PBL, Collaborative Learning, IBSE). Still, one aspect is, for me, problematic. The scenarios were a lot about information processing - students search for information to support knowledge acquisition. These methdologies are very pertinent to teachers from more theoretical areas, but how can we use these resources to spark creativity and practical projects?

Europeana Learning Diary III

Obligatory sharing of my boss fight badge of honour.

So, I've finnally had some time to dive in into module 2 of the course. An eerie accumulation of projects and events utterly ate into my time.

While reading the materials, quickly stumbled on this, about Europeana's offer of resources:

3D: virtual 3D representations of objects, architecture or places

Er... not really. Or my Europeana-fu is low. Avalability of 3D resources is low, in unusable and antiquated formats, as far as I could ascertain while diving into the library. It's kind of weird, considering how many european museums have Sketchfab accounts (a 3D online viewer, like YouTube, for 3D content) to offer 3D scans of it's materials, or make some of their heritage available for download on 3D printing repositories. MyMiniFactory's Scan The World is a stellar example of this, featuring thousands of 3D scans of artworks and architecture, wich anyone with a 3D printer can freely download and print. Europeana has a lot of catching up to do in offering 3D resources.

This might seem a harsh evaluation of Europeana, but bear in mind that my pedagogical and research interests are focused on 3D modeling, printing and using 3D resources in education. So far, Europeana is not a valuable source for any activity that I develop for my students.

For example, here is the resource that I've chosen for one of the modules activities:

Title of object: Modèle 3D de la restitution d'une sculpture romaine
Author: not available/3D scan/model by 3DIcons  CNRS-MAP Modèles et simulations pour l'Architecture et le Patrimoine.
Type of license: atribution, non commercial, non derivative works CC BY-NC-ND . 3D model non-downloadable.
Link to the object:
https://www.europeana.eu/portal/pt/record/2048708/FSJ_modele_3D_sculpture.html?q=TYPE%3A3D
(link to the actual 3D resource, viewer, non-downloadable: http://3dicons.gamsau.archi.fr/europeana/index.php?VARdr=FSJ_modele-3D-sculpture_3D_1)

Neither Europeana nor the original page have the model available for download. Europeana offers a jpeg of the object. Compare this to any search on Sketchfab, and you see my point. There's a lot of work to be done.

 

This is a very useful framework. Lots of food for thought here: Framework for 21st Century Learning.

Europeana Learning Diary II

Survived the level 1 boss fight.

So, what is cultural heritage? My answer:

In this rapidly changing world, cultural heritage keeps us grounded in the amazing stream of ideas that characterizes humanity since it began to record its culture. Locally, it reminds us of our roots and the complext tapestry of values, history, literature, architecture, painting, music, society and landscape that shapes who we are. Globally, it's a bridge to interconnect cultures and people. Preserve the local, enjoy the global, and keep in mind that a truly healthy cultural heritage isn't static, keeps evolving, shapes and is shaped by the unending stream of time.

Loved this cool, concise definitions of cultural heritage.

An activity for the European Year of Cultural Heritage:

Well, I love 3D modeling and printing, and teach that to my pupils. Architecture is an amazing 3d modeling theme, and a very cool way to explore that area of cultural heritage. Going beyond, eTwinning can be used as a platform to share knowledges and designs. This year I've attempted that, with a 3D printing project with a turkish school: https://twinspace.etwinning.net/42501.

Now, time to work on some ideas for themes and projects with Europeana.

Europeana Learning Diary I

Oh look, such a handsome thing! I mean the 3D printer, not me.


I'm an Arts and ICT teacher at a school near Lisbon, where I've been teaching for the past 12 years. I have a master's degree in Educational Science - ICT in Education, and a very strong interest in 3D modeling and printing, wich translated into the TIC em 3D (ICT in 3D) project, wich since 2007 is enabling students to express their visions using 3D technologies (modeling, printing, animation, virtual worlds). I'm also involved with teacher training and volunteer at Lab Aberto, a FabLab in Torres Vedras. In my free time I read like a maniac and blog about it, with a side gig as a comics critic for a portuguese website. The weirdest thing that happened to me was co-creating the Anprino Educational Robot. When I dreamed of going into art school decades ago, fathering a robot was something that I definetely did not see coming.

Having the opportunity to be a part of this community and pilot project is very exciting, exchanging views and experience with such a diverse group. While I'm very focused in 3D modeling, I see it as a tool for expression rather than an end in itself, and I'm always looking into themes and projects to integrate these technologies. Europeana seems to be a huge treasure trove of searchable content, visual inspiration for my pupils projects. Beyond the project's goals, I'll be also looking to on how to adapt its contents and methodologies to my own research and educational practices in the specific area of ICT in wich I specialize. It's, well, a thing. I never miss any excuses to melt filament.

You may have noticed that I'm using plain old blogger as a journal, instead of the suggested tools. For me, apps such as padlet, sutori, glogster and it's like are very useful for those of us who feel intimidated by the technical aspects of maintaining a web presence. However, I've been on the web long enough to see a lot of apps and web services come and go, either failing in their business models or being subsumed by larger corporations. In most cases, all the work we users put into our personal spaces whithin those servicer was lost. Blogger has been a constant for years, and shows no signs of folding, so it gives us assurances of continuity. Also, it's free and easier to maintain than a personal website. I'll be using the Europeana tag to annotate relevant content for this mooc and the DSI-3 project.

(No âmbito do projeto Europeana DSI-3 estamos a participar no mooc Europeana In Your Classroom. A primeira tarefa do mooc é iniciar um diário de registo de aprendizagens.)

Instantes

De regresso ao clube de robótica, após a pausa letiva da Páscoa. Dia de rever se a modelação 3D em Onshape pegou... e quando vemos uma das nossas alunas a mostrar a uma colega como fazer formas por revolução, diria que sim.

É bom ver os alunos cada vez mais autónomos na operação da impressora 3D. E sempre com cuidado.

Temos um grupo especialmente dedicado ao LittleBits, que adora construir mecanismos.

Também se programa no nosso clube.

O desafio partiu da professora de história: e que tal criar um barco para abordar a Ericeira? O aluno de quinto ano, que frequenta o clube, respondeu à altura modelando em Sketchup.

Isto não é uma sessão do clube. São os alunos do clube de robótica, nos seus intervalos de aulas. Preferem ir ter com os colegas e mexer nos seus projetos na zona makerspace do Centro de Recursos.

Ter muitos alunos de TIC para impressão 3D não é tarefa fácil. Os porta-chaves dos alunos de sétimo estão a ficar prontos.

Novo projeto: testar cenários de aprendizagem no âmbito do Europeana DSI-3. Foi uma aula muito animada, de pesquisa orientada à volta de um tema de trabalho.

Uma tarefa difícil: recolher no Open Topography mapas da zona do vale do rio Lizandro, no âmbito do projeto Da Janela da Minha Escola.