Transcript Document
3D Printing for Accessible Materials in Schools
Yue-Ting Siu, TVI Doctoral Candidate University of California at Berkeley, & San Francisco State University @TVI_ting #3DA11y
Link to this presentation: http://bit.ly/1fyC15V
Agenda (1 hour): • Scope of this webinar • What is 3D printing?
• Strengths & challenges of implementation with students who are visually impaired • Meeting students’ & TVIs’ needs • Case Studies: 3D printing for inclusive learning @TVI_ting #3DA11y
Webinar objectives
• •
Information overload!
Specific application of 3D printing technology to students with visual impairments
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Summary of 1 year’s research • •
Survey in Fall 2013
• 163 respondents, including 90 TVIs
Interviews in Spring 2014
• Stakeholders: TVIs, 3 schools for the blind, technologists, organizations for the blind, students @TVI_ting #3DA11y
• • •
What is 3D printing?
Similar to a glue gun, but moves like a printer head while it melts and extrudes plastic filament through a nozzle.
Additive process using thousands of layers (or slices) of filament to create a 3-dimensional object.
Objects are designed in a program using software such as CAD (.stl), then sent to the 3D printer.
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Fitting into a teacher’s toolkit • • • • •
Add to strategies to provide accessible materials: Pre-teaching Braille Tactile graphics Image and video description 3D printing
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Advantageous uses of 3D printing • • • •
Imagine it, print it!
Customize & modify existing devices Benefits all students Can be delivered by “non specialists”
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Basic principles
“Too big, too small, too fragile, too dangerous …” - @BerkeleyBlink
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Implementation challenges • • • • •
Access to: A 3D printer, software, designs Training Resources Technical expertise Time – consider learning curve, time to print an object
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Removing barriers
Streamline the process! Make it easy!
• • •
Repositories LibraryLyna MXD3D
http://www.librarylyna.com
http://wip.mxd3d.com
• •
Museums
Art Institute of Chicago Museum Love in 3D *Smithsonian X 3D http://3d.si.edu
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Removing barriers •
Outreach Ellen Noël Art Museum
http://www.noelartmuseum.org/index.p
hp/visit/3d-printing-studio
• University of Colorado at Boulder
https://outreach.colorado.edu/program s/details/id/598
• Libraries = 3D printing service, maker spaces
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Removing barriers • • •
Equipment
• •
Decreasing cost of 3D printers
The Peachy Printer ($100) Micro 3D ($299)
Usability (3Doodler) Accessibility for inclusive use!
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Case study #1 (k-12)
Interview with Mike Cheverie,
TVI at Los Angeles Unified School District
@mjcheverie
@TVI_ting Collaborates with: • Biology teacher • Computer teacher • IT coordinator for the school • Enthusiastic student group • School principal • Technology trainer from VI department • 3D printer provider #3DA11y • l
A biology lesson
CA State Standards:
Cell Biology The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells. As a basis for understanding this concept:
Students know
cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings.
h.
Students know
most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.
Common Core Standards:
HS-LS1-6.
molecules. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based @TVI_ting #3DA11y
Case study #2 (Higher Ed.)
University of California at Davis
• Blind graduate student, supervises all 3D printing. Works with assistants to design models and maintain equipment • • Complex models in an organic chemistry lab, labeled in Braille • small molecules, protein structures, enzyme design
3D printer located in lab, accessible by staff and student
• Sighted students benefit with improved visualization of molecular structure and structure-function relationships @TVI_ting #3DA11y
Case study #2 – Greatest challenges?
“Running the printer is not currently accessible to me using screen reading technology” –Graduate student at UC Davis
• •
Obtaining funding Learning curve to create .stl files for molecules
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Recommendations
• A team is greater than one! Collaborate with: IT, computer programming, and general education staff • Teachers can translate student needs, then utilize resources to design and create - Work with community organizations • Provide access points to the technology: libraries, museums, school-wide adoption. 1 printer per classroom?
• Use of open access repositories: Simplify implementation to acquisition & maintenance of a 3D printer • Build and advocate for accessible design software #3DA11y @TVI_ting
Let us…
• • • •
Cultivate a realistic understanding of 3D printing’s capabilities and when it is appropriate to be used Coordinate community supports and infrastructure Streamline access to, and provision 3D printing resources Empower general education teachers to support ALL students in the classroom
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“Participatory accommodation = Empower students to make the world accessible for themselves !” - @SinaBahram
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Virtual handouts
• • • • •
http://diagramcenter.org/webinars.html
• •
Clara Van Gerven
#CSUN14 Powerpoint Resource sheet for repositories, creation tools, manufacturers
Organic molecule (lipid) lesson plan Phospholipid bi-layer OpenSCAD directions Colorado University Modeling Instructions Links from this presentation
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Thanks for attending!
Link to webinar presentation and handouts: http://diagramcenter.org/webinars.html
Yue-Ting (Ting) Siu, TVI
twitter: @TVI_ting www.facebook.com/yuetingsiu [email protected]
The DIAGRAM Center
Web: Diagramcenter.org
Twitter: @DIAGRAMC Blog: blog.diagramcenter.org
Email: [email protected]
@TVI_ting #3DA11y