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3D Printing for Accessible Materials in Schools Yue-Ting Siu, TVI Doctoral Candidate University of California at Berkeley, & San Francisco State University.

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Presentation on theme: "3D Printing for Accessible Materials in Schools Yue-Ting Siu, TVI Doctoral Candidate University of California at Berkeley, & San Francisco State University."— Presentation transcript:

1 3D Printing for Accessible Materials in Schools Yue-Ting Siu, TVI Doctoral Candidate University of California at Berkeley, & San Francisco State University #3DA11y @TVI_ting

2 Link to this presentation: 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 #3DA11y @TVI_ting

3 Webinar objectives Information overload! Specific application of 3D printing technology to students with visual impairments #3DA11y @TVI_ting

4 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 #3DA11y @TVI_ting

5 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. #3DA11y @TVI_ting

6 Fitting into a teacher’s toolkit Add to strategies to provide accessible materials: Pre-teaching Braille Tactile graphics Image and video description 3D printing #3DA11y @TVI_ting

7 Advantageous uses of 3D printing Imagine it, print it! Customize & modify existing devices Benefits all students Can be delivered by “non- specialists” #3DA11y @TVI_ting

8 Basic principles “Too big, too small, too fragile, too dangerous…” - @BerkeleyBlink #3DA11y @TVI_ting

9 Implementation challenges Access to: A 3D printer, software, designs Training Resources Technical expertise Time – consider learning curve, time to print an object #3DA11y @TVI_ting

10 Removing barriers Streamline the process! Make it easy! Repositories LibraryLyna http://www.librarylyna.com MXD3D http://wip.mxd3d.com Museums Art Institute of ChicagoMuseum Love in 3DMuseum Love in 3D *Smithsonian X 3D #3DA11y @TVI_ting

11 Removing barriers Outreach Ellen Noël Art Museum hp/visit/3d-printing-studio University of Colorado at Boulder s/details/id/598 Libraries = 3D printing service, maker spaces #3DA11y @TVI_ting

12 Removing barriers Equipment Decreasing cost of 3D printers The Peachy Printer ($100) Micro 3D ($299) Usability (3Doodler) Accessibility for inclusive use! #3DA11y @TVI_ting

13 Case study #1 (k-12) Interview with Mike Cheverie, TVI at Los Angeles Unified School District @mjcheverie Collaborates with: Biology teacher Computer teacher IT coordinator for the school Enthusiastic student group School principal Technology trainer from VI department 3D printer provider l #3DA11y @TVI_ting

14 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.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 molecules. #3DA11y @TVI_ting

15 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 #3DA11y @TVI_ting

16 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 #3DA11y @TVI_ting

17 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

18 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 #3DA11y @TVI_ting

19 “Participatory accommodation = Empower students to make the world accessible for themselves!” - @SinaBahram #3DA11y @TVI_ting

20 Virtual handouts 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 #3DA11y @TVI_ting

21 Thanks for attending! Link to webinar presentation and handouts: Yue-Ting (Ting) Siu, TVI twitter: @TVI_ting The DIAGRAM Center Web: Twitter: @DIAGRAMC Blog: Email: #3DA11y @TVI_ting

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