1. 3D-Printing: stimulus for innovation with 21st century learning
Ben Eilenberg
Media Teacher at Silverton Primary School Victoria.
Microsoft Expert Educator.
@ben_eilenberg

2. THE START
The UP.
A simple 3D Printer that
we started with.

3. Using CAD in the classroom

4. THE PROGRAMS After a variety of different program, we found that
Tinkercad.com.au was the easiest for younger students to use
There are lots of different programs that you can try:
Google sketchup

5. Graphic design: what are the expectations?

6. EXPECTATIONS/PLANNING
IT IS IMPORTANT THAT YOU DO NOT UNDER ESTIMATE WHAT THE STUDENTS CAN DO.
AGE IS NOT A FACTOR, BELIEVE IN THEIR ABILITIES AND THEY WILL SURPRISE YOU.

7. EXPECTATIONS/PLANNING
- Think about the who? What? Why?
* Who is the audience you are creating for?
* What are you planning on making? What are you going to learn?
* Why are you making it? Does it have a purpose? DO
- Think about create and investigate.
* How are you going to create it? Are you using an online program/offline program? Is the 3D
printer available and does it have the colours I need?
* Do I need to investigate how to use the program and research how to create certain shapes?
REFLECT
- Share your plans and designs with a small group or the class. Talk about what you liked, what you disliked
and what you learnt and can now do.
- Get feedback from your peers.
WHAT NEXT?
- From the feedback, improve the work and then print the 3D object.

8. example
The student who created this key ring was 7 years old. They chose the project that they would like to
Work on and then planned for 3D printing.
She designed the key ring in her workbook and labelled each part, making sure she had all the measurements correct.
Then she used the program ‘TinkerCAD’ to create design she had created, focusing on getting the measurements correct and making it look symmetrical.
Once she had completed her design in TinkerCAD she then shared with the class and got any feedback on how to improve the key ring and if there was anything that they thought she could add.
She then went back online and made any changes and printed out a number of the key rings.

9. example

10. example
A students at the school wanted to create a number of pieces of matching jewellery.
Before he started to create the jewellery he surveyed a number of his peers, largely female, to find out the type of jewellery and designs that they liked.
He then went back and from his findings designed a matching ring and bracelet, which he then took back to the people he surveyed to find out if they liked it and if there was anything that they might like to add.
Once this had been done, he transferred his design to ‘TinkerCAD’. He then went back and measured 10 peoples wrists and fingers, so that he could create a number of different sizes.
From this he printed 4 different sized rings and bracelets in white, so that he could paint the items in the colours requested.
Once other students had seen the finished products, they asked if he could print them a set as well as chose to make items of their own.

11. Shell Bee design. It was printed in white, so that it could be painted in different colours.

12. Is it only 3D printing?

13. The easiest answer is no.

14. 3D PRINTING IS….
Using CAD (Computer-Aided Design) software. This involves, but is not limited to using and/or gaining the following skills:
Planning/Reflecting/Doing
Detail/Observational Skills
Collaboration Skills
Numeracy Skills
Understanding Co-ordinates
Shape Manipulation

15. Example of using measurement/prespective

16. Exposing young children to micro-business concepts through product development and workflow analysis.

17. MICRO-BUSINESS CONCEPTS
Everything students do in the lead up to producing the final product and the steps that they take, introduce them to concepts related to running a micro-business.
The product development ties in with the design and product students choose to produce. Asking questions of themselves and their peers. Finding out what people want and filling the gap.
Work Flow analysis is very much about the organisational side of the work. How are they planning their work, how long is it going to take to do and what can we learn from reflecting upon what we have produced and the process?

18. QUESTIONS