Module 6 - Personalizing and Customizing eNABLE Devices
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Module 6 Goal: To introduce students to 3D designing and have them apply those skills in creative and productive ways in the creation of customized eNABLE devices.
NOTE 1 - This module can be considered as an alternative or parallel to Module #3. Essentially, teachers should decide early in the process if they will be having students constructing customized or uncustomized devices. If students will be building customized devices, but have not had any experience printing or building uncustomized, it is probably necessary to review Module 3 with students, including the steps involved in deciding which model to build.
NOTE 2 - Timing and Scheduling - it is important that the customization plans that each group develops are shared with the teacher early in the process to ensure that every group will have the time needed to complete each component of their customization.
Lesson 6.1: What is 3D designing?
Lesson 6.2: Customizing eNABLE devices
Lesson 6.3: Analysis of customization - Rubric for an effective customization
Resources Used in this Module
Videos
6.1 Printing multi-color images on a simple single nozzle 3D printer
6.1 Wisconsin Eighth Graders Create Prosthetic Hand Using 3D Printer
6.3 Shapeways 3D Printing and the Culture of Creativity
Websites
6.1 Convert image to SVG
6.1 Design Squad Global’s Design Process
6.2 “Giving Up a 3D Printed Prosthetic for a Different Vision of Perfect”
Rubrics/Student Assignments
6.1 Examples of customized eNABLE hands
6.1 Plan Your Device Customization
6.1 Converting a 2D image to a 3D file
6.1 Using the Design Cycle to Customize Your Device
6.2 Using the Design Cycle to Customize Your Device
6.3 Device Customization Protocol
NOTE 1 - This module can be considered as an alternative or parallel to Module #3. Essentially, teachers should decide early in the process if they will be having students constructing customized or uncustomized devices. If students will be building customized devices, but have not had any experience printing or building uncustomized, it is probably necessary to review Module 3 with students, including the steps involved in deciding which model to build.
NOTE 2 - Timing and Scheduling - it is important that the customization plans that each group develops are shared with the teacher early in the process to ensure that every group will have the time needed to complete each component of their customization.
Lesson 6.1: What is 3D designing?
Lesson 6.2: Customizing eNABLE devices
Lesson 6.3: Analysis of customization - Rubric for an effective customization
Resources Used in this Module
Videos
6.1 Printing multi-color images on a simple single nozzle 3D printer
6.1 Wisconsin Eighth Graders Create Prosthetic Hand Using 3D Printer
6.3 Shapeways 3D Printing and the Culture of Creativity
Websites
6.1 Convert image to SVG
6.1 Design Squad Global’s Design Process
6.2 “Giving Up a 3D Printed Prosthetic for a Different Vision of Perfect”
Rubrics/Student Assignments
6.1 Examples of customized eNABLE hands
6.1 Plan Your Device Customization
6.1 Converting a 2D image to a 3D file
6.1 Using the Design Cycle to Customize Your Device
6.2 Using the Design Cycle to Customize Your Device
6.3 Device Customization Protocol
Lesson 6.1: What is 3D designing?
Lesson Objectives: Following this lesson, students will have:
Lesson Intro:
Show the video Wisconsin Eighth Graders Create Prosthetic Hand Using 3D Printer
Discuss: What role might the customization of an eNABLE device play in its being used?
Lesson body:
Lesson conclusion:
Teacher-Group Conference: What is your group’s theme and what is your schedule for printing components and completing the customized device?
Lesson Objectives: Following this lesson, students will have:
- Determined the goal of the device customization
- Chosen a 2D image or images to add to the customization
- Detailed the plan for the eNABLE device customization
Lesson Intro:
Show the video Wisconsin Eighth Graders Create Prosthetic Hand Using 3D Printer
Discuss: What role might the customization of an eNABLE device play in its being used?
Lesson body:
- Individual brainstorm: Think of specific children you know who are 14 years old or younger. What things might they be interested in that might provide a good “theme” for a customized hand?
- Have students share these with the class - what is the justification for the suggestions?
- Stations Activity - Distribute the “Examples of customized eNABLE hands” document sheets around the room in 6 stations. Divide the class into 6 groups and have each group go to a different station. Give the groups 5 minutes to analyze the design and answer the following questions:
- Theme Description:
- How did this designer use color to convey their theme?
- What extra components or features were created/incorporated into the device to convey the theme?
- Note: As mentioned in the Module 5 Goal, section, teachers should decide early which eNABLE device your students will be building - You can find this information in our Curriculum Module #3.
- Now that students have seen other examples of Device Customizations, it is time for them to plan their own customization project. Students should encouraged to follow a formalized approach for designing solutions to problems, including this customization problem. Design Squad Global’s Design Problem is one such approach, although there are many:
- Have students familiarize themselves with Design Squad Global’s Design Process Have students work through the Using the Design Cycle to Customize Your Device Assignment: Parts A-C (Identify Problem, Brainstorm, Design). Note: If students will be converting 2D images into SVG files (it is possible to create 3D printed objects from 2D SVG - silhouette - images) they should read through Converting a 2D image to a 3D file and/or watch the video Printing multi-color images on a simple single nozzle 3D printer and then complete Part 6, describing this part of their customization plan.
Lesson conclusion:
Teacher-Group Conference: What is your group’s theme and what is your schedule for printing components and completing the customized device?
Lesson 6.2: Customizing eNABLE devices
Lesson Objectives: Following this lesson, students will have:
Lesson Intro:
Share the NY Times article “Giving Up a 3D Printed Prosthetic for a Different Vision of Perfect”
Discussion - What do you think of this perspective. Does this change your view of our project?
Lesson body:
Lesson conclusion:
Teacher-Group Conference: Where is your group in terms of designing and scheduling and printing components and completing the customized device?
Lesson Objectives: Following this lesson, students will have:
- Converted a 2D image to an SVG file and then into an STL file
- Incorporated the STL design file into an overall device customization plan (either to be produced separately and attached or built into the device.)
- 3D printed the STL file for the customization components and begun incorporating the pieces into the final device customization
Lesson Intro:
Share the NY Times article “Giving Up a 3D Printed Prosthetic for a Different Vision of Perfect”
Discussion - What do you think of this perspective. Does this change your view of our project?
Lesson body:
- Students should now have completed the Planning phase of the Design Process and documented Steps A-C (Identify Problem, Brainstorm, Design) on their Using the Design Cycle to Customize Your Device Assignment sheet.
- The time has now come to customize the device they will be building.
- Note that likely all students will be doing an initial customization by making decisions about specific filament colors to use in their device (See step C4 in Using the Design Cycle to Customize Your Device)
- Students will also need to decide if they are building customizations directly into the device (i.e. importing files into Tinkercad and adding customizations) or creating customizations afterward and attaching these components to their device. (See step C5-6 in Using the Design Cycle to Customize Your Device)
- Regardless of their approach, students will now be customizing their device. Each group should be following the “Build, Test, Evaluate, and Redesign Cycle” as laid out in the Using the Design Cycle to Customize Your Device Assignment. Students should be documenting progress and be encouraged to improve on early attempts at customization (taking into account, of course, availability of time and filament).
- Note: The time needed to complete the customization project may differ for each group. Teachers should be conferencing early and often with groups to ensure that the customization schedule developed by each group is being followed. Additionally, many teachers may choose to schedule this work over an extended period of time to ensure that all groups are given ample time to complete their customization.
Lesson conclusion:
Teacher-Group Conference: Where is your group in terms of designing and scheduling and printing components and completing the customized device?
Lesson 6.3: Analysis of customization - Rubric for an effective customization
Lesson Objectives: Following this lesson, students will have:
Lesson Intro:
Share the video Shapeways 3D Printing and the Culture of Creativity
How is 3D printing changing business and mediums for creative expression?
Lesson body:
Lesson conclusion:
Students complete final uploading of designs and celebrate a job well done.
Lesson Objectives: Following this lesson, students will have:
- Finished customizing their device
- Had a chance to provide feedback on other groups’ device customizations
- Reaching out to Enabling the Future regarding contributing their customization files to ETF Note: Jen Owen from Enabling the Future encourages schools to tag any of their work posted in social media with @enablethefuture in order to bring their work to her attention.
Lesson Intro:
Share the video Shapeways 3D Printing and the Culture of Creativity
How is 3D printing changing business and mediums for creative expression?
Lesson body:
- All groups should have their completed and printed their customized device. Have each group complete the first section of the Device Customization Protocol by restating the theme and identifying success criteria for their device customization.
- Each group should then move to another group’s station in order to test and provide feedback on their device.
- At the station of another group, have students review the theme rationale and the success criteria for their solution.
- Have each group investigate the device customization and provide feedback on the Device Customization Protocol sheet regarding positive aspects of the design, problematic areas with the design, and recommendations they would have for improving the success and effectiveness of the customization
- Have groups return to their station, reflect on the feedback, and document any new ideas and pieces of feedback that had merit.
- Have students prepare a short note contacting Jen Owen at Enabling The Future regarding the project in which they have been engaged and making a case for sharing the files of their customization with her.
Lesson conclusion:
Students complete final uploading of designs and celebrate a job well done.