Module 7 - eNABLE Device Adaptors - Getting Started with 3D Designing
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Note - this module was created using the Seattle Pacific University Tool Adaptor System. Rich is heading toward a complete revamping of this system using 3D scans of children's hands and hyper customized devices with removable and customizable activity clips. We are a ways away from a scalable model for this but check out this video for a preview of where we are heading with this and stay tuned for updates!
Module 7 Goal: To introduce students to 3D designing and have them apply those skills in creative and productive ways in the creation of Tool Adaptor Clip to be developed, tested, and perhaps even shared with Enabling The Future
Lesson 7.1: Examination of your school community...What would be challenging?
Lesson 7.2: 3D designing adaptor pieces with Tinkercad
Lesson 7.3: Testing each other’s solutions
*Note - there are many wonderful models of how to use authentic design activities to teach STEM, empathy, design, etc. to students. One model that fits particularly well with this module is that of PBS Design Squad: Great Design Process graphic, videos of each step in the process, and a nice rubric at the end.
Here is their online guide to teaching the design process and engineering.
Another group doing incredible work in the field of purposeful designing is Stanford’s d.school - check out their design process steps here
There are numerous ways that you can introduce the idea of students designing devices that would help someone navigate the school day at their location. For example, check out this activity: “Design a carrying device for people with crutches”
Resources Used in this Module
Videos
7.1 Global Impact Challenge: Disabilities: ADA 25th Anniversary
7.2 3D Printing to Solve a Problem
7.2 Max’s bike clip
Powerpoints
7.2 SPU Hand Adaptor Presentation
Websites
7.1 PBS Kids Design Squad Global - Design Process Teacher’s Guide
7.1 Design Squad Global - Teaching the Design Process
7.1 Stanford’s d.school - Design Process
7.1 Teach Engineering’s Intro to Authentic Problem Solving - Crutch Carrier
7.1 Playing Disabled is Never Cool
7.1 Design Squad Global’s Design Process Graphic
7.1 Design Squad Global’s Brainstorming
7.1 Design Squad Global’s Designing
7.1 Design Squad Global’s Build, Test, Evaluate, and ReDesign
7.1 Modular e-NABLE Tool Adaptor
7.3 SPU Engineering Class Adaptor Inventions
Rubrics/Student Assignments
7.3 Adaptor Testing Protocol
7.3 Design Cycle Recording Sheet
Module 7 Goal: To introduce students to 3D designing and have them apply those skills in creative and productive ways in the creation of Tool Adaptor Clip to be developed, tested, and perhaps even shared with Enabling The Future
Lesson 7.1: Examination of your school community...What would be challenging?
Lesson 7.2: 3D designing adaptor pieces with Tinkercad
Lesson 7.3: Testing each other’s solutions
*Note - there are many wonderful models of how to use authentic design activities to teach STEM, empathy, design, etc. to students. One model that fits particularly well with this module is that of PBS Design Squad: Great Design Process graphic, videos of each step in the process, and a nice rubric at the end.
Here is their online guide to teaching the design process and engineering.
Another group doing incredible work in the field of purposeful designing is Stanford’s d.school - check out their design process steps here
There are numerous ways that you can introduce the idea of students designing devices that would help someone navigate the school day at their location. For example, check out this activity: “Design a carrying device for people with crutches”
Resources Used in this Module
Videos
7.1 Global Impact Challenge: Disabilities: ADA 25th Anniversary
7.2 3D Printing to Solve a Problem
7.2 Max’s bike clip
Powerpoints
7.2 SPU Hand Adaptor Presentation
Websites
7.1 PBS Kids Design Squad Global - Design Process Teacher’s Guide
7.1 Design Squad Global - Teaching the Design Process
7.1 Stanford’s d.school - Design Process
7.1 Teach Engineering’s Intro to Authentic Problem Solving - Crutch Carrier
7.1 Playing Disabled is Never Cool
7.1 Design Squad Global’s Design Process Graphic
7.1 Design Squad Global’s Brainstorming
7.1 Design Squad Global’s Designing
7.1 Design Squad Global’s Build, Test, Evaluate, and ReDesign
7.1 Modular e-NABLE Tool Adaptor
7.3 SPU Engineering Class Adaptor Inventions
Rubrics/Student Assignments
7.3 Adaptor Testing Protocol
7.3 Design Cycle Recording Sheet
Lesson 7.1: Examination of your school community...What would be challenging?
Lesson Objectives: Following this lesson, students will:
Lesson Intro:
Show Global Impact Challenge: Disabilities: ADA 25th Anniversary
Where in your lives and community do you see evidence of accommodations being made for people with disabilities? Brief discussion
Lesson body:
1. Fist to Five - On a scale of 0 (not at all) to 5 (completely), show how completely accessible you feel your school is for every child.
2. Brainstorm: If someone did not have the use of one hand or arm, how able would they be to participate in the activities of our school. Are there some areas (athletics, music, classroom, etc.) that would be more difficult than others?
3. Divide class into research groups. Groups will be heading to specific locations of school to investigate school accessibility. What activities in this location would absolutely require two hands? Which would be difficult but possible without two hands? Some schools have successfully run activities such as this by having students bind one hand in order to better appreciate what is and isn’t possible with only one hand - ensure students are aware of issues related to respect and empathy and concerns some might have with an activity like this.
Potential Locations:
5. Using the Design Squad guide as a model, lead each group through a brainstorm of possible solutions for making activities in the area they visited more accessible for a student with an upper limb difference.
6. Share the Modular e-NABLE Tool Adaptor concept with your students. Have your students begin designing and prototyping one solution to their area (consider following Design Squad guide) using conventional materials (cardboard, duct tape, modelling clay) that they will attach to an eNABLE hand. Prototyping in conventional materials helps students conceptualize their design and determine dimensions. Students are now in the first pass through the Build, Test, Evaluate, and Redesign phase of the design process. Once students have a testable conventional prototype they should begin mounting (ex. With duct tape) to an eNABLE hand, trying it out with their identified problem, noting success and thing that need to be changed, making those changes, retesting, re-evaluating, redesigning, ad nauseum until they feel they have a workable solution. Students should be documenting the pass through this phase on the Design Cycle Recording Sheet
Lesson conclusion:
Have student groups briefly share out regarding their problem finding and potential solution prototype.
Lesson Objectives: Following this lesson, students will:
- Understand that not all students at their school might have equal ability to participate in all school activities
- Have identified activities in their school that might be difficult for a student with an upper limb difference to take part in
- Have begun to brainstorm possible devices to increase access to activities at their school
Lesson Intro:
Show Global Impact Challenge: Disabilities: ADA 25th Anniversary
Where in your lives and community do you see evidence of accommodations being made for people with disabilities? Brief discussion
Lesson body:
1. Fist to Five - On a scale of 0 (not at all) to 5 (completely), show how completely accessible you feel your school is for every child.
2. Brainstorm: If someone did not have the use of one hand or arm, how able would they be to participate in the activities of our school. Are there some areas (athletics, music, classroom, etc.) that would be more difficult than others?
3. Divide class into research groups. Groups will be heading to specific locations of school to investigate school accessibility. What activities in this location would absolutely require two hands? Which would be difficult but possible without two hands? Some schools have successfully run activities such as this by having students bind one hand in order to better appreciate what is and isn’t possible with only one hand - ensure students are aware of issues related to respect and empathy and concerns some might have with an activity like this.
Potential Locations:
- Gym/PE store room - Music room - Classrooms
- Cafeteria/kitchen (if appropriate) - Library - Tech labs - Art room
5. Using the Design Squad guide as a model, lead each group through a brainstorm of possible solutions for making activities in the area they visited more accessible for a student with an upper limb difference.
6. Share the Modular e-NABLE Tool Adaptor concept with your students. Have your students begin designing and prototyping one solution to their area (consider following Design Squad guide) using conventional materials (cardboard, duct tape, modelling clay) that they will attach to an eNABLE hand. Prototyping in conventional materials helps students conceptualize their design and determine dimensions. Students are now in the first pass through the Build, Test, Evaluate, and Redesign phase of the design process. Once students have a testable conventional prototype they should begin mounting (ex. With duct tape) to an eNABLE hand, trying it out with their identified problem, noting success and thing that need to be changed, making those changes, retesting, re-evaluating, redesigning, ad nauseum until they feel they have a workable solution. Students should be documenting the pass through this phase on the Design Cycle Recording Sheet
Lesson conclusion:
Have student groups briefly share out regarding their problem finding and potential solution prototype.
Lesson 7.2: 3D designing adaptor pieces with Tinkercad
Lesson Objectives: Following this lesson, students will:
Lesson Intro:
Show video: 3D printing to solve a problem
Lesson body:
Lesson conclusion:
Next class students will be sharing their solutions with their group members - have groups ensure that there final design is completed and printed before next class.
Lesson Objectives: Following this lesson, students will:
- Understand how to import a file for editing in Tinkercad
- Be able to use basic Tinkercad functions to create a digital prototype of their Modular e-NABLE Tool Adaptor
- Use rapid prototyping and iterating protocols to quickly and effectively determine design specifications of solutions
Lesson Intro:
Show video: 3D printing to solve a problem
Lesson body:
- Review Modular e-NABLE Tool Adaptor concept. If possible, prior to students’ arrival in class, print off a version of the adaptor that will fit over an actual eNABLE hand to show students what it is they will be designing. Alternatively, show Max’s bike clip video that shows the adaptor in use
- Share that today, students will be creating a digital version of the conventional prototype they created last class. Students will learn how to use a CAD design tool (this lesson uses Tinkercad but teachers are encouraged to expose students to any design apps that are appropriate). Once familiar with the 3D design program, students will be creating and printing a “digital slice” of their prototype. This is a very thin slice of their design that they will rapidly print out simply to get a sense of whether or not the measurements and specifications are correct. If not, they will continue to redesign, reprint, and retest until their slice is “perfect”. Once it appears to fit and work, students will “stretch the design out”, digitally combine it with the Tool Adaptor hexagonal base, print and test. This “digital slice” method helps students move quickly and repeatedly through the “redesign” phase of the design process the component that is the “engine” that allows students to churn out continuously improving iterations without dominating printers or wasting copious amounts of precious time, electricity, and filament.
- Share the “Designing eNABLE Adaptor Clips with Tinkercad” Powerpoint with students. The intent is that students independently work through this to produce early iterations of their solution.
- As students follow through this Powerpoint, they will begin designing their solution on Tinkercad and thus enter the Build (Print)/Test/Evaluate/Redesign cycle of the design process. Encourage early iterations of the solution to be the “digital slices” discussed above. With each pass through the design cycle, students Print/Test/Evaluate/Redesign, students should be documenting each iteration, including results of any testing they do and improvements they make on their iteration, using the Design Cycle Recording Sheet (“Digital” Iteration)
- Later iterations should involve mounting the solution on the hexagonal base (see powerpoint) and actual testing with the adaptor and the identified problem/device.
Lesson conclusion:
Next class students will be sharing their solutions with their group members - have groups ensure that there final design is completed and printed before next class.
Lesson 7.3: Testing each other’s solutions
Lesson Objectives: Following this lesson, students will:
Lesson Intro:
Show this link of Seattle Pacific University designs: http://www.thingiverse.com/tag:SPU_engineering/page:1
Discuss the solutions SPU students came up with. What are the similarities and differences between our class’s solutions?
Lesson body:
Lesson conclusion:
Exit ticket: Reflect on the iterative process in which you have just engaged. What is one particularly interesting aspect of your group’s trip through this process?
Lesson Objectives: Following this lesson, students will:
- Have evaluated each other’s adaptor clips using success criteria generated by the group
- Complete the final iteration of their adaptor clip using another group’s testing and feedback
- Prepare to contact Enabling The Future regarding sharing their group’s adaptor clip design. 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:
Show this link of Seattle Pacific University designs: http://www.thingiverse.com/tag:SPU_engineering/page:1
Discuss the solutions SPU students came up with. What are the similarities and differences between our class’s solutions?
Lesson body:
- All groups should have their completed and printed adaptor clip and any equipment needed to test on their desk at their station. Have each group complete the first section of the Adaptor Testing Protocol by restating the problem and identifying success criteria for their device.
- Each group should then move to another group’s station in order to test and provide feedback on their clip.
- At the station of another group, have students review the problem and the success criteria for their solution.
- Have each group test the clip in as authentic a manner as possible, recording relevant performance observations.
- Have each group provide feedback on the Adaptor Testing Protocol sheet regarding positive aspects of the solution, problematic areas with the solution, and recommendations they would have for improving the success of this group’s clip.
- Have groups return to their station, reflect on the feedback, and make any final changes to the design before they print off a final version. Ensure that each group completes the Final Iteration documentation on the Design Cycle Recording Sheet.
- Provide each group with instructions for contacting Jen Owen from Enabling The Future regarding sharing their final version and accompanying STL files with her organization.
Lesson conclusion:
Exit ticket: Reflect on the iterative process in which you have just engaged. What is one particularly interesting aspect of your group’s trip through this process?