3D Pedagogy

image[From Steve Wheeler’s articles: 3D pedagogy and Maker pedagogy]

– “learning through making: […] learning through the process of designing, fixing, mending, problem solving, using tools, repurposing and creating new objects. […] Although still in its infancy, it is already clear that 3D printing is having an impact on the motivation and engagement of students.”

– “one story of a disaffected student […] one day he saw a 3D printer being demonstrated in his classroom during a technology lesson. He went home that evening feeling quite excited. […] he saw that the handle on his bedroom door had been broken. He took the handle in to school the next day, and asked his teacher to help him 3D print a replacement. […] He became increasingly more engaged, because he now realised that every subject […] might also offer him ideas that he could take and use anywhere, outside the school walls.”

– “Students learn a number of skills and draw on a variety of subjects when they design and create objects. Teaching takes a back seat and product based education is sidelined in favour of process based learning. […] Seymour Papert’s work on constructionism outlines the cognitive gain that occurs when we create something new rather than simply repeat knowledge that has already been acquired. […] Learners who produce more than they consume are generally more aware of their own learning processes and can adapt more quickly to changing environments and demands on their skills.”

– “our pupils […] learn 3D basics and digitally model their projects using Sketchup Make. The look of amazement when they see the physical output of their digital work is amazing.”

-“observations about how teachers can change their perspectives and embrace maker pedagogy: […]

1. Teachers often believe they should be content experts. This […] prevents them from […] learning […] from their students.

2. […] often lecturing is the best way to transfer notes from the teacher’s textbook into the student’s notebook without having to pass through two minds.

3. Teachers often believe they should know all the answers – but this sometimes precludes further exploration […]

4. […] teachers should be aware that sometimes, you can’t plan for learning.

5. […] there are occasions when students should be allowed to explore for themselves, create their own content and objects, and where the teacher does not need to be heard.

6. […] sometimes, a mistake can become a teachable moment […]

7. […] self assessment and peer assessment also have important roles in the learning process.”


Articles from Steve Wheeler:
3D pedagogy and Maker pedagogy

Other links:


Blikstein, P. (2013). Digital Fabrication and ’Making’ in Education: The Democratization of Invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of Machines, Makers and Inventors. Bielefeld: Transcript Publishers.

Blikstein, P. (2010). Changing schools, one laser cutter at a time. FAB 6 Conference, Amsterdam, Netherlands.


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