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3D Printing for Accessible Materials in Schools

3D Printing for Accessible Materials in Schools. Yue-Ting Siu, TVI Doctoral Candidate University of California at Berkeley, & San Francisco State University. Link to this presentation: http://bit.ly/1fyC15V. Agenda (1 hour): S cope of this webinar What is 3D printing?

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3D Printing for Accessible Materials in Schools

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

  2. Link to this presentation: http://bit.ly/1fyC15V • 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 @TVI_ting

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

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

  10. Removing barriers • Streamline the process! Make it easy! • Repositories • LibraryLynahttp://www.librarylyna.com • MXD3Dhttp://wip.mxd3d.com • Museums • Art Institute of ChicagoMuseum Love in 3D • *Smithsonian X 3D http://3d.si.edu @TVI_ting

  11. Removing barriers • Outreach • Ellen Noël Art Museum http://www.noelartmuseum.org/index.php/visit/3d-printing-studio • University of Colorado at Boulder https://outreach.colorado.edu/programs/details/id/598 • Libraries = 3D printing service, maker spaces @TVI_ting

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

  13. Case study #1 (k-12) • 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 Interview with Mike Cheverie, TVI at Los Angeles Unified School District 3dforvi@gmail.com @mjcheverie @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. @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 @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 @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 @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 @TVI_ting

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

  20. Virtual handouts • http://diagramcenter.org/webinars.html • 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 @TVI_ting

  21. Thanks for attending! Link to webinar presentation and handouts:http://diagramcenter.org/webinars.html Yue-Ting (Ting) Siu, TVI twitter: @TVI_ting www.facebook.com/yuetingsiu Ysiu@berkeley.edu The DIAGRAM Center Web: Diagramcenter.org Twitter: @DIAGRAMC Blog: blog.diagramcenter.org Email: info@diagramcenter.org @TVI_ting

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