Transcript Document

3D Printing for Accessible
Materials in Schools
Yue-Ting Siu, TVI
Doctoral Candidate
University of California at Berkeley, &
San Francisco State University
@TVI_ting
#3DA11y
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
#3DA11y
Webinar objectives
•
Information
overload!
•
Specific application
of 3D printing
technology to
students with visual
impairments
@TVI_ting
#3DA11y
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
#3DA11y
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
#3DA11y
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
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Advantageous uses of 3D
printing
• Imagine it, print it!
• Customize & modify existing
devices
• Benefits all students
• Can be delivered by “nonspecialists”
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Basic principles
“Too big, too small, too fragile,
too dangerous…” - @BerkeleyBlink
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Implementation challenges
Access to:
• A 3D printer, software, designs
• Training
• Resources
• Technical expertise
• Time – consider learning curve,
time to print an object
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Removing barriers
Streamline the process! Make it easy!
Repositories
• LibraryLyna http://www.librarylyna.com
• MXD3D http://wip.mxd3d.com
• Museums
• Art Institute of ChicagoMuseum Love in 3D
• *Smithsonian X 3D http://3d.si.edu
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Removing barriers
Outreach
• Ellen Noël Art Museum
http://www.noelartmuseum.org/index.p
hp/visit/3d-printing-studio
• University of Colorado at Boulder
https://outreach.colorado.edu/program
s/details/id/598
• Libraries = 3D printing service, maker
spaces
@TVI_ting
#3DA11y
Removing barriers
Equipment
• Decreasing cost of 3D printers
• The Peachy Printer ($100)
• Micro 3D ($299)
• Usability (3Doodler)
• Accessibility for inclusive use!
@TVI_ting
#3DA11y
Case study #1 (k-12)
Interview with Mike Cheverie,
TVI at Los Angeles Unified School District
[email protected]
@mjcheverie
@TVI_ting
Collaborates with:
• Biology teacher
• Computer teacher
• IT coordinator for the
school
• Enthusiastic student group
• School principal
• Technology trainer from VI
department
• 3D printer provider
#3DA11y
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
#3DA11y
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
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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
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#3DA11y
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
#3DA11y
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
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#3DA11y
“Participatory accommodation =
Empower students to make the world
accessible for themselves!”
- @SinaBahram
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#3DA11y
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
#3DA11y
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
[email protected]
The DIAGRAM Center
Web: Diagramcenter.org
Twitter: @DIAGRAMC
Blog: blog.diagramcenter.org
Email: [email protected]
@TVI_ting
#3DA11y