3d printing for accessible materials in schools

3D Printing for Accessible Materials in Schools

Yue-Ting Siu, TVIDoctoral CandidateUniversity of California at Berkeley, & San Francisco State University

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@TVI_ting

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

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Webinar objectives

• Information overload!

• Specific application of 3D printing technology to students with visual impairments

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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

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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.

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Fitting into a teacher’s toolkitAdd to strategies to provide accessible materials:• Pre-teaching• Braille• Tactile graphics• Image and video description• 3D printing

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Advantageous uses of 3D printing

• Imagine it, print it!• Customize & modify existing

devices• Benefits all students• Can be delivered by “non-

specialists”

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Basic principles“Too big, too small, too fragile,

too dangerous…” - @BerkeleyBlink

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Implementation challengesAccess to:• A 3D printer, software,

designs• Training• Resources• Technical expertise• Time – consider learning

curve, time to print an object#3DA11y@TVI_ting

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Removing barriersStreamline 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.php/visit/3d-printing-studio

• University of Colorado at Boulder https://outreach.colorado.edu/programs/details/id/598

• Libraries = 3D printing service, maker spaces

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Removing barriers

Equipment• Decreasing cost of 3D

printers• The Peachy Printer ($100)• Micro 3D ($299)

• Usability (3Doodler)• Accessibility for inclusive use!

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Case study #1 (k-12)Interview with Mike Cheverie,TVI at Los Angeles Unified School District3dforvi@gmail.com@mjcheverie 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 #3DA11y@TVI_ting

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A biology lesson

CA State Standards:Cell BiologyThe 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. #3DA11y

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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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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#3DA11y

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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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“Participatory accommodation = Empower students to make

the world accessible for themselves!”

- @SinaBahram

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Virtual handoutshttp://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

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Thanks for attending!Link to webinar presentation and handouts:http://diagramcenter.org/webinars.html

Yue-Ting (Ting) Siu, TVItwitter: @TVI_tingwww.facebook.com/yuetingsiuYsiu@berkeley.edu

The DIAGRAM CenterWeb: Diagramcenter.orgTwitter: @DIAGRAMCBlog: blog.diagramcenter.orgEmail: info@diagramcenter.org

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