2. Digital fabrication in education

**Safety rules

For this week I designed and cut a sticker about lab safety for my classroom.

Assignment

By turning safety rules into visual representations like stickers,I am making the rules more accessible and easier to remember for students. This is especially helpful in a science laboratory setting where safety is critical. Instead of just teaching safety rules verbally or in written form, I am embedding them into the lab environment through visible cues. This makes the learning process more interactive and integrated into daily routines, enhancing student awareness and adherence to safety protocols. This project inspire me by combining creativity, safety, and technology, which aligns with my passion for making education more engaging and interactive. It shows how digital fabrication tools can be used not just for artistic or engineering projects, but for practical, real-world applications like enhancing safety in the laboratory. The project encourages me to think beyond traditional methods of teaching and explore new ways of delivering important messages, such as safety rules, in a visually appealing and memorable format. It also motivates me to continue integrating maker mindset principles into my educational approach, where students can learn by creating, designing, and problem-solving. This hands-on, interactive way of teaching and learning makes the classroom a dynamic space where both creativity and responsibility are fostered.

Safety stickers

When working with materials in the laboratory, it is essential to wear gloves, glasses, and a gown.

• To create reminders of these safety rules, I used the Inkscape software.
• First, I utilized Inkscape’s drawing and vector tools, such as the Bezier tool for creating precise shapes and the Node tool for adjusting curves and paths, to design the icons. Then, I used the Fill and Stroke tool to add color and adjust the visual details. After finalizing the designs, I exported them for cutting using a vinyl cutter. The stickers I prepared were then placed on the lab tables as visual reminders, ensuring that students always remember the importance of following laboratory safety rules before starting an experiment.To determine the correct paper size for the vinyl cutting process, I measured the available material roll and matched it with the cutting mat size supported by the machine. Then, I checked the settings on the vinyl cutter software, which allowed me to set the exact dimensions of the sticker sheet (e.g., width and height). I also did a test cut to confirm that the sizing was accurate before cutting the final stickers. This ensured my designs would fit the material without waste or misalignment.

the final version:

how did i get the paper sizes?

reflection questions

• How does this process relate to what you are teaching in the classroom? This process directly supports what I teach in the science lab by reinforcing essential safety protocols in a clear, visual, and engaging way. Instead of relying solely on verbal instructions or written posters, I integrated safety rules into the learning environment using vinyl-cut stickers. These visual cues remind students of the necessary precautions—such as wearing gloves, goggles, and gowns—before beginning any experiment. This approach enhances student responsibility and helps build a culture of safety, which is critical in any lab-based educational setting.

How does this project inspire you? This project inspires me because it beautifully merges creativity, technology, and safety—three values I hold dear in my teaching practice. It demonstrates how digital fabrication tools like vinyl cutters can be used for meaningful, practical applications beyond traditional projects. It also encourages me to think more creatively about how I deliver content and manage the classroom environment. By turning abstract rules into tangible, attractive visuals, I realized the power of design in education. It motivates me to explore further how maker-centered learning can be used to solve real classroom challenges while engaging students more deeply.

Shortly describe an educational activity in which you could use a vinyl cutter. Explain how would you implement each one of the steps of the design process model explained in the Master Class. Do not forget to discuss about learning outcomes.

Creating Eco-Reminder Stickers for Classroom Sustainability

Objective: Students will design vinyl stickers promoting eco-friendly habits (e.g., “Turn off the lights”, “Recycle paper”, “Use water wisely”) and place them in the classroom and school.

Design Process Implementation:

1. Identify: Students discuss and identify environmental challenges in their school (e.g., excessive paper use, leaving lights on).

2. Explore: Research eco-friendly practices and look at examples of visual campaigns and icons that promote environmental responsibility.

3. Design: Using Inkscape, students will design stickers incorporating icons, short messages, and appealing graphics.

4. Create: Students cut the designs using the vinyl cutter and carefully apply the stickers in designated areas around the classroom or school.

5. Share: Students present their designs and explain their purpose to classmates or during a school-wide assembly.

6. Reflect: Students reflect on the impact of their designs and how design thinking can support environmental awareness.

Learning Outcomes:

Students will understand how design can influence behavior and promote responsibility. They will gain hands-on experience with digital tools and fabrication technology. They will improve collaboration, problem-solving, and communication skills. They will take ownership of creating a more sustainable learning environment.

In which part of the digital fabrication continuum would you feel more comfortable? Why? I feel most comfortable in the “Make” part of the digital fabrication continuum. This is where ideas come to life, and I can experiment with different tools like the vinyl cutter or laser cutter to create tangible products that support learning. I enjoy the hands-on, creative process of turning digital designs into physical objects—especially when these products serve a real purpose, such as improving safety or making learning more interactive. This stage combines creativity, problem-solving, and practical skills, which aligns well with my teaching style and educational goals.