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2. First steps to Digital fabrication in education.

Process

Design Phase: I began by designing a sticker in Inkscape that visually represents the idea that “Failure is Progress.” The design shows a crumpled piece of paper transforming into a lightbulb, symbolizing how mistakes can lead to new ideas. This step involved brainstorming and selecting transparent images on Google to ensure that it is clear and refined enough for the vinyl printer.

Preparation for Cutting: Once the design was finalized, I prepared the file for the KNK Force Vinyl Printer by ensuring it was in a compatible vector format (SVG). I adjusted the printer settings, including blade type, cutting pressure, and speed, to accurately cut out the intricate details of the crumpled paper and lightbulb design.

Printing and Cutting: I loaded the vinyl into the KNK Force Vinyl Printer and taped the vinyl roll on the extruding end to the cutting mat to make certain that the cut is precisely where I want it to be and there is no slipping. I then initiated the cutting process. I closely monitored the machine to make sure it precisely followed the design’s lines. After the cutting was complete, I carefully weeded out the excess vinyl to reveal the final sticker design.

Application: Finally, I applied the sticker to a space in the classroom where it would be visible to the students. I made sure the sticker was placed neatly and that the message was clear.

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How It Relates to My Teaching

This directly ties into my teaching approach, and in this lesson in fact, as it emphasizes the importance of not only accepting but embracing failure as a learning tool. I, myself, come from a background where I worked in different career-fields and may not have been the most knowledgeable in digital fabrication nor have much experience in teaching students. This has afforded me a better understanding and empathy for the kids who may face challenges learning something new in my classroom. Because students are working with 3D printing, robotics, and other maker activities, they are bound to encounter setbacks. By creating a sticker with the message “Failure is Progress,” I am aiming to instill a growth mindset in my students and encourage them to see mistakes as stepping stones.

How This Project Inspires Me

This project inspires me because it is a reminder that creativity is often born from failed attempts, and that persistence leads to success. Seeing my students embrace this motivates me to continue fostering this type of learning environment and celebrate them as they realize and actualize their ideas.

Educational Activity Using A Vinyl Cutter

In this project, students will design and create shirts and/or hats with a vinyl cutter.

Objective

To give students the opportunity to express the spirit of FabLab while learning design and digital fabrication skills.

How to implement the steps using the Design Process Model (Finland):

  • Design Brief/Task Definition: Introduce the project by explaining that students will design a graphic for a shirt or hat using the FabLab logo that reflects our values and purpose. The shirt should be aesthetic, meaningful, and wearable.

  • Field Study/Field Research: Students can research shirt designs by looking at logos and design inspirations. They analyze what makes a design effective while considering aspects like relevance, visibility, and simplicity.

  • Ideation: Students will brainstorm ideas for their shirt/hat. They sketch designs, considering symbols, fonts, and shapes that they can incorporate.

  • Fabrication: Using Inkscape, students will create a digital version of their design and prepare it for the vinyl cutter. Once their design is cut, they will weed it to remove the excess vinyl and use a heat press to transfer the design onto their chosen article of clothing.

  • Argumentation/Justification: Students present their finished items and explain their design choices by explaining how these choices best encapsulates what FabLab is to them.

  • Reflection: Once completed, students shall reflect on the design and fabrication process experience. They may discuss what they learned, challenges they may have encountered, or how their skills evolved through the project.

Learning Outcomes:

  • Students develop skills in translating their ideas into wearable art.
  • They gain practical experience in digital design, material preparation, and hands-on vinyl application. This will in turn enhance their familiarity with our equipment.
  • By creating apparel that represent our organization and mission, students build a sense of unity and collaboration.
  • Through justification of their designs, students practice articulating their choices and reaffirms/reinforces the skills and impact of their decisions as well as fosters pride in both their vocal/technical abilities.

In which part of the digital fabrication continuum would you feel more comfortable? Why?

I would feel most comfortable in the Digital Fabrication with kids part of the continuum. This approach allows me to guide students through key phases like ideation, design, and fabrication while still handling some aspects myself as I am still continuing my learning. Collaborating with students in this way means we can explore and problem-solve together, which helps me improve my own skills while fostering a learning environment where students are actively engaged and gaining hands-on experience. While I’m not yet fully comfortable with Digital Fabrication by kids, I can see myself leaning toward this approach as I gain more experience and confidence, empowering students to take charge of the entire fabrication process with guidance of course.