3. Pedagogical theories and socio-emotional learning

This week in the FabLab, I made a wooden sign with the names of this year’s graduates on it.

My first project with the Lasercutter

As we want to design a wall at our school on which all the school’s graduates are named, I decided to design it with the laser cutter. The size of approx. 30 x 30 cm is dictated by the size of the wall. The approx. 90 names were available as a text file. I used the xTool-S1 laser cutter with the xTool software for my project.

There is a relatively large amount of text. I decided to just engrave the text and not cut it out so as not to make it too complicated. A border was set as a line engraving and the text as a surface engraving. I used a veneer wood with a thickness of 3mm. The laser cutter took about 20 minutes, but the result was not satisfactory. The letters were not engraved thick enough and the thickness of the engraving was not the same everywhere.

To avoid having to use a new piece of wood, I tried to add a line engraving to the surface engraving on the text. To do this, I deleted the surface filling and added the line engraving to the text. As I had not moved the product after completion, I could simply apply the work step to the existing workpiece. The result was not yet perfect, but satisfactory. The text was much easier to read and also looked more uniform.

The result can now be displayed as the first year on our graduate wall.

Reflection questions

Think on one or two educational activities in which you could integrate laser cutting at some stage of the activity. Explain briefly the activity. Do not forget to clear indicate the learning outcomes.

I could imagine the students making a key ring with their name on it. They have to cut as well as engrave, so that they get to know the possibilities of laser cutting. For the text, they can learn that there are certain fonts that can not only be engraved but also cut. They can find out that a cut-out A no longer looks like an A because the triangle at the top is lost if an unsuitable font is used. A key ring is an object that students can use every day. In addition, the design is very open and the children can try out many things themselves. They get a good result with little effort.

For more advanced students, it would be possible to make stencils, for example for multi-colored stickers, which they make with the vinyl cutter. This will teach them how to combine the different devices and find ways to make the work easier and more precise at the same time.

Reflect on your own practice. When you prepare a lesson activity what are the things that you take into consideration? What are the critical aspects? What additional aspects do you need to take into consideration if you utilize digital fabrication processes?

When planning lessons, I always consider four aspects: 1. what is the goal, what do I want to achieve with my lessons, both subject-related and interdisciplinary? 2. what are my strengths, my interests? What connects me to the topic of the lesson? What personal expectations do I have and what problems do I need to solve? 3. for which students is the lesson planned? How old are the pupils, what previous knowledge do they have, how do they function as a group and what are their expectations? What special features do I need to consider for individual pupils, what particular strengths can I expect and utilize in the learning group? 4. what general conditions do I need to take into account in my lessons? When, where and under what special conditions do the lessons take place? Which conditions are good for my project, which conditions could lead to problems?

When planning a lesson in the Fablab, the aspect of the technical framework conditions is particularly important. Which machines are the students allowed to operate on their own and which are not? What do I still need to explain to the students, what do they already know? How do I avoid accidents?

Reflect on your past educational activities. How have you considered Socio-Emotional learning (or soft-skills) when preparing the activities? How do you integrate these soft-skills in your education? Could you provide some concrete examples? How have changed your perspective on socio-emotional learning / soft-skill / horizontal competences after this lecture.

For me, technical learning objectives and soft skills have always been on an equal footing. Because every lesson must be about improving the ability to learn and reflect. Such considerations are indispensable, especially in inclusive teaching, which is standard in Germany. It is important to talk to pupils about what and how they learn, which personal characteristics are useful to them and which personality traits may stand in their way. If they know what they need to work on and if they are offered strategies, they will ultimately be better able to achieve their subject-related goals.

For example, if a student finds it difficult to concentrate and is easily distracted, you can offer them a place in the classroom where they are less distracted. You can discuss with them what would be helpful for them so that they can concentrate better. This could, for example, lead to an agreement that the pupil can listen to music via headphones during quiet work phases if this helps them to concentrate.

I liked the fact that the topic was addressed, because at first I didn’t associate it in any particular way with the idea of the FabLab. That has now changed for me. What was important for me was the perspective that the FabLab is not just something for particularly high-achieving students, but can be a particularly good place for students who have problems in normal lessons. Because here they learn how important cooperation, initiative and perseverance are. And not because they have to complete some task set by the teacher, but because they need it to solve their own problems and realize their own ideas. In this respect, it would be important to attract not only the tech-savvy and inquisitive pupils to the Fablab, but also those who have difficulties and who are perhaps not yet so good at learning. I’m also thinking here of pupils with behavioral problems and those who frequently skip lessons. But refugee children who find it difficult to find their way in the classroom and who still have major language problems could also benefit from the Fablab.