Week 3. Pedagogical theories and socio-emotional learning

Assignments

• Task 1: Design and cut with the laser cutter an object that can be used in your classroom.
• Task 2: Answer the reflection questions.

Cut and design with the laser cutter

Focusing the laser cutter every time we run a job is essential to achieve good results. Most laser cutters are set up by a technician and focused manually using a gauge from the top of the material to a reference point on the head. Newer machines may have an autofocus function, raising the bed until the touch probe senses the top of the material.

The following drawing shows a section of a typical laser cutter and how the laser beam goes through a convex lens that focuses the laser in a point.

Recently, the focusing tool for one of our lab’s laser cutters went missing. Where do focusing tools go?

Since we didn’t saved the focusing distance, I realised we needed to perform a focusing test. Focus adjustment are important to maintain power and cutting performance, smaller kerf, cleaner edges, and crisp engravings.

I decided this was a good opportunity to create a device to help find the focusing distance of any laser cutter. A common procedure is to use a ramp, make one or more engraved lines, and then check where the lines are thinnest.

For precise designs I don’t usually use Inkscape, I prefer CAD tools such as LibreCAD or Autodesk Fusion. In this case I started in Fusion to create the different ramp parts and verify the fit by assembling them.

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I exported the outlines as DXF and, in LibreCAD, added 5 mm markings on the ramp along with the necessary text.

Once finished, I used LightBurn to set the cutting and engraving power and speed for a piece of 3 mm plywood.

• Cutting: Speed 15/Power 50
• Engraving: Speed 60/Power 15

After cutting the parts, I checked the fit, then glued them with CA glue and an accelerator so the test ramp was ready very quickly.

The ramp includes a removable insert where the focus test engravings are made. This way, the ramp can be reused many times by simply replacing the insert.

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Using the ramp to perform a focusing test

To perform the focusing test with the ramp I followed these steps:

• In the LibreCAd I drew a sinlge straight line that is going to run from the top to the bottom of the ramp.
• I place the ramp in the machine bed and “home” the head so the nozzle is at the top of the slope.
• I am using engraving settings as just ned a visible mark, not a through cut.
• I run the job and I get a line that runs along the slope. This line goes from thick to thin and to thick again.
• I mark the thinnest and cleanest section of the line. This is the point that corresponds to the focusing height for the lens.
• To work out the ditance from that point to the nozzle I used a 1mm stepped gauge.
• In this case the focusing tool or stick needs to be 8 mm high.

Reflection

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

Context: Secondary students learning graphics, packaging “developments” (nets), and construction details.

Brief: Design and make packaging for a specific product (e.g., soap bar, sweets). Students select an appropriate template (dieline) and scale it to the contents, then customise it by adding windows, cut-outs, branding, before cutting, and assembling.

Resources:

• CAD software, coloured card, laser cutter, glue.
• Pacakaging template source: https://www.templatemaker.nl/en/

Learning objectives

Students will be able to: 1. Identify and explain what a packaging development/net is and describe how it folds into a 3D form. 2. Compare properties and appropriate uses of paper, card, and corrugated card for packaging. 3. Apply construction details (slots, arrow tabs, locking flaps, lock-rudder flaps) to a net. 4. Set up CAD layers and laser operations to differentiate score vs. cut lines and export correctly. 5. Produce a laser-cut prototype that fits the product and evaluate its accuracy, strength, and finish.

Process

1. Students choose a template from TemplateMaker and input the dimensions.
2. They import the template into a CADsoftware and place cut, score, and engrave on different colurs .
3. Students add construction features (tabs, slots) and optional windows, cut outs, /branding.
4. In the laser cutter it is necesary to run a small test cut to confirm power/speed for scoring and cutting on the chosen card stock. Laser safety procedures must be observed.
5. The design is ready to be laser cut and scored. Then they fold, glue, and assemble the packaging.
6. Students test the packaging with the target product and record any issues.

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• 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?

Some things I take into consideration when preparing activities are the prior knowledge of students on the topic and how to diagnose it. I also plan for differentiation, scaffolding, and extension activities. For the activity itself, I consider how students will acquire the required skills and knowledge, and how this can be done in a contextualised, meaningful project with clear learning objectives and assessment for learning.

When using digital fabrication processes or other activities that take place in a workshop, I need to account for health and safety, including risk assessments for each machine or process. I also check resources: space, time, materials, tools, software, and the preparation of all elements required for students to succeed.

It is also important to decide which tasks must be completed first, which can run in parallel, and whether students are working in groups, pairs, or individually.

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

Although I wasn’t using the term Socio-Emotional Learning (SEL) at the time, teaching Design & Technology meant I routinely built soft-skills into the design process. I focused on:

• Ethics in design: discussing the impact of design decisions, sustainability, inclusivity and cultural differences.
• User-centred design: helping students understand and empathise with users’ needs before proposing solutions.
• Teamwork and communication: assigning roles and providing constructive feedback.
• Resilience and self-management: promoting iteration, documenting failures, and planning next steps.
• To help students experience user constraints, I used simple simulation tools to mimic dexterity or vision impairments (see examples here: https://www.inclusivedesigntoolkit.com/tools_simulation/).

The task would consit on writing a short note while wearing scratched “blurry” glasses; open a lid of a container while wearing gloves to reduce dexterity; sketch with a pen fitted with a small vibrating motor to simulate hand shake.

Tools

• Software used: Fusion, LibreCAD, Lightburn

• Thunder Laser Nova Series: Focal Ramp Test