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Module 3 - Week 1

Assignments

  • [X] Task 1: Fabricate a 3D object with a 3D printer to provide support at school’s Makerspace
  • [X] Task 2: Answer the 3 reflection questions

Process

Our school’s newly renovated makerspace has a lot of cabinets with locks. So, I wanted to make some key tags to help organize the keys. I designed the model using TinkerCad and exported the file into STL format :

Tasks in the Fab Lab

The local instructor went through a quick overview of the Bambu Lab X1c 3D printer in the Fab lab, explaining the various functions and features.

I had a hands-on session learning how to use the Bambu Studio slicer program to prepare the STL file for 3D printing. The instructor explained the settings to take into consideration.

With the help of the instructor, I set up and printed the key tags, but using only 1 color filament.

Since Bambu Lab X1c 3D printer has the capability of printing multi-color, I wanted to make some key tags that have different color for the text. The instructor suggested that it was easier to create the text and the base models separately in TinkerCad. Then add the text colour in the Bambu Studio and combine both models for printing.

I often noticed that students would leave the hot glue gun lying on the table after use, which was not safe and made the workspace messy. Since the school had recently purchased a Bambu Lab X1C 3D printer, I decided to design and print a hot glue gun stand to solve this problem. I looked at some example designs from Thingiverse for ideas, then used Tinkercad to create my own stand and printed it. The stand printed successfully and worked as intended. However, I realised that the holder was slightly too big for the glue gun. This helped me understand the importance of taking accurate measurements and improving the design through testing and revision.

Challenge and Solution

As this was my first experience using Bambu Studio as a slicing software, I initially felt quite intimidated by the wide range of settings and technical options available. Although the instructor provided guidance, I was still trying to fully grasp the core concept of slicing and how digital models are translated into printable layers. This reminded me that stepping into unfamiliar digital fabrication tools can be overwhelming, especially for educators (like myself) who are still building confidence in this area.

Another challenge I encountered was in combining the base and text objects for a two-colour key tag print. I struggled to position and merge the components correctly within the software, and eventually sought support by consulting AI tools for troubleshooting. Through several attempts and adjustments, I managed to resolve the issue and successfully printed the key tags in two colours. This experience highlighted the importance of persistence, external support, and iterative learning when working with new fabrication workflows.

This experience reminded me that learning new digital fabrication tools often comes with a steep learning curve, even for educators. Feeling intimidated by unfamiliar software such as Bambu Studio helped me empathise with how students may feel when introduced to new technologies or complex workflows. It reinforced the importance of providing clear scaffolds, step-by-step guidance, and opportunities for gradual exploration rather than expecting immediate mastery.

The difficulties I faced in combining objects also highlighted the value of an iterative mindset — learning through trial, error, and adjustment. Moving forward, I see the need to normalise troubleshooting as part of the maker process and to encourage students to seek support from peers, teachers, and digital resources. By modelling perseverance and reflective problem-solving, I can better support students in developing confidence, resilience, and independence when working in digital fabrication contexts.

Reflection Question 1:

Are you planning to use the fabricated object in your classroom? If so, how?

The fabricated key tags will be used at our new makerspace to organize the cabinet keys.

The hot glue stand will be placed at the glue gun station.

Reflection Question 2:

Consider a learning activity involving 3D printing. How could it be aligned with your curriculum / standard? What are the challenges?

Activity title: “Digital Nature Sculptures” - 3D Printed Environmental Art

Based on our school’s Primary 6 Art curriculum focusing on the unit “Art and Nature”, students create a mixed-media land art-inspired artwork using natural materials and 3D-printed “nature connectors” that help them join objects together in creative ways.

Students use Tinkercad to design and print sculptural elements that complement their natural material artworks, creating hybrid pieces bridging technology with land art concepts.

Learning Objectives :

  • SEE: Identify how artists use natural materials, lines, and patterns in land art to convey meaning.

  • EXPRESS: Create a mixed media nature artwork, experimenting with materials and 3D-printed connectors to join objects and express ideas.

  • APPRECIATE: Use digital platforms to document and share the artwork, write an artist statement, and discuss with peers.

Activity Structure

Phase 1: Concept Development

Students examine their existing natural material collections and identify gaps where 3D printed elements could enhance their climate change message. They sketch connector pieces, bases, or sculptural elements that would be impossible to create with found materials alone.

Phase 2: Digital Design

Using Tinkercad, students create simple geometric forms, connectors, or symbolic elements. Designs should be purposeful. For example: creating joints to connect twigs, bases to stabilise pebble arrangements, or symbolic shapes representing environmental themes.

Phase 3: Integration

Once printed, students incorporate these elements into their mixed media environmental artworks, combining the precision of digital fabrication with the organic qualities of natural materials.

Phase 4: Reflection

Students take picture of their final artwork and post it on Class Padlet. They expand their artist statements to include: “How does combining digital technology with natural materials change my artwork’s message about climate change?”

Challenges

Carrying out this activity in a class of 40 students presents several key challenges, mainly due to scale and logistics. The biggest issue is the 3D printing bottleneck, since students cannot operate the printer and the teacher must manage file checking and printing, which is highly time-consuming.

In addition, many students will require support when experimenting with natural materials and joining methods, making it difficult for one teacher to troubleshoot effectively.

Classroom constraints such as limited space, material organisation, messiness, and safety concerns with natural objects further increase complexity.

Finally, managing digital documentation, meaningful peer reflection, and artist statement sharing becomes harder in a large group, as participation and progress levels may vary widely.

Reflection Question 3:

Explain one successful educational activity in which you collaborated with other educators. What are the advantages and disadvantages of working with other educators?

One successful educational activity I collaborated on was the Module 1 field activity on Tessellation Art, where I worked with the Art teacher to plan and co-teach her class.

This collaboration was valuable because I could learn from her strong pedagogical experience and her familiarity with the students’ needs and classroom routines. As I did not normally teach this class, her support in guiding and managing the students helped the lesson run smoothly.

At the same time, I realised that working with other educators requires extra time for coordination, and differences in teaching approaches may need careful communication. This experience showed me how collaboration can strengthen lesson delivery while also encouraging professional growth.

What are the main aspects to take into account to prepare an education activity among 2 or more educators?

Based on the Tessellation art lesson experience, I have learnt that the most important aspect is having clear communication and a shared purpose. It is essential to align on the learning objectives and agree on how each educator will contribute, so that the lesson feels consistent and meaningful for students.

I also realised that co-planning requires careful attention to students’ needs and classroom dynamics, especially if I am less familiar with the class. Discussing roles in advance, such as who will lead instruction and who will support or manage the class, helps the session run more smoothly.

Overall, collaborating with other educators reminds me that effective teamwork takes time, flexibility, and mutual trust, but it can greatly enrich both teaching practice and student learning.

Tools

Tools or software used:

  • TinkerCad

  • Bambu Lab X1c 3D printer

  • Bambu Studio slicing software

References :

  • Thingiverse website: https://www.thingiverse.com/search?q=Hot+glue+gun+stand&page=1

  • Tinkercad Youtube video tutorials shared in module 3 week 1 page