Week 2

Assignments

Task 1: Design and cut a sticker (or heat transfer) for your classroom/context that reflects your understanding of the maker mindset /maker movement in education.

Task 2: Document in your Learning Diary a description of the process and at least 2 photos. (We prefer to see you in a photo as well!)

Task 3: Copy and paste Student Agreement text in your Student Agrermment page inside about section of your website.

Task 4: Answer the following reflection questions:

1. Based on this week experience, What are some opportunties to integrate this technology in the classroom? How do you think it could support your teaching?
2. 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 objectives.
3. In which part of the digital fabrication continuum (DF for kids to DF by kids) would you feel more comfortable? Why?

Process

When I received this assignment, my thoughts immediately went to the MYP Design Cycle — a process I was first introduced to during my time teaching in an IB school. The cycle consists of four key stages: Inquiring and Analyzing, Developing Ideas, Creating the Solution, and Evaluating. I wanted to design a vinyl sticker that visually represented these stages, but with a fresh perspective.

Traditionally, the Design Cycle is presented in a linear format, suggesting a straightforward progression from one stage to the next. However, as any designer or educator knows, the design process is rarely linear — it is iterative, cyclical, and often involves moving back and forth between stages. My goal was to create a visual representation that reflected this more authentic, non-linear nature of design.

Steps Followed

Step 1: I began by opening Adobe Illustrator to create an initial digital draft of my idea. Using simple shapes and text, I experimented with circular and overlapping forms to symbolize the fluid movement between stages in the cycle.

Step 2: Next, I refined the layout to ensure greater visual coherence and balance, paying close attention to typography and spacing.

Step 3: Once I was satisfied with my design, I exported it as an SVG file and opened it in Silhouette Studio. Here, I made further adjustments to optimize the design for cutting.

Step 4: I sent the first version to the vinyl cutter. However, I quickly realized that my cutting settings were incorrect — the blade depth was too shallow and the speed too high. This initial attempt served as a useful test run to calibrate my settings.

Step 5: After adjusting the settings, I produced a second version. The result was noticeably better, but still required minor fine-tuning.

Step 6: With the final version ready, I carefully weeded out the excess vinyl, applied transfer tape, and prepared the sticker for application.

Challenges and Solutions

One of the main challenges I encountered was achieving the correct cutting depth and speed. Each vinyl cutter and blade behaves slightly differently, and identical settings do not always yield identical results. I resolved this by iteratively testing and making small adjustments after each trial.

Another unexpected challenge involved vinyl material properties. For example, the grey vinyl was less adhesive, while the black vinyl had a stronger grip. This variation required me to adapt my weeding and transfer process for each color.

Reflection

Looking back, I realize that I could have saved both time and material by first conducting smaller test cuts to identify the optimal settings. This experience reinforced the importance of testing and iteration — an essential part of the design process itself.

Furthermore, I learned that even subtle differences in vinyl color, brand, and material composition can influence results. In future classroom applications, I plan to have students compare vinyl properties as part of the learning process to deepen their understanding of materials and tools.

Key Learnings

1. Not all vinyl behaves the same — adhesion and flexibility vary by color and brand.
2. Calibration and iterative testing are essential to achieving clean, precise cuts.
3. The process mirrors the MYP Design Cycle: test, evaluate, refine, and reflect.

The vinyl cutter is an incredibly versatile tool in the Design classroom. It engages students in vector drawing, digital fabrication, and visual communication. Students are often highly motivated by the tangible outcome — their own custom sticker or design.

This tool has enriched my teaching practice by: * Encouraging hands-on learning and creative experimentation. * Reinforcing the importance of planning and digital sketching (e.g., using the Pen Tool). * Making abstract design concepts tangible and meaningful.

Example Classroom Activity

One successful project I’ve implemented is a Logo Redesign Unit. Students select an existing brand logo and redesign it to better reflect new values, audiences, or aesthetics.

Steps: 1. Research the chosen brand’s identity and target audience. 2. Sketch multiple design concepts by hand. 3. Digitize their best design using Adobe Illustrator. 4. Cut and produce their logo as a vinyl sticker using the vinyl cutter. 5. Reflect on their process, challenges, and outcomes.

To increase design rigor, I often set constraints (e.g., use of only 2–3 colors).

The learning objectives are to develop skills in: 1. Logo design principles (balance, simplicity, scalability) 2. Vector illustration and digital tools 3. Digital fabrication and material testing 4. Iterative reflection within the MYP Design Cycle

Position in the Digital Fabrication Continuum

I feel most comfortable in the realm of Digital Fabrication by Kids. I believe that students learn best by doing — by engaging directly with the design and fabrication process themselves. When students take ownership of their projects, they develop not only technical competence but also creative confidence and problem-solving skills. In my classroom, this approach consistently leads to higher engagement, stronger design thinking, and a deeper appreciation for the iterative nature of creation.

Tools

Software and Equipment: * Computer * Adobe Illustrator * Silhouette Studio * Vinyl Cutter * Metal Pick * Transfer Tape * Cutting Mat * Box Cutter

References or Tutorials: None were required for this task, as I have prior experience working with vinyl cutters and vector software.