Week 3¶

Assignments¶

[ ] Task 1: Design and cut with the laser cutter an object that can be used in your classroom (e.g. to support any of your lessons, or as part of your infrastucture) Task 2: Document in the learning diary what you did and include two pictures of the final object (hero shot). Explain how are you planning to use it Task 3:Answer the following reflection questions:
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.
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?
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.

Process¶

This week, I designed and laser-cut a blank map of Canada to use in my Grade 10 History of Quebec and Canada course. I wanted to create a tactile learning tool that students could physically manipulate to deepen their understanding of Canadian history.

My goal was to produce a stencil map of Canada that students could trace on a whiteboard using a whiteboard marker. With this tool, they could draw provincial borders as they changed throughout different historical periods. The map can be used both as part of my lessons and as a study aid for students.

Step 1

I began by drawing a map of Canada in Adobe Illustrator using vector lines. However, after some research, I found a detailed vector file of Canada online, which I downloaded and imported into Illustrator. I then resized the map to fit the maximum dimensions of our laser cutter’s cardboard sheets (15” x 17”).

In Illustrator, I set the map outline to red (RGB 255,0,0) to indicate cutting lines and the word CANADA to black (RGB 0,0,0) to engrave it onto the cardboard.

Step 2

Next, I exported the file as an SVG and imported it into our laser-cutting software. I selected the appropriate material settings for cardboard and started the cutting process.

Step 3

The final product turned out exactly as I had hoped. It cut cleanly and worked perfectly as a whiteboard stencil—held in place by magnets.

Challenges and solutions

One challenge I encountered was that the map file was too detailed, which made the tracing process longer than expected. To improve the design, I plan to simplify the vector file by removing excess nodes and reducing fine details. This will make it easier and faster for students to trace the map accurately.

Reflection¶

Question 1: 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. In my classes, I have integrated the laser cutter into two different projects to enhance hands-on learning and design thinking.

Project 1: Sustainable Homes Using Shipping Containers In this project, students designed sustainable homes made from shipping containers. I used the laser cutter to create scale models of shipping containers out of cardboard, which students then assembled and used as a reference for their own scaled home designs.

Learning objectives: 1. Understand and apply the concept of scale in design. 2. Explore principles of sustainability and eco-friendly architecture. 3. Develop spatial awareness and model-building skills.

Project 2: Designing Cams for Automata In this activity, students designed and tested cam mechanisms for simple automata. The laser cutter was used to precisely cut the cams and structural components from cardboard or wood. Students experimented with different cam shapes to produce various types of motion.

Learning objectives: 1. Understand how cam design affects mechanical motion. 2. Apply engineering and design principles to create functional mechanisms. 3. Gain hands-on experience using digital fabrication tools like the laser cutter within a simple mechanical framework.

Question 2: * 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 preparing a lesson activity, I take several key factors into consideration to ensure that students are supported and that the activity runs smoothly.

Teacher and Staff Readiness: One of my main considerations is my own level of comfort and familiarity with the equipment, such as the laser cutter or 3D printer. I also consider whether other staff members are able to provide support if needed. It’s important that both teachers and students have the guidance required to successfully complete their projects.

Materials and Resources: I ensure that the necessary materials are available and suitable for the task. This includes not only the physical materials (e.g., cardboard, plywood, filament) but also access to the right software, design files, and safety equipment.

Time Management: Time is often the biggest challenge when using digital fabrication tools. Projects can easily bottleneck at the production stage when many groups need to laser cut or 3D print their components at the same time. To address this, I plan carefully to stagger production times, ensure early prototyping, and encourage students to finalize designs ahead of schedule.

When integrating digital fabrication processes, I must also consider machine availability, maintenance, and troubleshooting time. Unlike traditional classroom activities, digital fabrication requires careful scheduling, supervision, and contingency planning in case of technical issues.

Question 3: 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.

In my teaching practice, I have always placed importance on developing soft skills such as time management, adaptability, communication, and collaboration. These competencies are consistently practiced across my projects, as students often work in teams, share responsibilities, and manage their progress toward a common goal. For example, in design-based projects, students must communicate effectively to delegate tasks, adapt to challenges during the fabrication process, and stay organized to meet deadlines.

However, after this week’s lecture, I have become more aware of the importance of empathy and community as key socio-emotional learning components. In many of my previous activities, students designed products either for themselves or for a fictional “client.” Moving forward, I want to place a greater emphasis on connecting student work to the broader community.

One way I plan to do this is by having students interview real people or community members before beginning their design process. This will help them build empathy and better understand real-world needs, leading to more meaningful and human-centered design outcomes. Integrating empathy and community awareness will not only strengthen students’ soft skills but also deepen their sense of purpose and social responsibility.

Tools¶

Software and Equipment: * Computer * Adobe Illustrator * Cardboard * Laser Cutter