The theoretical frameworks behind the Jasper Series are quite familiar as I have seen many of you talk about the “importance of having students become actively involved in the construction of knowledge” and “anchoring or situating instruction in the context of meaningful problem-solving environments” (Cognition and technology Group at Vanderbilt, 1992, pp. 292-294). With the many advances in technology, educators have a plethora of opportunities to create active and anchored learning experiences.
The opportunity to create a science adventure is currently not a hypothetical one for me. Last week I was asked to teach a select group of Grade 8 students how to use a 3D printer; I have 3 days to work with the students over a 3 month period. I could just design 3 days of boring tutorials, but I would rather utilize these theoretical frameworks and challenge the students in the process. After all, “problem-based learning (PBL) is considered one of the most powerful instructional models to provide students with opportunities to experience real-life problems in school settings” (Park & Park, 2012, E14). Here is a quick outline for the 3 days:
Day 1
The goal of the first day is to inspire and instruct. Students will be shown video examples of how 3D printing has been used to solve real-world problems. Afterwards, students will learn how to use a simple 3D design application.
Day 2
The goal of the second day is to excite and challenge. Students will visit an innovation hub to see design thinking in action. Afterwards, students will return to the school and complete a design challenge (in groups of 3) based on a current need in the school. At the end of the day, groups will be tasked to find their own problem of personal/local/global significance.
Day 3
The goal of the third day is to anchor and challenge. Groups will present their problems and vote on the best challenge. All students will work to design the best solution for the challenge.
I would love to hear your feedback on these plans and how I could tweak it further. I fear that the amount of time would make it difficult to have 2 separate design challenges; it would leave very little time for discussion and iteration.
Cognition and Technology Group at Vanderbilt (1992). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315.
Park, K., & Park, S. (2012). Development of professional engineers’ authentic contexts in blended learning environments. British Journal of Educational Technology, 43(1), E14-E18
Hi Gordon,
Great idea. My 12-year old son is enthusiastic about the idea of participating in your class – he really wants to learn how to use a 3D-printer! So I guess you will have motivated students … 🙂
In your concept, you perfectly combine situated learning with design thinking, social constructivism, problem solving, active learning and collaborative learning – I like it!
Regarding your question: Indeed, two challenges seem quite a lot for two days. Is there any way of using the time in between your three teaching days? For example, could the students prepare some conceptual work, or develop a working plan (time management!) in small groups already between day 2 + 3? This would save time on day 3. But in this case, the students should be free to work on any design problem that they want to on day 3. They could use an electronic whiteboard to present their ideas to the peer and to the teacher before day 3 and to solve any conceptual questions beforehand.
Kind regards,
Elske
Hi Elske,
Yes, I actually wanted each group to come up with their own challenge before day 3 but I like your idea of presenting the ideas to peers/teacher beforehand using some type of online presentation medium. I will definitely think about it and see if I can work out the logistics.
Thanks!
Gordon
Dear Gordon,
This design challenge sounds exciting. I like the simple goals you set for each day.
To condense time spent on preparing students with skills, is it possible to flip the learning? Can you pre-assign students with videos for homework and ask them to showcase their knowledge of one skill on Day 1? For example, students are tasked to show a video in class that demonstrates one skill they discovered on the software or discuss about one obstacle that 3D printing assuages? Students can also look into possible challenges for 3D printing.
Alice
Hi Alice,
Good point! I wish there was time for what you are proposing before Day 1. Perhaps I can use your idea for idea to improve their 3D design skills so that Day 2 will be more about the design aspect, and less about learning TinkerCAD again.
Cheers,
Gordon
Hey Gordon!
Since our last class together and our examination of 3D printing, the largest problem I’ve run into is the time a print takes. I’ve had two classes 3D print rockets now, and we got to launch off a bunch of them….but the printing took days.
The only suggestion I could thing of, would be to have students vote on the challenge at the end of day 2, and have time outside of school (or in non-instructional times at school) to come up with a first iteration of a design. This way, they could send it to you and have v1 printed and ready for day 3. That would give them time to analyze and change during day 3. Review others first designs, provide feedback for others…and then attempt to print a quality final product.
I really like the day 2 idea of visiting an innovation hub! It’s an absolutely wonderful opportunity to see problem solving design in action.
Hi Caleb,
I like how you incorporated iteration and design thinking into the design challenge. I totally agree that print time has been an issue at my school. To make matters worse, one of our printers is malfunctioning and I am in the process of trying to fix it. Anyhow, I will go back to the drawing board and thinking about your suggestions for sure!
Cheers,
Gordon
Hi Gordon
I like the fact that you shared an excellent 3-day lesson plan.
I wonder if it possible for high school students can give back to the community or help people with a need. Here is a story of a high school in Calgary doing this https://globalnews.ca/news/2433289/alberta-students-help-send-3d-printed-prosthetic-hands-to-third-world-kids/
A good next step might be to find out how students can give back.
Christopher
Hi Christopher,
Thanks for the suggestion! I think ideas like the one you suggested would definitely be something to consider for the future. This science adventure will be the first experience with 3D printers for these Grade 6’s so I’ll plant the seed and see what happens!
Take care,
Gordon