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3D printing in education: a framework for learning with 3D artefacts

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

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Standard

3D printing in education: a framework for learning with 3D artefacts. / Lackovic, Natasa.
14th Conference on rapid design, prototyping and manufacturing proceedings. ed. / Allan E. W. Rennie; Richard J. Bibb. 2015. p. 109-119.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

Harvard

Lackovic, N 2015, 3D printing in education: a framework for learning with 3D artefacts. in AEW Rennie & RJ Bibb (eds), 14th Conference on rapid design, prototyping and manufacturing proceedings. pp. 109-119.

APA

Lackovic, N. (2015). 3D printing in education: a framework for learning with 3D artefacts. In A. E. W. Rennie, & R. J. Bibb (Eds.), 14th Conference on rapid design, prototyping and manufacturing proceedings (pp. 109-119)

Vancouver

Lackovic N. 3D printing in education: a framework for learning with 3D artefacts. In Rennie AEW, Bibb RJ, editors, 14th Conference on rapid design, prototyping and manufacturing proceedings. 2015. p. 109-119

Author

Lackovic, Natasa. / 3D printing in education : a framework for learning with 3D artefacts. 14th Conference on rapid design, prototyping and manufacturing proceedings. editor / Allan E. W. Rennie ; Richard J. Bibb. 2015. pp. 109-119

Bibtex

@inbook{39ee0aab79c04984b7e9e46af8c0405d,
title = "3D printing in education: a framework for learning with 3D artefacts",
abstract = "3D printing has come a long way since its advent in the 1980s. Various applications and benefits of this technology and artefacts have been discussed and demonstrated, especially in relation to engineering, design, museum collections and medicine. In terms of education, there is much talk about the potential of 3D printing, primarily with regard to learners{\textquoteright} motivation around the tangible nature of the learning experience. However, it is unclear and undertheorized what 3D printed objects as pedagogical artefacts bring into the educational arena. This issue is especially pertinent to the role of 3D artefact meanings and more holistic interdisciplinary explorations of concepts and phenomena with such artefacts, to complement the dominant focus on STEM subjects. This paper suggests a framework for critical artefact pedagogy, building on Peirce{\textquoteright}s triadic meaning making model and Vygotskian approach to learning concepts. The framework can support future explorations of the pedagogical value of 3D printed artefacts across subjects in general, and in relation to museum collections and cultural heritage in particular.",
keywords = "artefacts, learning, 3D printing, museums, heritage, semiotics",
author = "Natasa Lackovic",
year = "2015",
language = "English",
isbn = "9781526203038",
pages = "109--119",
editor = "Rennie, {Allan E. W.} and Bibb, {Richard J.}",
booktitle = "14th Conference on rapid design, prototyping and manufacturing proceedings",

}

RIS

TY - CHAP

T1 - 3D printing in education

T2 - a framework for learning with 3D artefacts

AU - Lackovic, Natasa

PY - 2015

Y1 - 2015

N2 - 3D printing has come a long way since its advent in the 1980s. Various applications and benefits of this technology and artefacts have been discussed and demonstrated, especially in relation to engineering, design, museum collections and medicine. In terms of education, there is much talk about the potential of 3D printing, primarily with regard to learners’ motivation around the tangible nature of the learning experience. However, it is unclear and undertheorized what 3D printed objects as pedagogical artefacts bring into the educational arena. This issue is especially pertinent to the role of 3D artefact meanings and more holistic interdisciplinary explorations of concepts and phenomena with such artefacts, to complement the dominant focus on STEM subjects. This paper suggests a framework for critical artefact pedagogy, building on Peirce’s triadic meaning making model and Vygotskian approach to learning concepts. The framework can support future explorations of the pedagogical value of 3D printed artefacts across subjects in general, and in relation to museum collections and cultural heritage in particular.

AB - 3D printing has come a long way since its advent in the 1980s. Various applications and benefits of this technology and artefacts have been discussed and demonstrated, especially in relation to engineering, design, museum collections and medicine. In terms of education, there is much talk about the potential of 3D printing, primarily with regard to learners’ motivation around the tangible nature of the learning experience. However, it is unclear and undertheorized what 3D printed objects as pedagogical artefacts bring into the educational arena. This issue is especially pertinent to the role of 3D artefact meanings and more holistic interdisciplinary explorations of concepts and phenomena with such artefacts, to complement the dominant focus on STEM subjects. This paper suggests a framework for critical artefact pedagogy, building on Peirce’s triadic meaning making model and Vygotskian approach to learning concepts. The framework can support future explorations of the pedagogical value of 3D printed artefacts across subjects in general, and in relation to museum collections and cultural heritage in particular.

KW - artefacts

KW - learning

KW - 3D printing

KW - museums

KW - heritage

KW - semiotics

M3 - Chapter (peer-reviewed)

SN - 9781526203038

SP - 109

EP - 119

BT - 14th Conference on rapid design, prototyping and manufacturing proceedings

A2 - Rennie, Allan E. W.

A2 - Bibb, Richard J.

ER -