3D printing is a fascinating and versatile technology that can bring your ideas to life. But how can you learn and teach 3D printing online, especially if you don't have access to a physical printer? In this article, we'll show you some tips and tools to design and deliver 3D printing courses online, whether you're a beginner or an expert.
The first step to create and deliver 3D printing courses online is to choose a suitable platform for your content. There are many options available, depending on your goals, budget, and audience. For example, you can use a learning management system (LMS) like Moodle, Canvas, or Blackboard to host your course materials, quizzes, and assignments. You can also use a video conferencing tool like Zoom, Skype, or Google Meet to conduct live sessions and demonstrations. Alternatively, you can use a dedicated 3D printing platform like Tinkercad, Thingiverse, or Shapeways to share your designs, tutorials, and feedback with other users.
In my experience, both Canvas and Blackboard work well to host your course online. Zoom tends to be best for conducting live sessions given it's ease-of-use and familiarity with most people
The next step is to plan your curriculum and structure your course content. You should have a clear idea of what you want your learners to achieve, what skills and concepts they need to master, and how you will assess their progress. You should also consider the level of difficulty, the duration, and the format of your course. For example, you can design a short and introductory course for beginners, or a more advanced and project-based course for experienced users. You can also choose to deliver your course as a series of videos, articles, podcasts, or webinars.
The third step is to prepare your materials and resources for your 3D printing course. You should have a list of the tools, software, and hardware that you and your learners will need to complete the course. You should also have a collection of the 3D models, files, and instructions that you will use to demonstrate and explain the 3D printing process. You can create your own materials using 3D modeling software like Blender, SketchUp, or Fusion 360, or you can use existing materials from online repositories like Thingiverse, MyMiniFactory, or Cults.
The fourth step is to engage your learners and motivate them to participate and learn. You should create opportunities for interaction, feedback, and collaboration among your learners and with yourself. You can use various strategies to achieve this, such as creating discussion forums, polls, surveys, quizzes, or challenges. You can also use gamification elements like badges, points, or leaderboards to reward your learners for their achievements. Moreover, you can use social media platforms like Facebook, Twitter, or Instagram to showcase your learners' work and inspire others.
The fifth step is to simulate 3D printing and provide your learners with a realistic and immersive experience. You can use online tools and apps that allow you to preview and test your 3D models before printing them. For example, you can use Cura, Slic3r, or PrusaSlicer to slice your models and generate the G-code for your printer. You can also use Print Simulator, Print3D, or G-Code Simulator to visualize and animate the printing process. These tools can help you and your learners troubleshoot any issues, optimize your settings, and improve your results.
The sixth and final step is to connect with 3D printing services and offer your learners the option to print their models in real life. You can use online platforms that connect you with local or global 3D printing providers that can print and deliver your models for a fee. For example, you can use 3D Hubs, Shapeways, or Sculpteo to upload your models, choose your materials, colors, and finishes, and get a quote for your order. You can also use these platforms to sell your models or buy models from other designers.
In my experience teaching workshops on 3D printing for the various departments at Temple U., I've found that it's best to tailor examples and/or a live work session to your audience's discipline. A great deal more interest was generated when I discussed the current and potential applications of a technology, e.g. 3D printing infant spinal cord deformation for pediatric surgery, 3D molecules for biochemistry, 3D printing flexible casts for physical therapy, etc. Otherwise, it becomes too abstract for people to really absorb well.
It is important to consider digital immersion and presence when designing online modules to teach 3D printing concepts (e.g., between non-immersive computer screens and immersive virtual reality (VR) headsets). Non-immersive modalities can be used effectively when learning is likely driven by passive observation and visualization and not (or limited) manual interaction. For example, analyzing 3D models for 3D printability before actually printing them. Whereas immersive modalities can help students actively internalize technical and methodical competencies in 3D printing by developing spatial, perceptual, and psychomotor intuition. For example, interacting with 3D printers to learn about the functional breakdown of their printing process.