Photograph: David Grover's 3D prints. By Evelyn Chan.
With the rapid increase of new advancements in technology and inventions, innovation has become the rising currency of the 21st century. While there is no single definition of 'innovation', innovation is often measured by how valuable or unique a product, system, or service is on an economic scale (Wright & Jones, 2018). In other words, a product would be considered innovative if it is original, useful, and has been successfully implemented in society (Lewis, 2011). Therefore, with the rise of new inventions and developments, it is vital that students are well-equipped to survive and thrive in this modern age (Dyer, 2011). Given that 'people who possess an innovative skill set are [currently] in high demand' there has been increasing pressures for educators to foster students' creativity and innovative thinking skills (Wright & Jones, 2018, p. 8).
The reason for these rising pressures is because creativity is often overlooked in school curriculums and replaced by other core content areas like literature, mathematics, and science. However, this has recently been overturned with ACARA (n.d.) finally identifying critical and creative thinking as one of the general capabilities that all students are expected to achieve. Therefore, recently, there has been a new emphasis placed on expanding students' creative and innovative potential in the classroom.
One way to incorporate design thinking skills in the classroom is by creating activities involving 3D modelling and printing. According to Leinonen et al. (2020), 3D design and artifact production is a multidisciplinary learning module where students develop their skills not only in the artistry subject area but also in STEM subjects. By engaging students to digitally fabricate designs using technologies, it encourages students to create self-design projects which act as a source of empowerment for learners (Leinonen et al., 2020). This is further reinforced in Blikstein's study (2013), where students were found to have increased engagement and creativity in the classroom, as well as critical and
computational thinking skills in his art, Photograph: David Grover's 3D prints. By Evelyn Chan.
design, and craft module. 3D modelling and printing help construct knowledge in different subject areas, such as design, problem-solving, computer science, and mathematics. By allowing students to take a hands-on approach to have autonomy over their own design projects, students are empowered to become independent learners who have control over their artifacts, who hold responsibility for their mistakes, and who learn from their own experience of success and failure (Leinonen et al., 2020).
Screenshot: Exemplar of 3D modelling on SketchUp. By Evelyn Chan.
Reference List
ACARA (n.d.). Critical and creative thinking. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/
Dyer, J., Gregersen, H., & Christensen, C. (2011). The innovator's DNA: Mastering the five skills of disruptive innovators. [Web Article]. The Magazine. https://hbr.org/2009/12/the-innovators-dna
Leinonen, T., Virnes, M., Hietala., & Brinck, J. (2020). 3D printing in the wild: Adopting digital fabrication in elementary school education. The International Journal of Art & Design Education, 39, 600-615. https://doi.org/10.1111/jade.12310
Lewis, T. (2011). Creativity and innovation: A comparative analysis of assessment measures for the domains of technology, engineering, and business. [Doctoral dissertation, Brigham Young University]. ScholarsArchive. https://scholarsarchive.byu.edu/etd/2865
Wright, G. A., & Jones, M. D. (2018). Innovation in the elementary classroom. Technology and Engineering Teacher, 77(5), 8-13.
Hi Evelyn,
Your blog post offers a concise and informative introduction to the concept of innovation and the importance of fostering students' creativity and innovation skills. You have skillfully defined innovation and have provided examples of what makes a product or service innovative. You have also highlighted the increasing demand for individuals with innovative skills and how this demand places pressure on educators to teach and develop these skills in students. You have also effectively identified a gap in school curriculums regarding creativity and innovation and highlighted how recent changes in education policy are addressing this issue. You have also then focused on the potential of 3D modelling and printing as a tool for promoting innovation and creativity in the…
Hi Evelyn,
I really enjoyed your post on Design Based Thinking! I think it was really useful that you discussed the different benefits of using design thinking in different subject areas. I also liked how you discussed the use of 3D printing, and included photos from class, as this allows the reader to visualise what you did in the tutorial.
One thing I would've liked to see in your blog this week was some subheadings in order to make it an easier read for the user. But other than that, I think your post was a very interesting read, and I enjoyed all the content that you included.
Well done :))
Bella Kaderavek (11/04/23)
Hi Evelyn,
Good blog post this week. I like how you incorporated lots of different subjects which 3D printing could be used, both STEM and the Arts- a great way to address a wide teacher audience.
It would have been good to see a bit more detail on the design process and maybe a definition of what design thinking involves. This would help it be really clear for the reader. I did like how you’ve incorporated innovation though, and you’ve got lots of good references to support that information.
I also like how you talk about “autonomy over their own design projects”. I find this idea of student directed learning where they are empowered to make choices is a great…