This project works mainly on three aspects: the pedagogical use of 3D printing in class, the promotion of service-learning methodology for inclusion and the design of teacher training courses to ensure the best learning practices for students. These three aspects underpin the design of learning activities that promote the inclusion of the visually impaired community.
The visually impaired constitute a community at risk of social exclusion. Beyond the strict definition of visual impairment, or the percentage of vision loss of each individual, adequate training is crucial for the full social integration of this community. In addition, educational interventions are required in order to raise general awareness among the rest of the population about the special needs of disadvantaged groups and visually impaired people.
On the other hand, the emergence of new technologies, such as 3D printing, has opened a range of educational possibilities and services that can alleviate the aforementioned inequalities and collaborate in inclusive actions.
The expected impact of the PRINT3D project is clear, both in awareness-raising about visual impairment, among the participating students, and in improving the life conditions of the final users of the 3D objects. All the necessary means for diffusion are used to guarantee the project’s visibility. Likewise, the sustainability of the project is ensured, both by the long “useful life” of the objects generated by it, permanently in relation to their designs, and by the didactic methodology that is used by it. The method is easily replicable in the years to come.
Two teacher training courses are designed and offered to teachers as part of the project. One is related to technical issues about the use of the 3D printer. The second one explains the basis of the service-learning methodology.
The third intellectual output is a mini-textbook for students and a guide for teachers who want to implement these inclusive 3D printing learning activities in their classes.
The second year of the project is mainly focused on the implementation of the learning scenarios, arising from the intellectual outputs of the project.
Three different schools in Greece and other two schools in Spain are partners of the project and develop and share their experiences on the project’s website.
Country: Greece, Iceland, Latvia, Spain
Coordinator: Conselleria d'Educació, Investigació, Cultura i Esport, http://www.ceice.gva.es/inicio
Target groups: secondary school students, teachers, trainee teachers, other
Topic: Technology, Education, Other
Start year: 2017
End year: 2019
Contact person: Oscar R. Lozano-Lucia, Email lozano_osc (at) gva.es