Design-based Thinking

Design-based Thinking

The use of 3D virtual environments for educational purposes is growing more and is evident in a range of classroom environments today (Bouta & Retalis, 2013). Through this high-level technology, students work in collaborative learning environments building essential 21st-century skills. Furthermore, 3D virtual environments enhance student’s engagement as they become active learners and are involved in their own learning process.

Design-based thinking allows students to teach digital literacy using tools that support student’s learning (Bekker, Bakker, Douma, I., van der Poel, J., & Scheltenaar, K, 2015). Students work on their collaboration skills whilst using design software such as TinkerKad and Makers Empire both of which we explored in tutorials.

In terms of pedagogical practice and teaching strategies, there are many ways to implement 3D virtual environments and 3D printing in ways that extend student learning. For example, this would be useful in a primary school Science and Technology lesson as it caters to the Design and Production outcome. I would use this as a cross-curricular along with Mathematics in a lesson using measurements in length. Giving students a problem-solving question using measurement will allow them to use their critical thinking skills. They can involve themselves in the design and creating the process of their products. The program we explored in the tutorial; Makers Empire would be the most suitable tool for 3D design.

Advantages and Disadvantages

Students can work comfortably at their own pace which will make their learning process more meaningful. However, with all these advantages there a couple of things that teachers may find difficult with embedding 3D virtual environments into lessons. Firstly, there isn’t much research on how to use this type of technology in the classroom. This means that teachers will have to experiment with the use of 3D design software. This could be a time-consuming process however; with appropriate implementation, this could extend student’s learning.

Students build on the 21st-century skills of problem-solving, collaboration, resilience, focus and creativity (Saavedra & Opfer, 2012). Moreover, students are given the power of choice and digital freedom to create something that links with their interests. The application of 3D virtual environments and design software within a classroom context is more apparent as students learn new skills and concepts. Programs such as Makers Empire encourage the use of higher-order thinking skills, deeper learning outcomes, and complex thinking and communication skills (Saavedra & Opfer, 2012). Furthermore, 3D printing helps students solve real-life problems in a creative way.

References

Bekker, T., Bakker, S., Douma, I., van der Poel, J., & Scheltenaar, K. (2015). Teaching children digitial literacy through design-based learning with digital tookits in schools. International journal of child-computer interaction, 5,
29-38.

Bouta, H., & Retails, S. (2013). Enhancing primary school children collaborative learning experiences in maths via a 3D virtual environment.

Eisenberg, M. (2013). 3D printing for children: What to build next?. International Journal of Child-Computer Interaction, 1(1), 7-13.

Saavedra, A., & Opfer, V. (2012). Learning 21st-Century Skills Requires 21st-Century Teaching. Phi Delta Kappan, 94(2), 8-13. doi: 10.1177/003172171209400203