3D Printing and Maker Spaces: Design as Storytelling
Marlo Steed
Faculty of Education
University of Lethbridge
Canada
marlo.steed@uleth.ca
Abstract: This paper discusses 3D printing, the Maker Movement and the implications on
education. The Maker Movement is gaining momentum and 3D printing plays a significant
part of this community. The affordances of 3D printing are discussed and possible ways for
integrating this into the curriculum are listed. The power of this technology to transform
learning is highlighted. 3D printing engages the act of creation but the idea or story behind the
design is what will make it compelling. This discussion concludes by encouraging instructors
to orchestrate opportunities for students to articulate a rationale for their 3D designs/prints.
Introduction to Maker Spaces
The Maker Movement is a burgeoning community in the online world in which individuals collaborate
in the creation of functional or aesthetically pleasing artifacts (Anderson, 2013). There are a number of factors,
which have fueled this interest. One factor is that the layperson can delve into technology-laden topics because
of the online presence of budding engineers and technologists that share their experience and expertise. This is
a Do It Yourself (DIY) culture that finds value in creating tangible artifacts and working prototypes using
technologies like electronics, robotics, 3D printing and CNC tools. Another factor in this development is the
emergence of low cost digital tools that facilitate design and manufacturing. The existence of Maker Faires
encourages enthusiasts to come together in a location to share technologies and ideas. Online Maker sites foster
this community and are also referred to as Hakerspaces, Fablabs, or Maker Spaces. These online communities
allow individuals to share ideas, projects and springboard off the thinking of others (e.g. instructables.com,
makezine.com, etc.).
The 3D Maker Spaces has ground swell support from a growing number of individuals. Within the
Maker Movement, 3D printing is an emerging discipline that will inevitably impact future jobs. 21st Century
learners need skills and attitudes that will prepare them for this future. 3D printing facilitates the design and
prototyping of ideas and thus has implications for an educational system that values the act of creation and
invention (Blikstein, 2013).
3D Printing
3D printing involves creating a virtual object by a CAD or 3D Modeling application and then
transforming that into a tangible object. The concept of 3D Printing is also known under the terms, fabrication
and rapid prototyping. Typically 3D printing involves building an object one layer at a time. This process can
be tedious and time consuming but it largely takes human labour out of the equation.
3D printers have been around for years but it hasn’t been till recently that technology has become
affordable by anyone other than corporate industry. The trend to bring down the price and increase the features
will drive 3D printing in a similar fashion to the development of computers and the uptake in small business and
home applications. This paper will not delve into the technical options and descriptions of 3D printers
(Hultgren, 2014). However, these devices can print in a range of material; plastic, glass, metal, ceramic,
concrete, biological material, etc. The better 3D printers can print multiple materials in one print and can print
moving components in one pass without the need for assembly. That said, the features of current consumer
grade 3D printers are relatively archaic. In a real sense affordable consumer 3D printers are at a stage that
would have been the equivalent to the dot-matrix printer back in the day when folks were frustrated by paper
jams. However, the potential is almost unimaginable.
The move from mass manufacturing to 3D Maker Spaces is akin to the evolution of video production
(e.g. iMovie) and distribution (e.g. YouTube). Not so many years ago video production was a process relegated
to experts, the quality was marginal, the software was complex and at times unreliable. Now video production
has evolved into something that is much more accessible, reliable and user-friendly with higher quality results
(Eisenberg, 2009). It is expected that 3D printing will follow a similar path.
3D printing is making the virtual, reality and involves the democratization of
creation ( …industry is going back into the garage. It is incredible to watch the advancements in this
technology. There are sites that document these advancements and one can see the weekly developments in this
field unfold (e.g. 3ders.org).
Educational Integration Ideas
3D printing is an incredibly powerful and engaging tool for education. However, without innovative
ideas for using this in the curriculum, it remains a novelty and will only be seen as something limited to
hobbyists. What follows is brainstorming ideas for using 3D printers in education (Te@chthought, 2013):
• engineering (Makerbot, 2014) - designing working models of gears, download copies of machines
and see how those work through first-hand experience to teach kinematics (Lipson, 2014) –
(futureengineers.org), designing robots (Eguchi, 2011)
• architecture (Makerbot, 2014) – creating models of architectural designs and structures
• art – creating digital/tangible sculptures
• novel studies - recreate places and buildings where a novel took place
• poetry short story or novel portrayals - creating a physical object that would stand beside a poem
or other literary form to enhance meaning or provide a tangible mnemonic device (Cohen, 2011)
• community understanding - recreate models of local buildings or topgraphy to gain a better sense of
community and architectural structures
• history - recreate ancient artifacts and architectural structures (Eisenberg, 2011). – e.g. Viking ship
(http://www.thingiverse.com/thing:475672), great pyramids internal and external structure
(http://www.thingiverse.com/thing:296260)
• geography - print out topographic, population or demographics portrayals (e.g. 3D map of
Switzerland http://www.thingiverse.com/thing:37454)
• physics with engineering (MakerBot, 2014) – merging principles from physics with design
engineering (e.g. A Balloon Powered Helicopter –(http://www.thingiverse.com/thing:152804),
"Rube Goldberg" machine
• math - geometric shapes - use algorithms or equations to create physical shapes, creating scale
models (Gov.UK., 2013), - e.g. city infrastructure, use of dimensions to recreate an accurate
physical model, use of geometric/mathematical concepts to create works of art
• science - mars rover (http://www.thingiverse.com/thing:404824), creating tangible models of
conceptual ideas, biology - medical parts - e.g. prosthetics - replicating a working appendage explore structure of animal skeletons and shape/function – e.g. sabertooth tiger skull –
(http://www.thingiverse.com/thing:472463) TRex model
(http://www.thingiverse.com/thing:308335), create cross-section of organs or recreations of scanned
body parts (Starr, 2014), create tectonic plate movement, models of molecules, designing future
archedtiture for life on another planet (IDEAco, 2014), (Bodenlos, 2012), (Gov.UK., 2013)
• invent curricular board games: e.g. Power the Game (http://www.thingiverse.com/thing:184712
• entrepreneurial opportunities - students design and then sell designs online (Lipson, 2014)
• CTS - auto class: could design replacement parts or modify parts, food studies - create molds for ice
and gelatin
• New Media studies - printout design ideas (e.g. video game creatures, Logos, etc.),
architecture/drafting, model building and interiors
• visually impaired - making diagrams tangible (Lipson, 2014)
The only limitation here is one’s imagination. Almost any topic which benefits from the creation of a
tangible structures might benefit. However, it is important to consider the educational cost/benefit required to
design and print such structures. Identifying the affordances of 3D printing will help determine when is it worth
the time and effort?
Affordances of 3D Printing
When deciding to use a particular technology it is useful to identify the attributes of that tool and match
those with the dimensions of the problem or desired outcome. The following affordances for 3D printers have
been identified and point to reasons for selecting this tool as well as when and how it might be integrated into
education:
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Scalable: the power to change the size of the print- the only limitation is the size of the build area
Customizable: being able to take an existing model and adapt it or customize it is one of the driving
features of this technology
Tangible: – going from virtual to reality; taking an idea from your imagination and making that a
virtual creation inside the computer is one thing but then to have that become a real artifact through 3D
printing is another and turns the concept of virtual reality on its head, see [Figure 1].
Iteration: the ability to go back quickly to the original design and make changes and then print it out
again - hence the term “rapid prototyping”
Complexity of Design: with 3D printing one can create a great deal of detail and complexity in the
design elements because it is an additive manufacturing approach rather than a subtractive process, the
degree of complexity is often impossible or next to impossible to create with any other means - the
level of articulation is limited only by the resolution of the printer
Uniqueness of design: when one creates an artifact from one’s imagination it is often one-of-a-kind;
e.g. even though there are probably thousands of different chess set variants out there the author has
created a 3D printed chess set that is unique, there is no other chess set exactly like that one. See
[Figure 1] as an example of a unique design – no other design is exactly like this one
Sense of Audience: on sites like thingiverse.com, one can share designs and ideas with others – this
results in a sense of audience – knowing that others will view and benefit from your work is motivating
Act of Creation: - designing and creating something is empowering and has potential to engage
learners as they become designers, inventors, sculptors, engineers, architects, etc.
Design Focus: it is the design that is key rather than the act of making – the idea of the design is the
important element and relates to the subject or story that makes the artifact compelling
Figure 1: Virtual to reality (left image is a computer model, right image is a 3D print of that same model)
Act of Creation
One can, merely download existing models from online repositories and print those out. That is a
powerful idea but that is not the only driving force in the 3D printing revolution. A significant aspect of the
Maker Movement is “the act of creation”. The act of creation is a powerful motivating factor for people. Most
people are excited by the possibility of inventing or making something. It is hard to describe but creating
something, particularly when it is shared with others provides the human soul with a sense of satisfaction. The
creativity of the idea and the workmanship of the product are also elements of creation that help engage and
thrill the developer (Ostashewski, Reid & Reid, 2014). There is a sense that one has contributed to humanity by
adding to the inventions or creations that are out there to be shared and built upon (Steed, 2014).
"When you produce something yourself instead of purchasing it, that changes your relationship to it,"
says Chelsea Schelly. "You are empowered by it.” (3ders.org, 2013).
3D printing is an ideal environment to bring the act of creation to almost anyone who desires to pursue
that form of creativity and design.
3D Printing as Story Telling
The idea of going from a virtual creation to a tangible artifact is a powerful concept. However, it is not
just the act of creation that makes 3D printing compelling, it is the message, story, or subject of that creation.
One can think of 3D printed artifacts as stories. Will the viewer understand, appreciate or see the value of that
artifact? The key to effective design is to have a compelling subject or story line (Steed, 2014). Compelling
suggests taking into account a sense of audience; the story or subject of a creation needs to be seen by others as
having relevance and importance. How can one measure or determine that? That is a difficult problem.
However, 3D Maker Spaces facilitate the sharing of creations and provides a sense of popularity and value for
one’s creations. For instance, on Thingiverse.com the creator of a shared model can view statistics that
represents the value others places on a particular creation. One can see the number of views, likes, collects and
downloads as indicators of popularity, see [Table 1]. Although not the sole source of relevance these statistics
can give one a sense for how the community values a creation. That said, one can create an item that is
designed for a niche purpose or to appeal to a specific audience that will not garner the popularity of items that
appeal to a more general audience. Hence the statistics can be misleading.
Table 1: Popularity statistics from Thingiverse.com.
In order to create a model that is valued by others one needs to consider the message behind the
creation. The story, subject or purpose should drive the creation process; design starts by knowing your story.
This is what captivates the viewer; it is what draws a person into the content and engages them with it.
Effective integration of 3D Printing into education will encourage students to slow down and consider the
degree to which their design ideas are compelling, not just for themselves but also for others. A great idea,
purpose, subject or story will drive the passion and rigor required to spend the time on an effective design
(Kayler, Owens. & Meadows, 2013). Educators need to move beyond the fact that students can create with 3D
printing and put more emphasis on the story or rationale behind the design. This is a role that instructors can
take. Pedagogical approaches like Attribute Activation (Steed, 2008), mood boards (Steed 2014) and peer
critique could be ways to achieve this outcome.
Conclusions
Moving from virtual to reality through 3D printing is a significant shift in thinking and can empower
students to bring their imaginations to life (Vanscoder, 2014). This act of creation can be a motivational factor
for leaners. However, as educators we need to go beyond that and ensure students are designing compelling
artifacts; designs with an engaging message, purpose, subject or story. Compelling design is meaningful
communication to the intended audience. 3D printing will inevitably become more pervasive and as advances
put more power and capability into the hands of students, it is incumbent on educators to ensure that students
are mindful and reflective on their choice of designs and creations.
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