Printing solutions
One of the trends (trend 7) identified in the paper from the Scientific and Technology Subgroup is about 3D printing and plastic electornics. Both have potentially huge implications for the ways in which science, D&T and computing are taught in schools (amongst other things) – and it came to mind particularly during a meeting of the South West RDA STEM steering group yesterday, disucssing the challenges for STEM reliant businesses and the challenges for education around STEM subjects.
There have been some great developments learning from Fablab, exploring the possible new activities when groups can not only investigate and design but actually create artefacts of use. One of the best applications in this area is the work of Smartlab, where the wonderful Magic Playroom creates a space for investigating and then making solutions to real world problems, using a selection of 3D printers, digital laythes and other incredible equipment. This equipment is still expensive and the skills to use them are high – but as the paper suggests over time this will change.
A clear indictation of this (delivered to me via Twine) is Shapeways. A central digital printer that is essentially up for rent. Your design printed and delivered to you. So even at this stage – what does this mean for activities in science and DT? What should the curriculum focus on if the production of artefacts – with high production values – becomes more digital? How should assessment change to understand processes rather than product and what sort of expertise do we need to be able to teach and what sorts of expertise do we need to develop in students? There could be a dramatically different set of practices that could take place in schools across the country in under 10 years time with some theoretical problems being tackled practically at low cost – but these possibilties raise even more immediate questions. If schools will be able to change their practices within 10 years, what will industry be able to do in 5 years. And what skills, competencies and understanding do students need to develop within STEM subjects over the next 2 years?
More questions! So for the weekend then, a video of how it works.
