Invited review article: Where and how 3D printing is used in teaching and education

Ford, Simon; Minshall, Tim

doi:10.1016/j.addma.2018.10.028

Cited by 276 publications

(230 citation statements)

References 134 publications

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“…Choi and Ko, 2014), conservation evaluation (Jun et al, 2008;Jo and Lee, 2009;Soler et al, 2017;Sánchez-Aparicio et al, 2018), monitoring (Kim and Lee, 2017;Wilson et al, 2018), reassembly (Lee and Han, 2015;Zhang et al, 2018), and content creation (Machidon et al, 2018) based on scanned data. In particular, as these digital technologies become integrated with 3D printing technology, their scope of application is becoming wider, extending to cultural heritage restoration, replication, and education (Lee and Wi, 2015;Balletti et al, 2017;Katz, 2017;Xu et al, 2017;Keles and Yaman, 2018;Shin and Hwang, 2018;Ford and Minshall, 2019).…”

Section: Introductionmentioning

confidence: 99%

Application of Three‐dimensional Scanning, Haptic Modeling, and Printing Technologies for Restoring Damaged Artifacts

Jo¹,

Hong²

2019

Journal of Conservation Science

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This study examined the applicability of digital technologies based on three-dimensional(3D) scanning, modeling, and printing to the restoration of damaged artifacts. First, 3D close-range scanning was utilized to make a high-resolution polygon mesh model of a roof-end tile with a missing part, and a 3D virtual restoration of the missing part was conducted using a haptic interface. Furthermore, the virtual restoration model was printed out with a 3D printer using the material extrusion method and a PLA filament. Then, the additive structure of the printed output with a scanning electron microscope was observed and its shape accuracy was analyzed through 3D deviation analysis. It was discovered that the 3D printing output of the missing part has high dimensional accuracy and layer thickness, thus fitting extremely well with the fracture surface of the original roof-end tile. The convergence of digital virtual restoration based on 3D scanning and 3D printing technology has helped in minimizing contact with the artifact and broadening the choice of restoration materials significantly. In the future, if the efficiency of the virtual restoration modeling process is improved and the material stability of the printed output for the purpose of restoration is sufficiently verified, the usability of 3D digital technologies in cultural heritage restoration will increase.

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Section: Introductionmentioning

confidence: 99%

Application of Three‐dimensional Scanning, Haptic Modeling, and Printing Technologies for Restoring Damaged Artifacts

Jo¹,

Hong²

2019

Journal of Conservation Science

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“…It is strongly believed that AM can transform the way items are manufactured, traditional business models, established supply chains and economics of where, how and when things are made (Beyer, 2014). The rapid growth and emergence of AM and 3D printing technologies is introducing skills shortage in industries and this requires the design of effective educational programs and courses to train students and professionals to meet the increasing demand of AM designers and engineers in today's industry (Ford and Minshall, 2018). Actually, at the current stage, AM or 3D printing is widely used in teaching and education: to train students about 3D printing technologies; to teach educators about 3D printing technology; as a supportive technology during teaching; to produce artefacts that aid learning; to create assistive technologies and to support outreach activities (Ford and Minshall, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The rapid growth and emergence of AM and 3D printing technologies is introducing skills shortage in industries and this requires the design of effective educational programs and courses to train students and professionals to meet the increasing demand of AM designers and engineers in today's industry (Ford and Minshall, 2018). Actually, at the current stage, AM or 3D printing is widely used in teaching and education: to train students about 3D printing technologies; to teach educators about 3D printing technology; as a supportive technology during teaching; to produce artefacts that aid learning; to create assistive technologies and to support outreach activities (Ford and Minshall, 2018). However, still according to (Ford and Minshall, 2018), there is a need for additional teaching and curricula materials to improve student engagement and subject knowledge acquisition.…”

Section: Introductionmentioning

confidence: 99%

“…Actually, at the current stage, AM or 3D printing is widely used in teaching and education: to train students about 3D printing technologies; to teach educators about 3D printing technology; as a supportive technology during teaching; to produce artefacts that aid learning; to create assistive technologies and to support outreach activities (Ford and Minshall, 2018). However, still according to (Ford and Minshall, 2018), there is a need for additional teaching and curricula materials to improve student engagement and subject knowledge acquisition. This stance is supported by Violante and Vezzetti (2017), who still believe that educational efforts in the emerging advanced manufacturing technologies lag behind the required technical competencies in the industrial sectorthis results in increasing the skills shortage despite numerous initiatives to support the use of AM in educational programs.…”

Section: Introductionmentioning

confidence: 99%

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University Education in Additive Manufacturing and the Need to Boost Design Aspects

Borgianni

Maccioni

Spena

et al. 2019

Proc. Int. Conf. Eng. Des.

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Additive Manufacturing (AM) is a potentially revolutionary technique in industry with claims of high skills shortage in the recent days. It is assumed that full exploitation of AM capabilities can be made possible by a paradigm shift steered by engineering design. Future generations of engineers might benefit from Design for Additive Manufacturing (DfAM), which targets AM potential and enables design freedoms. In this context, the paper investigates AM education for a better understanding of the main AM-related subjects taught in universities. To this scope, the authors gathered 52 syllabi of courses taught in highly-ranked technical universities worldwide that relate to AM. From the investigation, it emerges that AM is the core discipline of the course in 42 out of 52 cases and considered widely as an independent domain to date. As for taught subjects, it was found that design aspects in AM and DfAM are poorly focused on, while manufacturing and process areas are the most popular. This poses a challenge especially to the design community, as the current situation might limit the exploitation of AM capabilities.

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“…Currently, FDM 3D printing disposes to be used because it has relative small machine and cheap of material price. The 3D printing technology has applied in several fields such training and education [2], pre-operative planning bone surgery [3], automotive [4], and Journal of Mechanical Engineering Science and Technology ISSN: 2580-0817 Vol. 3, No.…”

Section: Introductionmentioning

confidence: 99%

The Characteristic of Overhang Object to Material Usage on FDM 3D Printing Technology

Bintara

Aminnudin

Prasetiyo

et al. 2019

JMEST

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Fuse Deposition Modeling (FDM) 3D printing is one of additive manufacturing technology which physical 3D model is build up layer by layer. The support structure is almost involved on the process if overhang shape is met on the 3D model. It has main function to prevent the 3D printed model from collapsing. Commonly, the single material source of FDM 3D printer machine is to supply building two structure, structure of main 3D object and support structure. Hence, our goal optimizes the using of support material for reducing the main material usage. Furthermore, the sixteen of variation overhang angle is set to the 3D model. All models are printed into two kind of 3D printed model, printed model with support structure addition and without support addition. The weight of each 3D printed model is measured by weight scale with accuracy of tool is 10 -4 g. Then the quality and the weight of 3D printed model are compared and analyzed. The result shows that the average overweight of 3D printed model with support structure addition is 40.41% than without support structure addition. Furthermore, there are several the 3D printed models without support structure that fail printed on variety model with 0° until 11° of overhang angle. The conclusion of this study is that the support structure can prevent the 3D printed model from collapsing but it does not need be built up if the overhang angle more than 11°.

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Invited review article: Where and how 3D printing is used in teaching and education

Cited by 276 publications

References 134 publications

Application of Three‐dimensional Scanning, Haptic Modeling, and Printing Technologies for Restoring Damaged Artifacts

Application of Three‐dimensional Scanning, Haptic Modeling, and Printing Technologies for Restoring Damaged Artifacts

University Education in Additive Manufacturing and the Need to Boost Design Aspects

The Characteristic of Overhang Object to Material Usage on FDM 3D Printing Technology

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