From Excitement to Reality: My Learning Journey with Fusion 360 Final Post

Posted on April 13, 2025 by Gerald

Using CAD in classrooms has been an incredible experience for me, as I witness the creativity and imagination of students flourish. Especially for those who need different ways to grasp concepts, CAD tools like Fusion 360 and Tinkercad has been game-changers. For instance, in a Grade 3/4 classroom, we discussed the differences between 2D and 3D shapes. When students created a 2D sketch and then extruded it into a 3D image, it was magical to see their eyes light up with understanding and excitement.

created by Microsoft 360 Copilot

My dream has always been to teach Fusion 360 at the secondary level. However, I quickly realized that a lot of foundational learning needs to take place in the middle years with tools like Tinkercad. My journey has come full circle; I was so eager to master Fusion 360 that I eventually understood the importance of starting with the basics, regardless of age. Both Tinkercad and Fusion 360 are developed by Autodesk, and I found that many skills I wanted to use in Fusion 360 were also great starting points for students using Tinkercad.

In my current role, I am showing high school students in Graphic Arts 20 how to design a bottle in Tinkercad. They will then apply the same techniques with more sophisticated tools in Fusion 360. This approach not only builds their confidence but also ensures they have a solid foundation to tackle more complex projects.

This video only took me 3 hours to create and the  Graphic Arts 20 students take two lessons to learn core skills.  One sobering thought became evident:

“My enthusiasm to teach Fusion 360 can not outpace the teacher and student learning curve” 

In short what I am trying to say is your repository must be very well organized and scaffolded so educators and students do not find themselves frustrated needlessly due to my desire to rush the learning process!

Let’s discuss more about the importance of repositories and what I have learned when trying to create a resource for teachers to use in the classroom.

  • As mentioned above Organization and Accessibility is key.  So when working on Fusion 360 and going to multiple platforms to learn the material  I found it at times diffuse and unstructured.  So you need to make sure that you have CLEAR STRUCTURE with lessons that need to be categorized by subject, grade level  and topics so teachers should be able to find what they want within four clicks of the mouse.
  • I learned a valuable lesson that many OER’s and content on the internet profess that they have the best lesson for Fusion 360.  Well that is not always the case.  Do not get me wrong there are many resources are well made.  The problem is the repository needs to be HIGH QUALITY CONTENT that is well planned and aligned with the the Saskatchewan Curriculum.  Also the OER needs to be continuously UPDATED.
  • Next a factor to keep in mind is that not everyone learns the same way.  I found I had to look in various areas to learn the Fusion 360 Program.  Repositories need to be designed in such a manner that it can support a teacher to ADAPT and DIFFERENTIATE the lesson by including various types of resources such as videos, interactive activities, worksheets and assessments.  This is where AI can be crucial in supporting teacher’s in differentiating material and the reposting it back to the repository.  
    • For teachers to be willing to access the repository it needs to be a USER FRIENDLY INTERFACE.  The repository needs to be designed in a manner that is Intuitive in Design.  I will be going to Edsbyfest in May and I will be discussion with the Edsby Team regarding creating a more intuitive design that promotes easy access to information and promotes sharing of information between teachers.
    • This builds to my next point that it must promote COLLABORATION AND SHARING.  Repository must be designed to naturally promote the cultivation of a PROFESSIONAL LEARNING NETWORK.  I recognized very quickly the importance of having a group of people working together with a similar vision.  It is reassuring when you can discuss ideas with others and gather ideas on how to address whatever emerging issues that may arise.  I also believe that there should be a RATING/REVIEW PROCESS.  Now this is a little more difficult it is a delicate balance of professional guidance and insulting someone.  I would suggest that this part of the repository should be monitored before it is made public for others to see comments.
    • I saved the best for last a repository needs to be ACCESSIBLE AND INCLUSIVE.  So resources need to reflect diverse perspectives and are inclusive of all students.  This is the key characteristic in what gives Open Educational Resources their identity.

So how does this look?  In the example below I have students learning to build something in a CAD program.  Then once the learn some skills then the can start to transform that basic concept and once that part is mastered then the combine all parts to make truly their own project.  I think I have learned throughout the process to speak more clearly and to provide clearer directions.  Check out the video below:

To introduce this concept to students and teachers, I started with a simple project in Tinkercad. We begin by designing a basic bottle, focusing on understanding the interface and basic tools. Once they are comfortable, we moved on to more advanced features, such as grouping shapes and using the align tool.  What I learned is that the teacher to no fault of there own did not know what Tinkercad was.  They did not know the capabilities for an educator like the ability to create a class and have students enroll into the class.  To link it to various platforms like Google Classroom or post links onto Edsby.  So we really had to go to the basics.  So my dream of organizing and preparing teaching resources for teachers really needed to be built from the foundation (basic skills) to advanced skills like Fusion 360 that can create elaborate simulations.

This hands-on experience in Tinkercad prepares them for the transition to Fusion 360, where they can refine their designs with more precision and complexity.  But to do this first they must first learn critical information by coping, transform and combine.  So students will first copy how to create a bottle.  They will then take the ideas and skills and transform into a version of a bottle from what they have learned.  The final part of the learning is when we can get the students and teachers to combine what they have learned to truly create something in CAD that originates from the person.

This video I created when I first started to learn Fusion 360 took my over 5 hours.  The difference between the two videos hopefully shows how I am becoming quicker in learning the program and integrating into curriculum.  Also not in my previous video my instructions are more clear.  Compared to the video below I was not as fluent explaining concepts because of the constant editing.

Conclusion

My learning journey with Fusion 360 has been a rollercoaster of emotions—from excitement to fright, enthusiasm to frustration, and finally, from a dream to reality. By starting with Tinkercad and building a strong foundation, I have been able to guide my students through their own learning journeys, helping them unlock their creative potential.  To accomplish this I had to learn an array of other skills to learn how to develop content.  Use of different platforms from Camtasia, Fusion 360, Tinkercad, Canva, Microsoft Clipchamp, MagicSchool.AI, Diffit, Microsoft Copilot, Edsby and the list continues to grow.

In summary my major project to learn to teach Fusion 360 in schools lead for me to learn so much more then just Fusion 360.  The picture is the best illustration listed below:

Illustration created by CANVA

Posted in EC&I 831 Blog Posts, Major Project Category, Uncategorized | 1 Comment

Final Blog Post: Learning Together, Collaboration and Growth

Posted on April 12, 2025 by Gerald

Throughout the EC&I 831 course, I have actively contributed to the learning of my fellow students by engaging in class discussions, asking thought-provoking questions, and providing support on various platforms.   That said I have to make a confession I was unable to type for a few weeks.  Over February break I woke up in Mexico and had a little bump on my hand.  24 hours later I was in a hospital here in Moose Jaw and my hand was a balloon.  My one hand was so swollen I could not move my fingers or wrist and my other hand was home to IV antibiotics.

So my hands were not very usable for a few weeks.  After a three weeks of anti-biotics I was back on track.  So during that time I tried to stay connected with my peers any way possible.  Jenni was a big help at that time for I was able to still exchange thoughts and ideas and feel connected with what was going on with the class.

Here are some key moments and contributions that highlight my involvement:

Encouraging Deeper Thought in Class Discussions and response on blog posts

In our class discussions, I consistently asked questions that encouraged my peers to think more deeply about the topics at hand. By challenging assumptions and exploring different perspectives, I helped create a dynamic and engaging learning environment. This approach not only enriched my own understanding but also fostered a collaborative atmosphere where everyone felt comfortable sharing their ideas.  I always encouraged collaboration in our breakout groups and was always present.   I was always communicating through chat as well to students.  I was also amazed by the creativity of the blog posts.  Here are some examples below:

I actively engaged with my peers’ blog posts, offering encouragement and constructive feedback. For instance, I discussed with Ayodele the pros and cons of Camtasia Pro/Capture versus Microsoft Stream/Clipchamp, helping her make informed decisions about her video integration. Christina was curious about how I streamlined my script using Artificial Intelligence, and I shared my insights to assist her in refining her content.

Supporting Fellow Students on Discord

Discord has been a valuable tool for our course, and I made sure to be an active participant in this space. When Jenni and Shasta were unsure about the best way to download videos from Instagram to upload to YouTube, I stepped in to offer guidance. I suggested that Shasta continue using YouTube, as it was a reliable platform, and mentioned that I was experimenting with Vimeo as an alternative.  I eventually settled with a suggestion for both Jenni and Shasta to use Microsoft 365 and provided detailed steps to use Clipchamp, a promising video editing tool. I guided her through logging into office.com, entering credentials, and accessing Clipchamp via the Waffle Icon. I emphasized the tool’s ability to save videos in mp4 format, which could then be uploaded to Google Drive and shared on her blog. This practical advice aimed to streamline her video editing process and enhance her content creation capabilities.  They were able to then upload her videos to YouTube and integrate it into their blogs.

 

Student Collaboration was critical

Shasta’s encouragement on my blog posts was a significant motivator for me. Her responses and research, such as exploring Fusion 360 for house plans, inspired me to delve deeper into topics and provide detailed answers. Her support exemplified the collaborative spirit of our course, where we all learned from and motivated each other.

I feel incredibly fortunate to have worked alongside Jenni Peeke in our school division, sharing not just a professional space but also a physical wall between our offices. Our connection was truly catalyzed by the EC&I 831 course, which provided numerous opportunities for collaboration and mutual support. Here are some key ways I contributed to Jenni’s learning journey:

Jenni and I quickly bonded over our shared experiences in the EC&I 831 course. This connection allowed us to support each other in various aspects of our professional and personal development. Our proximity in the same building made it easy to discuss course content, share insights, and apply what we learned to our daily work scenarios.

Supporting Jenni’s Major Project: Learning the Cello

One of the most significant ways I contributed to Jenni’s learning was by supporting her major project of learning to play the cello. We had in-depth discussions about the best types of auxiliary microphones to use for recording the cello on a separate Bluetooth microphone. This technical advice helped Jenni enhance the quality of her recordings and better capture her progress.

Picture taken by Jenni Peeke

When Jenni was planning a trip to Calgary and needed a way to continue practicing her cello technique, she came to me and asked if I could help her by 3D printing a practice cello for her, allowing her to work on her technique even while traveling. I really enjoyed supporting Jenni and I loved how she found it an invaluable tool for her to use for this enabled her to maintain her learning momentum regardless of her location.

I also appreciated the talks with Jenni when she inquired about how to amplify and isolate certain sounds in her video recordings, we explored various devices and techniques.  I don’t think I helped as much because I through out some ideas and she eventually went with her gut and picked a bluetooth microphone.  When she received the bluetooth microphone in the mail it was quite a site.  Picture this, Jenni walking around the entire building seeing if the bluetooth will remain connected to her computer as we talk through Teams.  I had to turn my sound way up so she can hear.  We probably drove some people crazy with our sound test but it was fun.

Throughout the weeks, Jenni and I would frequently discuss what we had learned in class, whether it was an app, a skill, or learning material. These conversations helped reinforce our understanding and provided practical applications for our work. We often referenced EC&I 831 course content when discussing work scenarios, ensuring that we were integrating new knowledge into our professional practices.  We would actually call each other out when one of us were trying new strategies with students and staff.

Conclusion

My contributions to Jenni Peeke’s learning journey have been driven by a genuine desire to support her growth and development. Through collaboration, technical advice, innovative solutions, and ongoing discussions, I have helped Jenni navigate her major project and provide genuine encouragement in her pursuit of higher learning.  Our shared experiences in the EC&I 831 course have not only strengthened my admiration and professional relationship we have cultivated in a very short time.

My contributions to the EC&I 831 course have been driven by a genuine desire to support and learn from my peers. Through active participation in discussions, providing practical solutions, and offering encouragement, I like to think I was a small part that helped create a supportive and enriching learning environment in our EC&I 831 class.  This collaborative approach has not only enhanced my own learning experience but also fostered a sense of community among my fellow students.

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Addressing Social Justice and Redefining Digital Citizenship

Posted on April 7, 2025 by Gerald

In the digital age, the role of educators extends far beyond the classroom. Essentially aa Educators we are in modern terms, influencers of young minds and stewards of knowledge, and we have a unique responsibility to address social justice issues online. Remaining silent on these matters sends a clear message: these issues are not important.   The issue is clear we need to lead in the area of social justice.  Where this gets a little difficult for me is where is the line we can cross.  Are there any consequences for pushing Social Justice causes.  The issue for me in summary is “the more I know the less I know”.  Here is what I mean:

  1.  What information can I trust and not trust.
  2. Have I done proper vetting to understand the social justice causes.
  3. Have I identified the social causes.
  4. Is there any repercussions from your employment, association (STF) or even the Ministry of Education.
  5. Addressing social causes what impact will it do on my day to day practice.  (Pick your battles).

I know that I am talking on both sides of my mouth.  I would say a bit of hypocrite actually.  However, over the last three decades in education I have seen happen officially and unofficially from people in power that reduced a teachers ability to address social justice issues in the classroom.  In essence you need to understand the different types of power in an organization for it can have direct impact on what your capacity of a teacher is.

The Intersection of Edtech and Privilege

Now, as you are aware I am in Educational technology (edtech) and it is a powerful tool, but it is inherently tied to privilege. This is obvious for I have seen students from indigenous communities that did not have the ed technology that they rightly deserved.  The level of connectivity to the internet alone is a major concern in Canada.  If you don’t give people the ed tech tools to support their learning this sets them up for a much harder path to be successful in todays society.  Just think what would happen if you could not be connected to the internet?  How would you do your taxes or communicate with the government during this time of year.  Even if you got to an account to do your taxes.  You still are communicating through technology.

This is one example of how access to technology and the ability to engage with it are not universally available. Those who have the privilege of access must recognize their responsibility to use their platforms for more than just personal benefit or self-promotion. They must advocate for equity and justice, ensuring that their online presence contributes to meaningful discussions and actions.  In 2020 when the pandemic hit the world.  Students were sent home.  That was an example when we saw that all students do not have the same access to technology in their homes.  We had to prepare and send Chromebooks and pay for internet so students could connect with their teachers over the internet.

Created by Microsoft Copilot

Moving Beyond Personal Responsibility in Digital Citizenship

The concept of digital citizenship has traditionally focused on personal responsibility, emphasizing the importance of staying safe online. However, with privilege of ed technology also means we need to take responsibility to use technology for the greater good.  This gives us an opportunity to broaden the traditional perspective to include issues of equity and justice. Digital citizenship should mirror face-to-face citizenship, emphasizing active participation and community contribution.  As I tell the students probably on a daily basis.  There is no difference between the offline and online world.  Everyone, must recognize and address social justice issues. Using online means is simply another avenue to advocate for positive change in our communities.

Critiquing the Cybersafety Model

The traditional “cybersafety” model relies on fear tactics, warning users—especially young people—about the dangers lurking online. While it’s crucial to be aware of these risks, this approach often falls short. It focuses on what not to do, rather than encouraging positive, meaningful engagement in digital spaces.  I would like to think that by focusing on what we can do in a positive manner we essentially create an incompatible environment which limits the tendency to use online tools in a negative manner.

“You can’t sing and swallow at the same time”

If you as a citizen are using digital citizenship skills in a positive manner then the at risk behaviors should simply be reduced due the compatibility of the environment.

Mike Ribble’s Framework for Citizenship

Mike Ribble’s framework for citizenship provides a useful lens for rethinking digital citizenship. He defined 9 categorizes to help encourage citizens to learn how to be functioning digital citizens.

 

  1. Digital Access: Ensuring equitable access to technology and online resources for everyone.
  2. Digital Commerce: Understanding the electronic buying and selling of goods, including the tools and safeguards involved.
  3. Digital Communication and Collaboration: Facilitating the electronic exchange of information and collaboration among users.
  4. Digital Etiquette: Establishing standards of conduct for respectful and considerate use of digital devices.
  5. Digital Fluency: Developing the ability to understand and use technology effectively, including discerning credible information.
  6. Digital Health and Welfare: Promoting physical and psychological well-being in a digital environment.
  7. Digital Law: Recognizing the legal responsibilities and rules governing online actions and behaviors.
  8. Digital Rights and Responsibilities: Understanding the rights and responsibilities of digital citizens, including privacy and freedom of expression.
  9. Digital Security and Privacy: Implementing measures to protect personal information and ensure online safety.

Applying this framework to digital citizenship, we see that this will help us encourage everyone to not only look at how we as individuals must take responsibility but also  how do we teach current and future generations to address social justices issues in the present and future days ahead.

The Role of Educators

Educators play a crucial role in this shift. By modeling active and justice-oriented digital citizenship, they can inspire their students to do the same. This involves moving away from “acceptable use” policies that focus on what not to do and adopting “responsible use” policies that emphasize positive actions.  Now that said I have to admit I still have concerns about “Big Brother” getting involved and receiving an unjustified negative response due to a misinterpretation.  Like I told you in the beginning I am a bit of a hypocrite.  I am understand the importance of social justice issues at the same time I have seen many things that have made me more cautious on how to address today’s issues.

The Impact of Social Media on Digital Communication Dynamics

Social media has significantly altered digital communication dynamics, making it easier for individuals to connect and share information. However, it has also amplified issues of misinformation, echo chambers, and online harassment. Educators must navigate these challenges by promoting critical thinking and digital literacy among their students. By doing so, they can help students become more discerning consumers of information and more responsible digital citizens.

Conclusion

Rethinking digital citizenship to include broader issues of equity and justice is essential for creating a more inclusive and equitable online environment. By encouraging active participation and community contribution, we can move beyond personal responsibility and foster a digital world where everyone has the opportunity to thrive. Educators, with their unique position of influence, must lead the way in this transformation. Let’s embrace this challenge and work together to redefine what it means to be a digital citizen.

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Unlocking the Power of Connection: Social Media & Open Education in EC&I 831

Posted on April 6, 2025 by Gerald

Reflecting on my transformative learning experience can be daunting and intimidating.  My first script was 25 minutes long and I stopped narrating my Summary of Learning.  I was really torn on where to begin?   In this final blog post, I’ll share key insights from EC&I 831, using examples and illustrations.  I am trying to get through a lot of information in a very short amount of time (7 Minutes)

The Summary of Learning has provided invaluable lessons on the power of connection through social media and open educational resources. Understanding Professional Learning Networks (PLNs) and exploring Open Educational Resources (OERs) and how the compliment each other has been nothing less then enlightening.

The discussion Artificial Intelligence permeated every aspect of this course. However, the most impactful lesson for me has been the importance of PLNs combined with OERs. These concepts have significantly influenced how I support fellow colleagues/teachers and students.

Posted in EC&I 831 Blog Posts, Uncategorized | 3 Comments

The Good and Bad of Using Perplexity for Academic Research in Public Schools

Posted on March 31, 2025 by Gerald

As technology continues to evolve, so do the tools available for academic research. One such tool is Perplexity, an AI-powered answer engine designed to provide accurate and real-time answers to a wide range of questions. While Perplexity offers numerous benefits for students, it also comes with potential drawbacks. This blog will explore both sides of the argument, highlight the benefits for students, and provide a practical guide on teaching students about the dangers of AI hallucinations as discussed in our class.  This discussion is timely, for I was speaking to a fellow colleague that currently is finishing there degree.  They aspire to go to graduate school.  I was told that the University they are attending at does not support use of AI of any kind when it pertains to academic research.  For me personally the genie is out of the bottle.  We can’t go back in time so what are we going to do to address the new world with AI being a prominent force.

Benefits of Using Perplexity for Academic Research

  1. Enhanced Research Capabilities: Perplexity allows students to access a vast amount of information quickly and efficiently. It can summarize articles, generate study guides, and provide answers to complex questions, making research more accessible.  The video below shows the results of my first search on Perplexity.  I have to say I was rather impressed that it had sources as part of the search.  I would also say that it would help the person develop a deeper understanding of the topic they are researching as well.

  1. Organized Knowledge Hub: With features like Perplexity My Spaces, students can create collaborative knowledge hubs for their courses, projects, and study groups. This helps them stay organized and find relevant resources easily.  As discussed in in EC&I 832 technology plays a vital role in creating environments where people can collaborate.  My Spaces does exactly that
  2. Personalized Learning: Perplexity’s Pro Search feature offers a personalized search experience, fine-tuning answers based on students’ needs and preferences. This can help students explore topics in depth and learn more effectively
  3. Accessibility: By making Perplexity more affordable for schools, students from various backgrounds can benefit from advanced AI tools, leveling the playing field in terms of access to information.
  4. Curiosity: I have to admit showing sources makes me more curious.  I would assume students would respond similarly.

Drawbacks of Using Perplexity for Academic Research

  1. AI Hallucinations: One of the significant risks of using AI tools like Perplexity is the potential for AI hallucinations. These occur when the AI generates false or misleading information that appears authentic. This can lead to misinformation and errors in academic work.
  2. Bias and Inaccuracy: AI systems can perpetuate biases present in their training data, leading to skewed or inaccurate outputs. This is particularly concerning in academic research, where objectivity and accuracy are paramount.
  3. Over-Reliance on Technology: There is a risk that students may become overly reliant on AI tools, potentially diminishing their critical thinking and research skills. It’s essential to balance the use of technology with traditional research methods.
  4. Potential to become Overwhelmed:  As mentioned previously in my writing and video.  I would filter the sources prior to going into a deep dive in the material.  I can see students that do not possess that skill to become overwhelmed.  Simply put “Information Overload”.  So it is critical that they learn to not just take all the sources at face value but rather they need to filter the sources prior and then proceed forward in their research with a plan in mind.

 

What do we need to teach our Students if they use resources like Perplexity.AI.

To ensure students use AI tools responsibly, it’s crucial to educate the students about the potential dangers of AI hallucinations/biases and how to verify the information they receive. MIT wrote an article that really explains this above mentioned issue well.

Here are some practical steps:

  1. Explain AI Hallucinations: Teach students what AI hallucinations are and provide examples of how they can occur. Use real-world cases to illustrate the impact of false information generated by AI.
  2. Cross-Check Information: Encourage students to verify AI-generated content with trusted sources (At least 3). This can include academic journals, books, and reputable websites. As mentioned in my video below I would suggest focusing on reputable educational sources, Government sources and then reputable news articles.  Emphasize the importance of cross-referencing information to ensure its accuracy.  Don’t believe the first thing you read.
  3. Use Multiple Prompts: Guide students to vary their prompts and explore different AI platforms. Comparing outputs from multiple sources can help them identify inconsistencies and develop a more comprehensive understanding of the topic.  I would also encourage students to look inward and see how their own personal bias influence prompt engineering.   
  4. Critical Evaluation: In summary the last three points really is the building blocks of critical evaluation.  Teach students to critically evaluate AI outputs. Encourage them to question the information, consider its source, and assess its credibility. This will help them develop strong critical thinking skills.

Credible Academic Resources

To support students in their research, provide them with resources from credible academic institutions. Here are some examples:

  • MIT Sloan Teaching & Learning Technologies: Offers insights into addressing AI hallucinations and bias in generative AI tools
  • University of Oxford: Conducts research on improving the reliability of AI-generated information and detecting AI hallucinations
  • Stanford University/Stanford Report: Lots of  articles on the impact of AI.

Conclusion

While Perplexity offers significant benefits for academic research, it’s essential to be aware of its potential drawbacks. By educating students about AI hallucinations and teaching them to verify information, we can ensure they use AI tools responsibly and effectively. With the right guidance, Perplexity can be a valuable asset in enhancing students’ research capabilities and fostering a deeper understanding of their subjects.

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Lesson 2: Welcome Back Makers!

Posted on March 24, 2025 by Gerald

This week students are diving into the world of 3D Printing with their teacher.  In my lesson plan I have embed some videos from Edpuzzle.  The lesson Plan I have attached and some worksheets for students and and teacher resource are listed below:

Fusion 360 Lesson Plan

Fusion 360 Lesson 2 Teacher Answer Sheet

Fusion 360 Lesson 2 Student Resources

Introduction to CAD Projects

In the initial videos, you see how we guide students through their first CAD project using Fusion 360. This foundational step covers the basics of CAD design, setting the stage for more advanced projects. Hopefully students are comfortable with the basics, it’s time to explore how to bring their CAD designs to life through 3D printing.

Exploring the World of 3D Printing

One of the exciting aspects of owning a 3D printer is the vast library of printable files available online. Numerous websites offer 3D models that can be downloaded and printed for free. Popular platforms like Thingiverse, My Mini Factory, and Pinshape host a wide variety of designs, from practical tools and household items to artistic sculptures and fun toys. With a little searching, both students and teachers can find almost anything they can imagine. What is truly incredible is how you will find opportunities from friends, colleagues, students and even just day to day encounters that make you think How can you use the 3d printer and all the skills you have learned.  Heck, you might even 3d print a parts for a cello if your lucky for a friend.  Additionally, incorporating Project-Based Learning (PBL) can elevate the learning experience by fostering creativity and collaboration.

Turning CAD Designs into Tangible Parts

To transform CAD designs into tangible parts, students need to understand that using a CAD program like Fusion 360 is just the beginning. The CAD program creates an STL file, but this file format is not directly understandable by 3D printers. Think of it like trying to speak English to someone who only understands French. The 3D printer needs instructions in its own language, called G-code. Simply put it needs a translator, more about this point later on in the blog post.  It’s crucial for students to grasp that different tools are required to achieve their educational goals.

The Role of Slicer Software

This is where slicer software comes into play. Slicers act as translators, converting the STL file into G-code that the 3D printer can understand. These programs take the 3D model and slice it into hundreds or even thousands of horizontal layers. Imagine it like this, every slice is like it’s own specific map.  The slicer then generates a set of instructions for each layer, telling the printer where to move, how much plastic or other materials to extrude, and at what temperature to operate.   Without a slicer, the 3D printer would be unable to interpret the model and create the desired object.

Another way to explain it is that the slicer translates the STL file into a series of maps. These maps are overlaid on top of each other, guiding the 3D printer in creating the object layer by layer.

Controlling Printing Parameters

Slicer software is essential for controlling various printing parameters. It determines the layer height, which affects the print’s resolution and overall quality. A smaller layer height results in smoother surfaces and finer details but also increases printing time. The slicer also manages the printing speed, temperature, and infill density, which impacts the strength and weight of the final product. By adjusting these settings, students can fine-tune the printing process to achieve optimal results for different models and materials.  In making Lesson two video I had to attempt to print the Lego block four times.  I had to figure out why the first layer was not adhering to the build plate.  Do not worry I was able to overcome the obstacle due to using the engineering design process and a successful print did occur.

Aqua Emoticon - Wink

 

Choosing the Right Slicer

For this lesson, the slicer will be from Bambu, and it works directly with the Bambu X1 Carbon 3D Printer. There are many slicer programs available online, and most of them are free due to their open-source nature. This means that anyone can contribute to their development and customize them to suit their specific needs. Cura is one of the most popular slicers, known for its user-friendly interface and extensive features. Other free options include Slic3r and Repetier-Host. Simplify3D is a paid slicer that offers advanced features and a streamlined workflow. It’s important to check which slicer works best with your computer.  So depending on your budget hopefully you can get students using a slicer in your school that is cost effective.  It’s all about be cost effective so we can maximize learning opportunities for students.

Getting Hands-On with Slicer Software

Like I just mentioned, Bambu will be used for demonstrational purposes.  Students are encouraged to see and note the features and then discover the similar interface. in the selected slicer they are using.   They might find that their 3D printer came with a slicer on its SD card, such as Repetier Host or Cura, along with a printer profile. Setting up the slicer involves configuring parameters like bed size, height, and communication rate. This can be tricky.  I would recommend colleagues and students to go online and seek out OER’s so they can have the necessary resources to work through the challenges of setups and 3D Printing.  I have a resource called “The Zombie Apocalypse Guide to #D Printing by Clifford Smyth.  It’s great practical guide on the topic at hand.  

Saved the best for last!

Here is my Lesson 2 Video on what we just talked about that you can use with your students listed below:

 

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The Benefits and Challenges of Using Open Educational Resources for Fusion 360

Posted on March 23, 2025 by Gerald

Open Educational Resources (OERs) have become a valuable asset for learners and educators alike, especially in the realm of software like Fusion 360. These resources, which are freely accessible and openly licensed, provide a wealth of knowledge and practical guidance. However, like any tool, they come with their own set of advantages and challenges. Let’s explore how OERs can be beneficial for Fusion 360 users and some of the potential drawbacks.

Driving Forces of OERs for Fusion 360

  1. Cost-Effective Learning: The most obvious advantage is that it is free.  This makes educational opportunities accessible to a everyone, including students to professionals.
  2. Diverse Learning Materials: OERs encompass a wide range of materials, including tutorials, videos, and interactive modules. This diversity caters to different learning styles.
  3. Community Support: OERs often come with the added benefit of community support. Discussion groups, and collaborative projects allow learners to connect with peers and experts, fostering a supportive learning environment
  4. Flexibility and Convenience: Another huge positive is that you can access the learning material on your schedule.  This makes it easy for learners to fit education into our busy schedules. This flexibility is ideal for those balancing work, study, and personal and family commitments.

Restraining Forces of OERs for Fusion 360

  1. Outdated Content: One of the primary challenges with OERs is that some materials may not be updated regularly. Fusion 360 is a dynamic software with frequent updates, and outdated resources can lead to confusion and inefficiencies

Example One

Screen Shot of Menu from OER from older Version of Fusion 360

My Screen Shot with an updated Version of version of Fusion 360

The result is at times you are spending a lot of time trying to follow instructions that have been changed.  This is a time consuming process when it occurs.

  1. Variable Quality: The quality of OERs can vary significantly. While many are created by knowledgeable professionals, others might lack depth or accuracy. Frankly, this working on my survey course video instruction has taught me that I need to improve and speaking clearly and how much detail I should put into my instructions.  The intention is not to overload students.
  2. Lack of Structured Learning Paths: Unlike formal courses, OERs often lack a structured curriculum. This can make it challenging for learners to progress systematically through the material, potentially leading to gaps in knowledge
  3. Technical Challenges: Some OERs might not be compatible with the latest versions of Fusion 360, leading to technical difficulties. This can be particularly problematic for beginners who might struggle to troubleshoot these issues
  4. Limited Certification: While OERs provide valuable knowledge, they often do not come with formal certification. This can be a drawback for learners who need recognized credentials for career advancement

Conclusion

OERs for Fusion 360 offer a wealth of benefits, making high-quality education accessible and flexible. However, users must be aware of the potential challenges, such as outdated content and variable quality. By leveraging the strengths of OERs and being mindful of their limitations, learners can effectively enhance their skills and knowledge in Fusion 360.

Posted in Major Project Category, Uncategorized | 2 Comments

Empowering Minds: Discovering New Perspectives Through Inquiry-Based Learning and Fusion 360

Posted on March 22, 2025 by Gerald

How is learning to use Fusion 360 progressing when working with students?

In our coding class, students are not just learning to code; they are embarking on a journey of creativity and innovation. Through the use of Fusion 360, they are transforming their ideas into tangible projects, and one of the most exciting endeavors is the development of a robotic hand.

Progress on the Robotic Hand

Our students have made remarkable progress on the robotic hand project. This intricate project involves designing and building both the hand and the forearm, each housing essential components that bring the robotic hand to life.  Below is a video of what has been build at this time.

The Forearm

The forearm is a critical part of the project, housing several key components:

  • Micro servo metal geared motors: These motors provide the necessary movement and precision.
  • Arduino: The brain of the operation, controlling the various functions.
  • Nano Expansion Board: Expands the capabilities of the Arduino.
  • Breadboard: Allows for easy prototyping and testing of circuits.
  • Rocker Switches: Enable manual control of the robotic hand.
  • Battery Clips: Provide power to the entire system.

One student is dedicated to working on the forearm, ensuring that all these components are integrated seamlessly.  Here are some of his notes/graphics on how he is going to achieve his project objectives.

Created by Colten

Created by Colten

 

The Hand

Another student is focused on building the hand itself. This involves designing the fingers and ensuring they can move accurately and smoothly. The hand must be both functional and durable, capable of performing various tasks.  The goal at this time by the team is that the majority of the hand is built with standard PLA material.  The “Tendons” in the robotic hand will be of TPU Material. You are probably saying what is TPU?  It is a special kind of plastic that can bend and stretch like rubber. Imagine you have a toy that is really strong and can bend without breaking. So, the intent is to have the micro servos close the fingers and the TPU material will open the fingers.  That way we only have to use half of the amount of servos to move the fingers.

Created by Ranie

Coding and Connectivity

The third student is working on the code that will connect a glove worn by a person to the robotic hand via Bluetooth. This code allows the wearer to manipulate the robotic hand, making it a truly interactive and responsive device. The coding process is complex, requiring a deep understanding of both hardware and software.

Created by Josh

Created by Josh

Creativity and Innovation

What makes this project truly special is that it is designed entirely from scratch. None of these parts existed until our students used their creativity and ingenuity (concept phase) to bring the robotic hand and forearm to reality. They are learning not just to follow instructions but to innovate and create.  It really encourages students to embrace inquiry based learning.

Teamwork and Collaboration

One of the most exciting aspects of this project is the teamwork involved. Each student has a specific role, but they must collaborate to ensure the forearm and hand work together seamlessly. This teaches them valuable skills in communication, problem-solving, and cooperation.

Conclusion

Our coding class is more than just learning to code; it is about empowering students to think creatively, work collaboratively, and innovate. The progress on the robotic hand project is a testament to their hard work and dedication. We are excited to see how they continue to develop and refine their skills, and we look forward to the amazing projects they will create in the future.  I can say enough how using the Fusion 360 has really challenged students in a way that they are not just users of technology but rather creators of technology.

Posted in Major Project Category, Uncategorized | Leave a comment

Enhancing Education with Camtasia Pro

Posted on March 22, 2025 by Gerald

I found that I have been learning multiple platforms as a result of my major project in EC&I 831.  As you are all aware I am learning Fusion 360 software which is complex enough.  This major project is a bit of an onion, for it has many layers.  One of my objectives is to create a repository of learning material for teachers to be able to use in the classroom.  The challenge is I have been having some issues with some recording/screen capture and editing tools while using my Fusion 360 program.  I find that my computer is not responding well to multiple apps open when attempting to make educational videos.  So often times I have to take multiple takes in order to create a teaching resource for teachers to use.  This is frustrating at times and takes a very long time.

But fret not!  I have found a solution that has addressed the issue.  I have started to use Camtasia Pro to put educational material together the Microsoft Office Clipchamp and the difference has been remarkable. Here’s why Camtasia Pro stands out as a fantastic resource for education.

  • Ease of Use

One of the primary reasons I switched to Camtasia Pro is its user-friendly interface. Unlike Clipchamp, which can be somewhat cumbersome for detailed editing, Camtasia Pro offers an intuitive drag-and-drop interface that makes video creation and editing straightforward, even for beginners

  • Powerful Screen Recording

Camtasia Pro excels in screen recording capabilities. It allows you to capture your entire screen, a specific window, or a custom region with high clarity. This feature is essential for creating instructional videos, tutorials, and presentations

  • Advanced Editing Features

The editing tools in Camtasia Pro are robust and versatile. You can add animations, transitions, and effects to make your videos more engaging. The ability to edit audio, add captions, and include interactive elements like quizzes enhances the learning experience

  • Customizable Templates and Themes

Camtasia Pro offers a variety of templates and themes that can be customized to fit your educational content. This feature saves time and ensures a consistent look and feel across all your videos

  • Integration with Other Tools

Camtasia Pro integrates seamlessly with other educational tools and platforms. You can import PowerPoint slides directly into Camtasia, making it easy to create video lectures and presentations

  • High-Quality Output

The quality of the videos produced with Camtasia Pro is exceptional. Whether you’re recording in 1080p or 4K, the output is crisp and professional, which is crucial for maintaining student engagement

  • Interactive Quizzes and Assessments

Camtasia Pro allows you to embed quizzes and assessments directly into your videos. This interactive feature helps reinforce learning and provides immediate feedback to students

  • Flexible Sharing Options

Once your video is ready, Camtasia Pro offers multiple sharing options. You can upload directly to platforms like YouTube, Screencast, or save the video in various formats suitable for different learning management systems

  • Comprehensive Support and Tutorials

Camtasia Pro comes with extensive support resources, including tutorials, webinars, and a dedicated help center. This support ensures that educators can quickly learn how to use the tool effectively

  • Cost-Effective for Educational Institutions

While Camtasia Pro is a paid tool, it offers educational discounts and volume licensing options, making it a cost-effective solution for schools and universities

My Experience Switching from Clipchamp to Camtasia Pro

Initially, I used Microsoft Office Clipchamp for my video editing needs. While Clipchamp is a decent tool, I found it lacking in several areas, particularly in advanced editing features and ease of use. The transition to Camtasia Pro was driven by the need for a more powerful and user-friendly solution.  Here is a comparison listed below:

Here’s a comparison chart between Microsoft Clipchamp and Camtasia Pro:

Feature Microsoft Clipchamp Camtasia Pro
Ease of Use User-friendly interface, suitable for beginners Intuitive drag-and-drop interface, easy for all skill levels
Screen Recording Basic screen recording capabilities Advanced screen recording with high clarity, up to 4K
Video Editing Core editing tools like trim, crop, and speed control, animations, transitions and effects. Robust editing tools with animations, transitions, and effects. (This seems to work with more ease)
Audio Editing Basic audio editing features. Comprehensive audio editing with noise reduction and effects.  Much easier to fine tune audio settings
Templates and Themes Extensive template library.  You don’t have to pay for. Customizable templates and themes.  One draw back is that you have to pay for the premium package in Camtasia Pro.
Interactive Elements Limited interactive features.  I don’t find it very intuitive. Interactive quizzes and assessments.  I have not used it too much but it seems to be easier to embed in your video.
Stock Media Access to stock video, images, and audio.  I am very impressed with their library. Unlimited royalty-free stock media.  Again you need to pay for the premium content.
AI Features AI-generated text-to-speech, auto captions, background removal AI captioning and translation.
Collaboration Basic collaboration features.  Students could collaborate with teacher when shared.  I have worked with teachers that have used this feature recently in their classroom. Advanced collaboration tools for team projects.  I have not used this feature yet.  However this would be an excellent feature for the repository of lesson plans that teachers can use in their classroom for Fusion 360 survey course.
Integration Integrates with Microsoft 365 apps Integrates with other TechSmith tools like Snagit.  This is a great tool.  I find it better to capture a photo compared to a video.
Output Quality High-quality video output. Professional-quality output, including 1080p and 4K.  No comparison Camtasia can create high Quality video.
Mobile Accessibility Available on desktop and browser.  If I have a computer and the internet I can connect with anywhere WINNER.  I can use this in any school I visit. Desktop application with mobile-friendly features.  Typically, I use this on a computer that has the program loaded.  So mobility is not an option at this time.
Cost Free for teachers to use with Enterprise Subscription through your school division. Paid tool with educational discounts.

Both tools have their strengths, but Camtasia Pro offers more advanced features and greater flexibility, making it a powerful choice for educators and professionals. Clipchamp, on the other hand, is excellent for those looking for a straightforward, easy-to-use video editor.

With Camtasia Pro, I can create high-quality educational videos with minimal effort. The intuitive interface, combined with powerful editing tools, has significantly improved my workflow. The ability to add interactive elements and customize templates has made my videos more engaging and effective for my students.

In conclusion, Camtasia Pro is an excellent resource for educators looking to enhance their teaching methods through video content. Its ease of use, powerful features, and high-quality output make it a superior choice compared to other tools like Clipchamp. If you’re an educator seeking to elevate your video content, I highly recommend giving Camtasia Pro a try.

 

Posted in EC&I 831 Blog Posts, Uncategorized | 2 Comments

Understanding the Galaxy of Open Educational Resources and the World of Kahn Academy

Posted on March 18, 2025 by Gerald

Open Educational Resources (OER) have revolutionized not only the way we access and share educational materials. OER has literally has changed how we live our lives.  In the western world people are accessing OER information all the time and often times take it for granted.  I learned even how to put siding on a home from OER.  Whatever you imagine you can learn from OER.   These resources are designed to be freely available for anyone to use, modify, and distribute, making education more accessible and adaptable to diverse learning needs. I found a really good resource called oercommons.org.   On this site  you can use the search tools to refine your topic, subject, education level and even educational outcomes/standards.

Open Educational Resources (OER) are teaching, learning, and research materials that are freely available in the public domain or under an open license. This allows users to legally and freely copy, use, adapt, and re-share them. The following key characteristics of OER include:

  • Accessibility: OER are available to anyone with internet access, reducing barriers to education.
  • Adaptability: Educators can modify OER to fit their specific identified teaching needs and contexts.
  • Licensing: OER are often licensed under Creative Commons licenses, which provide clear permissions for reuse and modification.
  • Collaborative Nature: OER promote collaboration among educators and learners, encouraging the sharing and improvement of resources.  It is the very DNA of what defines OER.

I recently had a conversation with a teacher who expressed frustration over the lack of Open Educational Resources (OER) that align with the Saskatchewan Curriculum. This issue highlights several key challenges faced by educators in the province.

  1. Lack of Aligned OER Resources
    Alignment with Curriculum: One of the primary concerns is the absence of OER that are specifically tailored to meet the Saskatchewan Curriculum standards. While there are many excellent OER available, they often do not align perfectly with the provincial curriculum, making it difficult for teachers to integrate them effectively into their lesson plans.
  2. Organizational Challenges
    Organizational Factors: Even when good resources are available, organizational factors can act as a restraining force. This includes the lack of a centralized system for curating and distributing OER that align with the curriculum. Without a cohesive strategy, teachers are left to navigate a fragmented landscape of resources on their own.  It’s like finding a needle in a haystack or a junk drawer.
  3. Inconsistency in Resource Use
    Consistency Among Teachers: Another significant issue is the inconsistency in how OER are used across different classrooms. Without standardized guidelines or training, teachers may use OER in varied ways, leading to disparities in educational quality and student outcomes.

To address these challenges, it is crucial for the educational authorities in Saskatchewan to develop a more organized approach to OER. This could involve:

  • Centralized Repository: Creating a centralized repository of OER that are specifically aligned with the Saskatchewan Curriculum.
  • Professional Development: Offering professional development and training for teachers on how to effectively use and adapt OER.
  • Collaboration: Encouraging collaboration among educators to share best practices and resources.

Now the stage is set why I like Kahn Academy.  On the onset I will admit it does not fit the above mentioned traditional OER characteristics.

Why Khan Academy Does Not Fit the Traditional OER Description

Khan Academy does not meet the traditional OER criteria for several reasons listed below:

  1. Licensing: Khan Academy’s content is not openly licensed. While it is freely accessible, users do not have the legal rights to modify or redistribute the materials.
  2. Adaptability: The resources on Khan Academy cannot be customized or altered by educators to better suit their specific teaching needs.
  3. Collaborative Nature: Unlike traditional OER, which encourage collaboration and sharing among educators, Khan Academy’s content is created and maintained by the organization itself.

Introducing Khanmigo: Khan Academy’s Subscription Service

OER have no cost and Kahn Academy does. Khan Academy has introduced a subscription service called Khanmigo, which offers additional tools for learners, parents, and teachers.  Khanmigo is a Artificial Intelligence (AI) powered personal tutor.  It is designed to support learners by leveraging the power of generative AI.

  1. Personalized Tutoring: Khanmigo provides personalized tutoring on Khan Academy’s content, helping learners master skills with guided prompts and immediate feedback.
  2. Interactive Learning: The service includes interactive features such as quizzes, debates, and coding practice with real-time feedback
  3. Writing Coach:  It assists with writing tasks by providing feedback and suggestions, helping students improve their writing skills.
  4. Support for Parents and Teachers: Khanmigo offers tools for parents to monitor their children’s progress and for teachers to generate lesson plans and track student performance.
  5. Lesson Planning for Teachers:  Teachers can use Khanmigo to create lesson plans, quizzes and other educational materials quickly and efficiently.  One aspect I really like is the “lesson hook” tool.

 

Why Khan Academy Is a Great Resource

Khan Academy is well known for its high-quality and comprehensive educational content. As mentioned above teachers don’t need a repository that looks like a junk drawer.  Teachers don’t a lot of time to spend searching for educational resources.  Kahn Academy has the following criteria that makes it a great resource listed below:

  1. Quality and Comprehensiveness: Khan Academy offers thousands of instructional videos and practice exercises across a wide range of subjects.  Most importantly your chances of meeting Curriculum Outcomes listed in Saskatchewan from the listed resources is high.
  2. Accessibility: The platform is free for all users, making it an excellent resource for learners worldwide.  Also, I have put teachers on the platform to work with students that would like enrichment activities.  So the platform can address all level of learners from beginning to enrichment.
  3. Personalized Learning: To build what was mentioned previously each student can personalize the platform to meet their unique learning needs.  Khan Academy provides a personalized learning dashboard that allows students to learn at their own pace, both in and out of the classroom.
  4. Engaging Content: The videos are designed to be engaging and easy to understand, often using an easy conversational style that makes complex topics less intimidating to the learner.

In conclusion, while Khan Academy is an exceptional educational resource, it does not fit the traditional OER description due to its licensing and adaptability limitations. However, its comprehensive and accessible content, combined with the new Khanmigo subscription service, continues to make it a valuable tool for learners worldwide.

Posted in EC&I 831 Blog Posts, Uncategorized | 3 Comments