more translation, add unity for defences
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title = "einszwovier: vogelvilla"
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date = 2025-05-16
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title = "einszwovier: Kicker Glow-Up"
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date = 2025-07-12
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authors = ["Aron Petau", "Friedrich Weber Goizel"]
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description = "Kicker Glow Up"
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draft = true
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description = "Ein 3-tägiger Workshop, in dem 7.-Klässler eigene Tischkicker-Figuren für die Außentische ihrer Schule designen und 3D-drucken"
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draft = false
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[taxonomies]
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tags = [
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"making",
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"education",
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"democratic",
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"engineering",
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"experiment",
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"work",
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"woodworking",
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"lasercutting",
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"bildung",
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"demokratisch",
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"workshop",
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"3d-druck",
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"3d-scan",
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"tinkercad",
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"einszwovier",
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"medienpädagogik",
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]
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[extra]
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banner = "eins zwo vier logo.png"
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show_copyright = true
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show_shares = true
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featured = false
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featured = true
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+++
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## Kursprofil
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| | |
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|---|---|
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| **Kurstitel** | Kicker Glow-Up: Individuelle Tischkicker-Figuren |
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| **Dauer** | 3 Tage (3 × 120 Min oder 3 × 180 Min) |
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| **Zielgruppe** | 7. Klasse (12-13 Jahre) |
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| **Gruppengröße** | 12-16 Schüler:innen |
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| **Ort** | Schul-Makerspace / Werkstattumgebung |
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| **Ausstattung** | iPads (bereitgestellt von GVB), 3D-Drucker, Malutensilien |
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### Trainierte Kompetenzen
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- **Digitale Kompetenz:** 3D-Scannen mit Polycam/Scaniverse, CAD-Design in TinkerCAD,
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Slicing-Software (PrusaSlicer)
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- **Design Thinking:** Iteratives Prototyping, Problemlösung, technische Einschränkungen (Maßstab,
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Druckbarkeit, Montage)
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- **Making-Fähigkeiten:** 3D-Druck-Grundlagen, Nachbearbeitung, Mal- und Veredelungstechniken
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- **Kollaboratives Lernen:** Peer-Support, gemeinsames Troubleshooting, kollektive Wartung
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- **Räumliche Aneignung:** Kritische Reflexion über Repräsentation in öffentlichen Spielräumen,
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Eigentumsanspruch durch Making
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## Kicker-Figuren neu erfunden
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Der **Kicker Glow-Up** läuft bereits in der zweiten Iteration – ein praxisorientierter
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3-Tages-Workshop für 7.-Klässler, bei dem sie eigene Tischkicker-Figuren für die Außentische der
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Schule erstellen. Dieses Projekt verbindet digitale Fertigung, 3D-Modellierung und Kreativität,
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um den Schüler:innen Eigenverantwortung für ihre Spielgeräte zu geben. Der gesamte Workflow läuft
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auf iPads, die von der GVB (Gemeinnützige Gesellschaft für berufsbildende Maßnahmen)
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bereitgestellt werden, was digitale Fertigung ohne umfangreiche Computerinfrastruktur zugänglich
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macht.
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### Wie alles begann
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Die Idee für diesen Workshop entstand aus einem beiläufigen Gespräch mit einer Schülerin, die
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sich nebenbei darüber beschwerte, dass Tischkicker-Figuren immer männlich kodiert sind. Diese
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Beobachtung brachte uns zum Nachdenken. Sie hatte absolut recht – Standard-Kicker-Figuren
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schließen implizit aus und verstärken subtil, wer in Spielräume „gehört".
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Uns wurde klar, dass die Individualisierung der Figuren nicht nur ein spaßiges Making-Projekt
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war – es war ein perfekt pädagogischer Weg für Schüler:innen, sich ihre eigenen Spielplätze
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anzueignen. Indem sie ihre eigenen Darstellungen schaffen, beanspruchen Schüler:innen Eigentum
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an öffentlichen Spielgeräten und verändern die impliziten Botschaften darüber, für wen diese
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Räume sind.
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## Workshop-Überblick
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Über drei intensive Tage lernen die Schüler:innen die komplette digitale Fertigungspipeline:
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vom Erfassen von 3D-Scans von sich selbst oder Objekten, über das Modellieren und Anpassen von
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Designs in CAD-Software, das Vorbereiten von Dateien für den 3D-Druck, bis hin zur Herstellung
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und Veredelung ihrer individuellen Figuren.
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Der Workshop befähigt Schüler:innen zu:
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- **Die physische Welt digitalisieren** mit 3D-Scanning-Tools
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- **In 3D gestalten** mit zugänglicher CAD-Software
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- **Fertigung verstehen** durch praktischen 3D-Druck
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- **Ihre Umgebung personalisieren**, indem sie funktionale Kunst für ihre Schule schaffen
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## Der Workflow
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{% mermaid() %}
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flowchart TB
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subgraph day1["Tag 1: Modellbeschaffung"]
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Start[Workshop-Start] --> Polycam[Scannen mit Polycam]
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Start --> Scaniverse[Scannen mit Scaniverse]
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Start --> Online[Download von Thingiverse/Online]
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Start --> Scratch[Von Grund auf erstellen]
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end
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subgraph day2["Tag 2: Design & Vorbereitung"]
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Design[Design in TinkerCAD]
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Nomad[Optional: Verfeinern in Nomad Sculpt]
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Slice[Vorbereiten in PrusaSlicer]
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end
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subgraph day3["Tag 3: Fertigung & Installation"]
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Print[3D-Druck der Figur]
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Paint[Bemalen & Veredeln]
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Install[Auf Tisch montieren]
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Play[Kickern spielen!]
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end
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Polycam -->|"Modell exportieren"| Design
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Scaniverse -->|"Modell exportieren"| Design
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Online -->|"in TinkerCAD importieren"| Design
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Scratch -->|"in TinkerCAD erstellen"| Design
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Design -->|"falls nötig"| Nomad
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Design -->|"druckbereit"| Slice
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Nomad -->|"finales Modell"| Slice
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Slice --> Print
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Print --> Paint
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Paint --> Install
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Install --> Play
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style Start fill:#006994
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style Start color:#ffffff
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style Polycam fill:#006994
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style Polycam color:#ffffff
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style Scaniverse fill:#006994
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style Scaniverse color:#ffffff
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style Online fill:#006994
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style Online color:#ffffff
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style Scratch fill:#006994
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style Scratch color:#ffffff
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style Design fill:#ff1493
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style Design color:#ffffff
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style Nomad fill:#ff1493
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style Nomad color:#ffffff
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style Slice fill:#ff1493
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style Slice color:#ffffff
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style Print fill:#ffd700
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style Print color:#000000
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style Paint fill:#ffd700
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style Paint color:#000000
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style Install fill:#ffd700
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style Install color:#000000
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style Play fill:#ffd700
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style Play color:#000000
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{% end %}
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## Workshop-Struktur
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Der Workshop erstreckt sich über drei Tage mit flexiblen Zeitfenstern – entweder 3 × 120 Minuten
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oder 3 × 180 Minuten, je nach Stundenplan der Schule. Jeder Tag baut auf dem vorherigen auf und
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führt von Exploration über Kreation zur Feier.
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### Tag 1: Einführung & Exploration (120-180 Min)
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Der erste Tag legt die Grundlage und weckt die Neugier:
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**Raum & Maschinen** (30-45 Min)
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- Einführung in den Makerspace oder die Werkstattumgebung
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- Maschinenvorstellung: Was ist ein 3D-Drucker? Wie funktioniert er?
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- Erkundung der Makerspace-Möglichkeiten über 3D-Druck hinaus (Lasercutting, Elektronik, etc.)
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- Sicherheitsrichtlinien und verantwortungsvolles Making
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**Software-Einführung** (30-45 Min)
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- Grundlegende Einführung in TinkerCAD auf iPads
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- Interface-Navigation und wesentliche Werkzeuge
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- Verständnis von 3D-Raum und Manipulation
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- Demonstration des Scan-zu-Modell-Workflows
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**Praktische Exploration** (60-90 Min)
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- Schüler:innen experimentieren frei in TinkerCAD
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- Individuelle Unterstützung und Anleitung bei Bedarf
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- Erste Versuche im 3D-Scannen mit Polycam oder Scaniverse
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- Schüler:innen beginnen, ihre Figuren-Designs zu konzipieren
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Der Schlüssel liegt in der Balance – genug Struktur, um sich sicher zu fühlen, genug Freiheit,
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um Kreativität zu fördern.
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### Tag 2: Design & Produktion (120-180 Min)
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Tag zwei ist der Moment, wo die Magie passiert – vollständig von den Schüler:innen gesteuertes
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Design und Fertigung:
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**Vollständige Design-Phase** (90-120 Min)
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- Schüler:innen arbeiten eigenständig an ihren Figuren-Modellen
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- Integration von Scans oder Aufbau von Grund auf in TinkerCAD
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- Wir unterstützen nur auf Anfrage – die Verantwortung liegt bei den Schüler:innen
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- Problemlösung und Iteration werden natürliche Teile des Prozesses
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- Sicherstellen, dass Modelle technische Anforderungen erfüllen (Montage, Maßstab, Druckbarkeit)
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**Slicing & Drucken** (30-60 Min)
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- Schüler:innen bereiten ihre Modelle in PrusaSlicer vor
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- Lernen über Stützen, Orientierung und Druckeinstellungen
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- Start der Drucke für fertige Modelle
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- Verständnis für Druckzeit vs. Komplexitäts-Abwägungen
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#### Nacht-Drucke
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- Modelle, die mehr Designzeit benötigen, werden fertiggestellt und für Nacht-Drucke eingeplant
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- Stellt sicher, dass alle Schüler:innen bis Tag 3 fertige Teile haben
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Indem wir die Schüler:innen ans Steuer setzen, begegnen sie echten Herausforderungen und
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entwickeln echte Lösungen – weit wertvoller als Anweisungen zu folgen.
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### Tag 3: Veredelung & Installation (120-180 Min)
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Der letzte Tag verwandelt digitale Kreationen in physische Spielgeräte:
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**Nachbearbeitung** (45-60 Min)
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- Entfernen von Stützen von gedruckten Figuren
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- Schleifen und Oberflächenvorbereitung
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- Qualitätskontrolle und kleine Reparaturen bei Bedarf
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**Bemalen & Dekoration** (45-60 Min)
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- Schüler:innen personalisieren ihre Figuren mit Farbe
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- Schutzbeschichtungen und Veredelungen
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- Aushärtezeit während der Vorbereitung für die Installation
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**Tischvorbereitung & Installation** (30-60 Min)
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- Kollektive Tischwartung – Reinigen, Reparieren und Ölen des Tischkickers
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- Oft überraschend spannend für Schüler:innen, die Pflege hinter den Kulissen zu sehen
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- Installation der individuellen Figuren auf den Stangen
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- Funktionstest und Anpassungen
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**Feier-Match** (15-30 Min)
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- Schnelles Kickerspiel mit den neuen individuellen Figuren
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- Schüler:innen erleben ihre Kreationen in Aktion
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- Reflexion über die kreative und technische Reise
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Das physische Installations- und Tischpflege-Ritual verbindet digitales Making mit materieller
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Fürsorge und zeigt den Schüler:innen, dass Gestalten auch Pflegen bedeutet.
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## Werkzeuge & Technologien
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### Modellbeschaffung
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Schüler:innen haben mehrere Wege, um ihre 3D-Modelle zu erhalten:
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**3D-Scannen:**
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- **[Polycam](https://poly.cam/)** - Benutzerfreundliche Photogrammetrie-App für mobile Geräte
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- **[Scaniverse](https://scaniverse.com/)** - LiDAR-basierte Scan-App von Niantic für
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unterstützte Geräte
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**Online-Ressourcen:**
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- **[Thingiverse](https://www.thingiverse.com/)** - Große Community-Bibliothek für
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3D-druckbare Modelle
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- **[Printables](https://www.printables.com/)** - Kuratierte Sammlung qualitativ hochwertiger
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3D-Modelle
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- **[MyMiniFactory](https://www.myminifactory.com/)** - Community-getriebenes 3D-Objekt-Repository
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**Von Grund auf:**
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- Schüler:innen können völlig originale Designs direkt in TinkerCAD erstellen
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Sowohl Scannen als auch Herunterladen geben den Schüler:innen einen Ausgangspunkt zum
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Modifizieren, während das Erstellen von Grund auf völlige kreative Freiheit bietet. Wichtig ist,
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dass jede:r Schüler:in ihr/sein Modell personalisiert, unabhängig davon, woher es stammt.
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### 3D-Modellierung
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- **[TinkerCAD](https://www.tinkercad.com/)** - Browser-basierte, intuitive CAD-Software perfekt
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für Einsteiger:innen. Schüler:innen passen ihre Scans an, fügen Features hinzu und stellen
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die richtigen Abmessungen für die Kickerstangen sicher.
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- **[Nomad Sculpt](https://nomadsculpt.com/)** (optional) - Für Schüler:innen, die organische
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Formen verfeinern und skulpturale Details zu ihren Modellen hinzufügen möchten.
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### Fertigung
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- **[PrusaSlicer](https://www.prusa3d.com/page/prusaslicer_424/)** - Schüler:innen lernen, ihre
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Modelle zu slicen, Druckeinstellungen zu konfigurieren und die Beziehung zwischen Design und
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Herstellbarkeit zu verstehen.
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- **3D-Druck** - Praktische Erfahrung mit FDM-Druckern, Lernen über Stützstrukturen,
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Schichtorientierung und Druckqualität.
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- **Bemalen & Veredeln** - Persönliche Note mit Farben und Schutzbeschichtungen hinzufügen.
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## Pädagogischer Ansatz
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Dieser Workshop folgt der **einszwovier**-Philosophie des demokratischen und partizipativen
|
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Makings:
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1. **Schüler:innen-Eigenverantwortung** - Jede:r Schüler:in erstellt ihre/seine eigene einzigartige
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Figur und trifft persönliche Entscheidungen während des gesamten Prozesses
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2. **Iteratives Lernen** - Fehler werden zu Lernmöglichkeiten; fehlgeschlagene Drucke führen zu
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besserem Verständnis
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3. **Kompetenz-Scaffolding** - Beginnend mit Scannen (Realität erfassen), fortschreitend zu
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Modellieren (Realität modifizieren) und schließlich Fertigen (Ideen materialisieren)
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4. **Funktionales Ergebnis** - Die Figuren sind nicht nur Kunstprojekte – sie werden Teil der
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Spiel-Infrastruktur der Schule
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## Verbesserungen in der zweiten Iteration
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Im zweiten Durchlauf dieses Workshops haben wir verfeinert:
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- **Besseres Zeitmanagement** - Klarere Tagesziele und optimierte Scan-Prozesse
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||||
- **Vorlagen-Modelle** - Starter-TinkerCAD-Projekte, um Schüler:innen Maßstab und
|
||||
Montageanforderungen zu vermitteln
|
||||
- **Druck-Koordination** - Optimierte Druck-Warteschlangen, um sicherzustellen, dass alle
|
||||
Schüler:innen ihre Drucke während des Workshops fertig sehen
|
||||
- **Dokumentation** - Schüler:innen fotografieren ihren Prozess und reflektieren über
|
||||
Design-Entscheidungen
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||||
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## Wirkung
|
||||
|
||||
Der Kicker Glow-Up verwandelt abstrakte digitale Fertigungskonzepte in greifbare, spielerische
|
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Ergebnisse. Schüler:innen sehen die Außentische ihrer Schule bevölkert mit ihren Kreationen,
|
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was ein Gefühl von Handlungsfähigkeit und Verbindung zu ihrer Lernumgebung fördert. Das Projekt
|
||||
demonstriert, dass 3D-Druck nicht nur darum geht, Dinge zu machen – es geht darum, junge
|
||||
Menschen zu befähigen, ihre Welt neu zu gestalten.
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||||
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||||
---
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||||
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||||
*Dieser Workshop ist Teil des einszwovier-Programms, das demokratisches Making und digitale
|
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Fertigung an Berliner Schulen bringt.*
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## Galerie
|
||||
|
||||
{% gallery() %}
|
||||
[
|
||||
{
|
||||
"file": "tinkercad.jpeg",
|
||||
"title": "Digitales Design individueller Kicker-Figuren in TinkerCAD",
|
||||
"alt": "Screenshot zeigt farbenfrohe 3D-Modelle von Kicker-Figuren, die in TinkerCAD mit der Kickerstange entworfen wurden"
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||||
},
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{
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||||
"file": "fitting.jpeg",
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||||
"title": "Testanpassung der Figur auf der Kickerstange",
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||||
"alt": "Schüler:in testet eine 3D-gedruckte Figur auf einer Kickerstange"
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||||
}
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||||
|
||||
]
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{% end %}
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||||
|
|
|
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|
|
@ -1,60 +1,333 @@
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+++
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title = "einszwovier: Kicker Glow-Up"
|
||||
date = 2025-05-16
|
||||
date = 2025-07-12
|
||||
authors = ["Aron Petau", "Friedrich Weber Goizel"]
|
||||
description = "Re-Imagining Foosball Figurines"
|
||||
draft = true
|
||||
description = "A 3-day workshop where 7th graders design and 3D print custom foosball figurines for their school's outdoor tables"
|
||||
draft = false
|
||||
|
||||
[taxonomies]
|
||||
tags = [
|
||||
"making",
|
||||
"education",
|
||||
"democratic",
|
||||
"engineering",
|
||||
"experiment",
|
||||
"work",
|
||||
"repair",
|
||||
"workshop",
|
||||
"3d printing",
|
||||
"3d scanning",
|
||||
"tinkercad",
|
||||
"einszwovier",
|
||||
"media education",
|
||||
]
|
||||
[extra]
|
||||
banner = "eins zwo vier logo.png"
|
||||
show_copyright = true
|
||||
show_shares = true
|
||||
featured = false
|
||||
|
||||
featured = true
|
||||
+++
|
||||
|
||||
## The Kicker Glow-Up
|
||||
## Course Profile
|
||||
|
||||
| | |
|
||||
|---|---|
|
||||
| **Course Title** | Kicker Glow-Up: Custom Foosball Figurines |
|
||||
| **Duration** | 3 days (3 × 120 min or 3 × 180 min) |
|
||||
| **Target Group** | 7th grade students (ages 12-13) |
|
||||
| **Group Size** | 10-12 students |
|
||||
| **Location** | School makerspace / workshop environment |
|
||||
| **Equipment** | iPads (provided by GvB), 3D printers, painting supplies |
|
||||
|
||||
### Skills Trained
|
||||
|
||||
- **Digital Literacy:** 3D scanning with Polycam/Scaniverse, CAD design in TinkerCAD, slicing
|
||||
software (PrusaSlicer)
|
||||
- **Design Thinking:** Iterative prototyping, problem-solving, technical constraints (scale,
|
||||
printability, mounting)
|
||||
- **Making Skills:** 3D printing fundamentals, post-processing, painting and finishing techniques
|
||||
- **Collaborative Learning:** Peer support, shared troubleshooting, collective maintenance
|
||||
- **Spatial Appropriation:** Critical reflection on representation in public play spaces, claiming
|
||||
ownership through making
|
||||
|
||||
## Reimagining Foosball Figurines
|
||||
|
||||
The **Kicker Glow-Up** is now in its second iteration—a hands-on 3-day workshop designed for
|
||||
7th graders to create their own custom table foosball figurines for the school's outdoor tables.
|
||||
This project combines digital fabrication, 3D modeling, and creativity to give students ownership
|
||||
over their play equipment. The entire workflow runs on iPads provided by the GVB (Gemeinnützige
|
||||
Gesellschaft für berufsbildende Maßnahmen), making digital fabrication accessible without
|
||||
requiring extensive computer infrastructure.
|
||||
|
||||
### How It Started
|
||||
|
||||
The idea for this workshop emerged from a casual conversation with a female student who
|
||||
off-handedly complained that foosball figurines are always male-coded. That observation stopped
|
||||
us in our tracks. She was absolutely right—standard foosball figures implicitly exclude and
|
||||
subtly reinforce who "belongs" in play spaces.
|
||||
|
||||
We realized that individualizing the figurines wasn't just a fun making project—it was a
|
||||
perfectly educational way for students to appropriate their own playgrounds. By creating their
|
||||
own representations, students claim ownership over public play equipment and reshape the implicit
|
||||
messages about who these spaces are for.
|
||||
|
||||
## Workshop Overview
|
||||
|
||||
Over three intensive days, students learn the complete digital fabrication pipeline: from
|
||||
capturing 3D scans of themselves or objects, modeling and adapting designs in CAD software,
|
||||
preparing files for 3D printing, to finally manufacturing and finishing their custom figurines.
|
||||
|
||||
The workshop empowers students to:
|
||||
|
||||
- **Digitize the physical world** using 3D scanning tools
|
||||
- **Design in 3D** with accessible CAD software
|
||||
- **Understand manufacturing** through hands-on 3D printing
|
||||
- **Personalize their environment** by creating functional art for their school
|
||||
|
||||
## The Workflow
|
||||
|
||||
{% mermaid() %}
|
||||
flowchart TB
|
||||
subgraph day1["Day 1: Model Acquisition"]
|
||||
Start[Start Workshop] --> Polycam[Scan with Polycam]
|
||||
Start --> Scaniverse[Scan with Scaniverse]
|
||||
Start --> Online[Download from Thingiverse/Online]
|
||||
Start --> Scratch[Build from Scratch]
|
||||
end
|
||||
|
||||
subgraph day2["Day 2: Design & Preparation"]
|
||||
Design[Design in TinkerCAD]
|
||||
Nomad[Optional: Refine in Nomad Sculpt]
|
||||
Slice[Prepare in PrusaSlicer]
|
||||
end
|
||||
|
||||
subgraph day3["Day 3: Manufacturing & Installation"]
|
||||
Print[3D Print Figurine]
|
||||
Paint[Paint & Finish]
|
||||
Install[Install on Table]
|
||||
Play[Play Foosball!]
|
||||
end
|
||||
|
||||
Polycam -->|"export model"| Design
|
||||
Scaniverse -->|"export model"| Design
|
||||
Online -->|"import to TinkerCAD"| Design
|
||||
Scratch -->|"create in TinkerCAD"| Design
|
||||
|
||||
Design -->|"if needed"| Nomad
|
||||
Design -->|"ready to print"| Slice
|
||||
Nomad -->|"final model"| Slice
|
||||
|
||||
Slice --> Print
|
||||
Print --> Paint
|
||||
Paint --> Install
|
||||
Install --> Play
|
||||
|
||||
style Start fill:#006994
|
||||
style Start color:#ffffff
|
||||
style Polycam fill:#006994
|
||||
style Polycam color:#ffffff
|
||||
style Scaniverse fill:#006994
|
||||
style Scaniverse color:#ffffff
|
||||
style Online fill:#006994
|
||||
style Online color:#ffffff
|
||||
style Scratch fill:#006994
|
||||
style Scratch color:#ffffff
|
||||
|
||||
style Design fill:#ff1493
|
||||
style Design color:#ffffff
|
||||
style Nomad fill:#ff1493
|
||||
style Nomad color:#ffffff
|
||||
style Slice fill:#ff1493
|
||||
style Slice color:#ffffff
|
||||
|
||||
style Print fill:#ffd700
|
||||
style Print color:#000000
|
||||
style Paint fill:#ffd700
|
||||
style Paint color:#000000
|
||||
style Install fill:#ffd700
|
||||
style Install color:#000000
|
||||
style Play fill:#ffd700
|
||||
style Play color:#000000
|
||||
{% end %}
|
||||
|
||||
## Workshop Structure
|
||||
|
||||
The workshop spans three days with flexible timing—either 3 × 120 minutes or 3 × 180 minutes,
|
||||
depending on the school's schedule. Each day builds upon the previous, moving from exploration
|
||||
to creation to celebration.
|
||||
|
||||
### Day 1: Introduction & Exploration (120-180 min)
|
||||
|
||||
The first day establishes the foundation and sparks curiosity:
|
||||
|
||||
**Space & Machines** (30-45 min)
|
||||
|
||||
- Room introduction to the makerspace or workshop environment
|
||||
- Machine introductions: What is a 3D printer? How does it work?
|
||||
- Exploration of makerspace possibilities beyond 3D printing (laser cutting, electronics, etc.)
|
||||
- Safety guidelines and responsible making
|
||||
|
||||
**Software Introduction** (30-45 min)
|
||||
|
||||
- Basic introduction to TinkerCAD on iPads
|
||||
- Interface navigation and essential tools
|
||||
- Understanding 3D space and manipulation
|
||||
- Demonstration of scan-to-model workflow
|
||||
|
||||
**Hands-on Exploration** (60-90 min)
|
||||
|
||||
- Students experiment freely in TinkerCAD
|
||||
- Individual support and guidance as needed
|
||||
- First attempts at 3D scanning with Polycam or Scaniverse
|
||||
- Students begin conceptualizing their figurine designs
|
||||
|
||||
The key here is balance—enough structure to feel confident, enough freedom to foster creativity.
|
||||
|
||||
### Day 2: Design & Production (120-180 min)
|
||||
|
||||
Day two is when magic happens—fully student-driven design and manufacturing:
|
||||
|
||||
**Full Design Phase** (90-120 min)
|
||||
|
||||
- Students work independently on their figurine models
|
||||
- Integrating scans or building from scratch in TinkerCAD
|
||||
- We assist only when asked—ownership is with the students
|
||||
- Problem-solving and iteration become natural parts of the process
|
||||
- Ensuring models meet technical requirements (mounting, scale, printability)
|
||||
|
||||
**Slicing & Printing** (30-60 min)
|
||||
|
||||
- Students prepare their models in PrusaSlicer
|
||||
- Learning about supports, orientation, and print settings
|
||||
- Starting prints for models that are ready
|
||||
- Understanding print time vs. complexity trade-offs
|
||||
|
||||
#### Overnight Printing
|
||||
|
||||
- Models requiring more design time get finished and queued for overnight printing
|
||||
- Ensures all students have completed pieces by Day 3
|
||||
|
||||
By putting students in the driver's seat, they encounter real challenges and develop genuine
|
||||
solutions—far more valuable than following instructions.
|
||||
|
||||
### Day 3: Finishing & Installation (120-180 min)
|
||||
|
||||
The final day transforms digital creations into physical play equipment:
|
||||
|
||||
**Post-Processing** (45-60 min)
|
||||
|
||||
- Removing supports from printed figurines
|
||||
- Sanding and surface preparation
|
||||
- Quality check and minor repairs if needed
|
||||
|
||||
**Painting & Decoration** (45-60 min)
|
||||
|
||||
- Students personalize their figurines with paint
|
||||
- Protective coatings and finishing touches
|
||||
- Curing time while preparing for installation
|
||||
|
||||
**Table Preparation & Installation** (30-60 min)
|
||||
|
||||
- Collective table maintenance—cleaning, repairing, and oiling the foosball table
|
||||
- Often surprisingly exciting for students to see behind-the-scenes care
|
||||
- Installing the custom figurines on the rods
|
||||
- Testing functionality and making adjustments
|
||||
|
||||
**Celebration Match** (15-30 min)
|
||||
|
||||
- Quick game of foosball with the new custom figurines
|
||||
- Students experience their creations in action
|
||||
- Reflection on the creative and technical journey
|
||||
|
||||
The physical installation and table maintenance ritual connects digital making to material care,
|
||||
showing students that creating includes maintaining.
|
||||
|
||||
## Tools & Technologies
|
||||
|
||||
### Model Acquisition
|
||||
|
||||
Students have multiple pathways to obtain their 3D models:
|
||||
|
||||
**3D Scanning:**
|
||||
|
||||
- **[Polycam](https://poly.cam/)** - User-friendly photogrammetry app for mobile devices
|
||||
- **[Scaniverse](https://scaniverse.com/)** - LiDAR-based scanning app by Niantic for supported
|
||||
devices
|
||||
|
||||
**Online Resources:**
|
||||
|
||||
- **[Thingiverse](https://www.thingiverse.com/)** - Large community library of 3D printable
|
||||
models
|
||||
- **[Printables](https://www.printables.com/)** - Curated collection of quality 3D models
|
||||
- **[MyMiniFactory](https://www.myminifactory.com/)** - Community-driven 3D object repository
|
||||
|
||||
**From Scratch:**
|
||||
|
||||
- Students can build entirely original designs directly in TinkerCAD
|
||||
|
||||
Both scanning and downloading give students a starting point to modify, while building from
|
||||
scratch offers complete creative freedom. The important part is that every student personalizes
|
||||
their model, regardless of where it originated.
|
||||
|
||||
### 3D Modeling
|
||||
|
||||
- **[TinkerCAD](https://www.tinkercad.com/)** - Browser-based, intuitive CAD software perfect for
|
||||
beginners. Students adapt their scans, add features, and ensure proper dimensions for the
|
||||
foosball table rods.
|
||||
- **[Nomad Sculpt](https://nomadsculpt.com/)** (optional) - For students wanting to refine organic
|
||||
shapes and add sculptural details to their models.
|
||||
|
||||
### Manufacturing
|
||||
|
||||
- **[PrusaSlicer](https://www.prusa3d.com/page/prusaslicer_424/)** - Students learn to slice their
|
||||
models, configure print settings, and understand the relationship between design and
|
||||
manufacturability.
|
||||
- **3D Printing** - Hands-on experience with FDM printers, learning about support structures,
|
||||
layer orientation, and print quality.
|
||||
- **Painting & Finishing** - Adding personal flair with paints and protective coatings.
|
||||
|
||||
## Pedagogical Approach
|
||||
|
||||
This workshop follows the **einszwovier** philosophy of democratic and participatory making:
|
||||
|
||||
1. **Student Ownership** - Each student creates their own unique figurine, making personal
|
||||
decisions throughout the process
|
||||
2. **Iterative Learning** - Mistakes become learning opportunities; failed prints lead to better
|
||||
understanding
|
||||
3. **Skill Scaffolding** - Starting with scanning (capturing reality), progressing to modeling
|
||||
(modifying reality), and finally manufacturing (materializing ideas)
|
||||
4. **Functional Outcome** - The figurines aren't just art projects—they become part of the
|
||||
school's play infrastructure
|
||||
|
||||
## Second Iteration Improvements
|
||||
|
||||
In the second run of this workshop, we refined:
|
||||
|
||||
- **Better time management** - Clearer daily goals and streamlined scanning processes
|
||||
- **Template models** - Starter TinkerCAD projects to help students understand scale and mounting
|
||||
requirements
|
||||
- **Printing coordination** - Optimized print queues to ensure all students see their prints
|
||||
complete during the workshop
|
||||
- **Documentation** - Students photograph their process and reflect on design decisions
|
||||
|
||||
## Impact
|
||||
|
||||
The Kicker Glow-Up transforms abstract digital fabrication concepts into tangible, playful
|
||||
outcomes. Students see their school's outdoor foosball tables populated with their creations,
|
||||
fostering a sense of agency and connection to their learning environment. The project demonstrates
|
||||
that 3D printing isn't just about making things—it's about empowering young people to reshape
|
||||
their world.
|
||||
|
||||
---
|
||||
|
||||
## Gallery
|
||||
|
||||
{% gallery() %}
|
||||
[
|
||||
{
|
||||
"file": "tinkercad.jpeg",
|
||||
"title": "Digital design of custom foosball figurines in TinkerCAD",
|
||||
"alt": "Screenshot showing colorful 3D models of foosball figurines designed in TinkerCAD with the foosball rod"
|
||||
},
|
||||
{
|
||||
"file": "fitting.jpeg",
|
||||
"title": "",
|
||||
"alt": ""
|
||||
},
|
||||
{
|
||||
"file": "glue.jpeg",
|
||||
"alt": "",
|
||||
"title": ""
|
||||
},
|
||||
{
|
||||
"file": "gluing.jpeg",
|
||||
"alt": "",
|
||||
"title": ""
|
||||
},
|
||||
{
|
||||
"file": "oiling.jpeg",
|
||||
"alt": "",
|
||||
"title": ""
|
||||
},
|
||||
{
|
||||
"file": "drying.jpeg",
|
||||
"alt": "",
|
||||
"title": ""
|
||||
"title": "Test fitting the figurine on the foosball rod",
|
||||
"alt": "Student testing a 3D printed figurine on a foosball table rod"
|
||||
}
|
||||
]
|
||||
{% end %}
|
||||
|
|
|
|||
Binary file not shown.
|
After Width: | Height: | Size: 29 KiB |
Loading…
Add table
Add a link
Reference in a new issue