As the 3D workshop is open access for all courses, planning, and support can be challenging as I am unaware of which students I’ll be interacting with each day. Not only are the students from a variety of courses with different learning outcomes and assessment briefs, but they differ wildly in skill level, experience, learning needs, cultural and social backgrounds, and their future career aspirations. Specifically, some students find it hard to use a computer in general whereas some are coding in multiple programming languages. In addition, the kind of highly technical processes we are teaching can cause a further strain on the students e.g. complicated technical jargon for students where English isn’t their native language can be extremely confusing. Putting strategies in place to adapt to these diversities through planning and support can improve their learning.
Before entering the workshop, students must complete an online induction. This contains information about the health and safety standards within the workshop, what equipment and machinery there is, and how you book. Alongside the induction is a handout about how to create a file for laser cutting and how to use the software. This resource gives the students an idea of what’s to come in the session and is provided to all students no matter which course, their experience, or their background. It is important to create a supportive environment where the students feel relaxed. The workshop can be an intimidating place and providing information before the booking can ease them into the space. The handout is very visual with screenshots of the software and easily numbered instructions to make it more accessible for a wide variety of needs.
Enhancing inclusivity in educational environments involves more than just visual cues such as displaying samples on the walls, it encourages hands-on, object-based learning experiences that engage students directly. Demonstrations play a pivotal role in this process, allowing students to not only observe but also interact with materials firsthand. By encouraging tactile exploration during workshops, we empower students to delve into processes with curiosity and experimentation. While formal education teaches explicit knowledge, tacit knowledge (as stated by Polanyi, 1966) is best acquired through experiential methods. Tacit knowledge is an essential foundation for developing students’ learning ability, especially in understanding and solving problems (L. Zheyu, 2021).
Within the workshop, we try to challenge conventional classroom practice where the student is the recipient of new knowledge, and the teacher is the knower (M. Banning, 2005). Instead, we cultivate a reciprocal exchange of ideas, where both students and instructors contribute to each other’s growth. This bidirectional learning not only benefits students but also enriches instructors through what McDonald and Michela term “Self-Cultivation of Instructors.” By engaging with students in meaningful dialogue and embracing their perspectives it promotes mutual learning and growth. With advancements in technology developing so fast, allowing more time for discussion and knowledge exchange would be advantageous. Different generations develop skills in varied capacities so sharing what one another learns can help our skills grow overall.
To effectively support student learning in the diverse environment of the 3D workshop, adaptability, and proactive planning are essential. Students from various courses and backgrounds, with differing skill levels and needs, require tailored approaches. Strategies such as pre-workshop induction and accessible resources help create a supportive atmosphere, easing students into the technical processes. Hands-on learning experiences and interactive demonstrations further enhance inclusivity, allowing students to engage directly with materials and develop tacit knowledge.
References:
Lindström, L. (2012). Aesthetic Learning About, In, With and Through the Arts: A Curriculum Study. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1476-8070.2012.01737
Polanyi, M. (1967). The Tacit Dimension, New York: Anchor Books.
Liu, Z., Cui, W., Zhou, J., Wang, Y., Ghani, U., & Zhai, X. (2021). Investigating the Influence of Tacit Knowledge Transformation Approach on Students’ Learning Ability. Frontiers in Psychology, 12, Article 647729. https://doi.org/10.3389/fpsyg.2021.647729
Banning, M. (2005). Approaches to teaching: current opinions and related research. Nurse Education Today, 25(7), 502-508. Published by Elsevier.
McDonald, J. K., & Michela, E. (2019). The design critique and the moral goods of studio pedagogy. Design Studies, 62, 1–35. https://doi.org/10.1016/j.destud.2019.02.001
Smith, M. K. (2003) ‘Michael Polanyi and tacit knowledge’, The encyclopedia of pedagogy and informal education, https://infed.org/mobi/michael-polanyi-and-tacit-knowledge/