7 3D Design: Differentiating Courses with AI

Abstract

This chapter explores the use of Artificial Intelligence and its possible role in education course design, specifically for differentiated course design for 3D modeling in Practical Applied Arts Classes. It will examine how generative artificial intelligences can be used to modify existing content for specific student needs such as  cognitive age and language ability.

Introduction

Practical Applied Arts (P.A.A.) classes in Saskatchewan include traditional trade based subjects such as Auto body, Mechanics, Machining, Carpentry, and Welding. More recently topics such as AutoCAD and Robotics have been added. A modern skill, which can be tied into any of these courses through optional outcomes, is 3D design and Computer-Aided Design (C.A.D.) One challenge that instructors may run into is that there are many different software programs that can be used to fill this role, each suited for a different skill levels, budgets, or age ranges. When differentiating for student needs a teacher may end up with students using different programs, each program however has its own controls, methods and techniques for use. Modifying projects to be completed on differing programs is a tedious task that takes great attention to detail and organizational skills.

Artificial Intelligence (AI) Programs such as ChatGPT can be used to automate this process allowing instructors to focus their time on one-on-one instruction and practical demonstration. Students at different levels may use different programs suited to their needs, TinkerCAD is a free to use program that is aimed at introducing younger students to 3D design, Google Sketch Up is also a free program that takes a more professional approach at 3D design, and Autodesk Fusion 360 is an industry level 3D design program that is pay to use but features a free education version. Each program has different processes to design, uses different controls, and uses different keyboard shortcuts.

Figure 1
Students Gathered in Awe Around a 3D Printer

Note. Cody Campbell (2024) generated this image using the imagen 3 via Google Gemini Advanced. I dedicate any rights to this image to the public domain via CC0. 

Case Study

“Although differentiated instruction has been recognized as the key to academic success for all learners and teachers acknowledge it to be a valuable, necessary, and highly significant instructional practice, teachers worldwide struggle to differentiate their instruction and rarely adapt their teaching according to their students’ characteristics” (Pozas, 2023). AI is a new tool that allows teachers to quickly and simply differentiate their course design to fit their student needs making this valuable instructional practice more attainable for the average teacher.

When it comes to the Practically Applied Arts, one possible example of differentiation would be software choice for 3D design. With the increased access to 3D printers in schools and industries moving towards smart, adaptable automation (Pedersen, 2016). Schools are eagerly expanding P.A.A. courses from the traditional hands on wood shops and automotive programs towards new and exciting courses such as Robotics and Automation (SME,2019), Electronics and Electrical, (SME, 2021) and autoCAD (SME,2020).  Three possible software programs that can be used for instructing students in 3D design at a middle/ high school level are TinkerCAD, Google SketchUp, and Autodesk Fusion360. Each program has a target audience, and requires a different knowledge base to use. Figures 2 , 3, and 4 contain references to the many keyboard shortcuts used to operate the softwares effectively. While using multiple softwares is not a curricular requirement in the Saskatchewan Education System, it is encouraged by student centric differentiation or more simply put what does the specific student require the course for.

Figure 2
Keyboard Shortcut Command Reference Sheets for Fusion 360

Note. Compiled for P.A.A. courses at A.E. Peacock Collegiate, Moose Jaw SK by Cody Campbell.

Fusion 360 is a cloud based software by AUTODESK that allows you to design iterations with 3D modeling tools, produce high-quality CNC machined or 3D printed parts with integrated CAD/CAM, allows you to test the performance of your designs with 3D simulation tools, explore manufacturing-ready outcomes with generative design, and collaborate seamlessly with others through the cloud base format (Figure 2). Although typically a paid program, there are free versions available for educational use.

Figure 3
Keyboard Shortcut Command Reference Sheet for TinkerCAD

Note. Compiled for P.A.A. courses at A.E. Peacock Collegiate, Moose Jaw SK by Cody Campbell.

TinkerCAD is a cloud based software by AUTODESK design with children in mind, it is easy to use and free, it has a small learning curve and easily introduces students to 3D design (Figure 3). Along with 3D design, Tinkercad also has electronic prototyping abilities and introductory coding. TinkerCAD is free to use and has a classroom function that is geared towards schools. Google SketchUp is from the Google family of products, and can be accessed through your google account. It can be used to build anything from basic shapes, to complex sky scrapers (Figure 4).

Figure 4
Keyboard Shortcut Command Reference Sheets for Google SketchUp

Note. Compiled for P.A.A. courses at A.E. Peacock Collegiate, Moose Jaw SK by Cody Campbell.

As an instructor if you choose to open multiple softwares to students, you are also drastically increasing your workload. Every assignment will need to be tailored to each program. AI Technologies such as chat GPT can be used to assist in this task.

Examine the following basic 3D design assignment.

Create a 3D model of a table. Use the following specific parameters.

• 120cm tall.
• 120 cm by 120 cm table top.
• A 5cm thick table top.
• 2 Round back legs that are 15cm in diameter
• 2 Square Front legs 10cm by 10cm

Each modeling software would involve a series of steps that are unique to that specific program. As an instructor you would have to walk through each; one at a time, answer follow up questions for each, troubleshoot issues students encounter, and create reference documents for the assignment. AI can be used to assist in this process, The following query was placed into ChatGPT: “I need to create 3 lesson plans for my 3D design course, create a step by step plan for tinkercad, fusion360 and google sketchup. Include any keyboard shortcuts that can be used. Introductory course for grade 11/12’s. Assignment:Examine the following basic 3D design assignment. Create a 3D model of a table. Use the following specific parameters. 120cm tall. 120 cm by 120 cm table top. A 5cm thick table top. 2 Round back legs that are 15cm in diameter 2 Square Front legs 10cm by 10cm”. ChatGPT’s response to the query was as follows:

By examining the three above examples you will be able to see that although similar, each program has its own unique characteristics that the user will have to familiarize themselves with. Instructors can use this technology, not only to adapt their lessons to different softwares, they can also use it to adjust assignments to fit specific student needs. Consider the following example;

Vignette:

ChatGPT Prompt “simplify the TinkerCAD instruction for grade 6 students, use clear descriptive language.”

ChatGPT Prompt “modify the TinkerCAD for an exchange student who speaks Spanish.”

ChatGPT has efficiently modified a simple assignment to fit 5 specific student needs in the classroom. A task that would have taken hours to complete without the assistance of AI. Allowing AI to take over the job of differentiation allows the teacher to focus on ensuring that the core assignment itself is well based, challenging, and hitting all outcomes.

Responsible use of AI 

Future Research and Innovation 

With the rapid advancements in generative AI, we may soon see ChatGpt evolve to include advancements in features such as image generation, which could redefine how we approach instructional design. When it comes to 3D design we may soon be at the stage where the generative AI can create what we ask it to. Where you can describe an object and get a file back that is usable in 3D printers or CNC machines. Where the AI is editable and malleable to the point that the user can shape the end product to meet their specific needs.

With the advancements of 3D printers and their abilities  such as an increasing range of printable materials, print detail, and print speed. The increased availability and decrease of cost, 3D design is becoming a much more common part of human life. Are we approaching a stage of technology such as Star Trek’s Replicators, where anything we could imagine is a simple voice command away. Or will 3D printers become commonplace in stores and factories with files and designs becoming patented instead of open source.

Summary

The video below offers a summary of key points in this chapter.

https://www.canva.com/design/DAGVX8KUniY/-qyV88QzORbPE0oBEvCDWw/watch?utm_content=DAGVX8KUniY&utm_campaign=designshare&utm_medium=link&utm_source=editor

Note. This video was produced by Cody Campbell (2024 using the Canva design platform.

Acknowledgements

A big thank you goes out to all of my peers who assisted through their insight and critical feedback. The Artificial Intelligence “OpenAI, ChatGPT” was used in the writing of this work. Chat GPT was used in the examples specifically stating its use. The AI was used to demonstrate how AI can be used to modify, adapt, or differentiate existing instruction for educational purposes for specific student needs.

Open Researcher and Contributor ID (ORCID)

Cody Campbell  https://orcid.org/0009-0003-2301-7630

References

Brooks, David (2023) “New York Times,Opinion “In the Age of A.I., Major in Being Human”

OpenAI. (2024). ChatGPT (October version) [Large language model]. https://chat.openai.com/chat

Pedersen, M. R., Nalpantidis, L., Andersen, R. S., Schou, C., Bøgh, S., Krüger, V., & Madsen, O. (2016). Robot skills for manufacturing: From concept to industrial deployment. Robotics and Computer-Integrated Manufacturing, 37, 282–291. https://doi.org/10.1016/j.rcim.2015.04.002

Pozas, M., Letzel-Alt, V., & Schwab, S. (2023). The effects of differentiated instruction on teachers’ stress and job satisfaction. Teaching and Teacher Education, 122, 103962. https://doi.org/10.1016/j.tate.2022.103962

Saskatchewan Ministry of Education “SME” (2019). 2019 Saskatchewan Curriculum:Robotics and Automation 10,20,30.  https://curriculum.gov.sk.ca/CurriculumHome?id=461

Saskatchewan Ministry of Education “SME” (2020) 2020 Saskatchewan Curriculum: Drafting and Computer-Aided Design 10, 20, 30.  https://curriculum.gov.sk.ca/CurriculumHome?id=527

Saskatchewan Ministry of Education “SME” (2021). 2021 Saskatchewan Curriculum: Electrical and Electronics 10, Electrical 20, 30, Electronics 20, A30, B30.  https://curriculum.gov.sk.ca/CurriculumHome?id=552

Pedersen, M. R., Nalpantidis, L., Andersen, R. S., Schou, C., Bøgh, S., Krüger, V., & Madsen, O. (2016). Robot skills for manufacturing: From concept to industrial deployment. Robotics and Computer-Integrated Manufacturing, 37, 282–291. https://doi.org/10.1016/j.rcim.2015.04.002

Pozas, M., Letzel-Alt, V., & Schwab, S. (2023). The effects of differentiated instruction on teachers’ stress and job satisfaction. Teaching and Teacher Education, 122, 103962. https://doi.org/10.1016/j.tate.2022.103962