Micro:bit, Tinkercad and Assistive Technology at Orangewood Christian School

27th January 2025 • Case Studies

The project is based on building and learning about an example device called Tap, made up of a micro:bit microcontroller and a series of 3D printed components. Students then go on to use 3D CAD (Tinkercad) and coding to customise their own unique versions for different applications. Check out the video about Tap below, before enjoying the interview with Brandon!

Hi Brandon! Thanks for joining us on the blog again. Great to have you here. First of all, can you tell us why you chose to deliver the Micro:bit Switch Access project with your students?

In our Innovation Lab class, we start by learning the basics of 3D printing and then explore the various ways these skills can be applied. Students discover how 3D printing plays a critical role in designing and creating new devices and technologies. Every semester, we take on an empathy project, and when we came across the Tap design using micro:bits – our class thought it would be the perfect project to tackle!

After using the project materials to learn about Tap, what did students do next? Can you talk through their design process to create their own unique versions?

Students receive the assignment, materials, and background information, then they are encouraged to think creatively by putting themselves in the shoes of the end user. I believe that having students research or experience the daily obstacles their end users face helps them think more constructively and fosters deeper creativity in their solutions.

They then use their empathy insights to move through the design process, which is guided by PrintLab’s curriculum and portfolio templates. We really appreciate the portfolio templates as they provide students with a structured approach to manage their projects while allowing space for brainstorming and concept development.

What type of outcomes were created?

The outcomes were highly creative and thoughtful, reflecting the students’ empathy and innovative spirit. Many students aimed to create Tap devices for ambitious projects, such as controlling Bluetooth speakers, iPhones, iPads, and even turning on lamps. Some students focused on creating Taps that produced sounds to assist those with auditory disabilities, showcasing both their creativity and their desire to help others.

How would you describe the experience students had throughout the project?

The students had a highly creative and engaging experience throughout the project. Many groups expressed a desire for more time to fully explore how to make their Tap devices more useful for their target users. Some students became frustrated because they wanted their Tap to accomplish more than it could, but I view this as a positive outcome—it showed that they were deeply invested in the project.

Overall, the experience allowed students to thrive in their individual strengths. Some were passionate about coding with the Micro:Bit, others excelled at designing in Tinkercad, and several took a deep dive into understanding the disabilities they were aiming to assist.

During the Tap project, how did you manage the 3D printing of prototypes? Do you have any tips for teachers who might also be 3D printing multiple student models in a short space of time?

Here are a few ideas that i used that worked for me:

• Optimize Settings: Print speed for quicker prints. Draft-quality prints work well for prototypes.
• Combine Models: If possible, arrange multiple smaller models on a single build plate to save time.
• Assign Time Slots: Use a shared calendar to assign print slots to each student or group, ensuring everyone gets a fair turn.
• Run Overnight Prints: For larger or longer prints, start them in the evening so they finish overnight.
• Evaluate and Iterate: After each batch or round of prints, evaluate what worked well and what could be improved. Share insights with students to refine the process.

In these types of 3D printing projects, how do you assess student learning?

In 3D printing projects that span a longer period of classes, I use several methods to assess student learning. The Printlab portfolio is particularly helpful for keeping students organized. I break the assessment into sections, with periodic portfolio submissions that count as weekly classwork grades. Each prototype is printed, reviewed for modifications, and assessed as a quiz grade. Students are allowed a maximum of two prototypes before they must print their final version.

We also recorded a quiz assessment based on their Micro:Bit code as well. At the end of the project, students are evaluated on their overall portfolio and final prototype, which constitutes their 2 exam grades. I did also give extra points for those who also created the end piece that their Tap project would control like our lantern.

Finally, any exciting 3D printing plans for the remainder of the school year?

Since our classes are only one semester long, one of the most exciting aspects of my job is that I get to do this all over again. Like the students, I have the opportunity to reflect and learn from what I could improve in instructing the project. Throughout the rest of the school year, we’re always focused on improving the class and integrating PrintLab lessons to enhance our curriculum. We don’t just want to teach 3D printing—we want to see it make a real difference in our community using the tools that we have access to.

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A huge thank you to Brandon for sharing his experience with us – it’s amazing to see students supporting the open-source assistive technology movement! If you’d like to check out the Tap project yourself, click the link below or email hello@weareprintlab.com if you have any questions :).