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2015/2016  KAN-CINTV1014U  Learning through Building: Contemporary Design Science and 3D Printing

English Title
Learning through Building: Contemporary Design Science and 3D Printing

Course information
Language English
Course ECTS 7.5 ECTS
Type Elective
Level Full Degree Master
Duration One Semester
Start time of the course Autumn, Autumn, Autumn
Timetable Course schedule will be posted at calendar.cbs.dk
Min. participants 10
Max. participants 60
Study board
Study Board for BSc/MSc in Business Administration and Information Systems, MSc
Course coordinator
  • Rasmus Pedersen - Department of IT Mangement (ITM)
Main academic disciplines
  • Information technology
  • Innovation
  • Methodology and philosophy of science
Last updated on 04-03-2015
Learning objectives
To achieve the grade 12, students should meet the following learning objectives with no or only minor mistakes or errors:
  • Understand the concepts of Design Science, new Makers applications, and new 3D printing applications.
  • Familiar with the technology of 3D printing as applied using provided equipment.
  • Awareness of the interplay between 3D printing and the Makers movement.
  • Familiar with the design process of 3D objects using provided software.
  • Analyze different Design Science frameworks and ideas.
  • Assess different present and future 3D printing technologies.
  • Design/Develop one or more prototypes using 3D printing technology using the Design Science method.
  • Critically evaluate both benefits and problems related to Design Science, Makers ideologies, and 3D printing.
Course prerequisites
It would be optimal if the students participating in this course have successfully completed the CMD(it.) Internet of Things course.
Prerequisites for registering for the exam
Number of mandatory activities: 1
Compulsory assignments (assessed approved/not approved)
One 3D printed model.
Examination
Learning through Building: Contemporary Design Science and 3D Printing:
Exam ECTS 7,5
Examination form Oral exam based on written product

In order to participate in the oral exam, the written product must be handed in before the oral exam; by the set deadline. The grade is based on an overall assessment of the written product and the individual oral performance.
Individual or group exam Individual
Size of written product Max. 15 pages
3D printing code can be submitted as appendix.
Assignment type Written assignment
Duration
Written product to be submitted on specified date and time.
30 min. per student, including examiners' discussion of grade, and informing plus explaining the grade
Preparation time No preparation
Grading scale 7-step scale
Examiner(s) Internal examiner and external examiner
Exam period Winter
Aids allowed to bring to the exam Closed Book
Make-up exam/re-exam
Same examination form as the ordinary exam
Description of the exam procedure

The written product (including 3D design files) must be handed in before the oral exam; by the set deadline. The grade is based on an overall assessment of the written and physical products and the individual oral performance. The student will draw a random question from the mandatory literature as part of the examination. 
Course content and structure

Design is central to information systems as the ultimate impact of IT based systems on individuals and organizations is highly influenced by how well these systems are designed. Design science research is a relatively novel concept that aims to frame the activities involved, from problem identification to testing, for successful system deployment. This new class aims to formally introduce design science research by combining it with recent trends in the Maker spaces and 3D printing. The class is thus engaged in all aspects of design science research, with a special emphasis on design research using 3D printers.

The class logically consists of four sequential modules. One is theoretic in nature, one is application-oriented, one is hands-on, and the last is left open for the class to decide. First, the theory and state of the art of contemporary Design Science is covered.  

The modules are as follows:

  1. First, the theory and current state of the art of contemporary Design Science is covered.
  2. Then, in the second module, the Maker movement is described from an application perspective.
  3. In the third module, the class is working hands-on with 3D printing.
  4. Finally, the class and the lecturers decide on the fourth and final topic together. Possible examples can be mobile device interfacing; legal issues of 3D printing, new manufacturing methods, advanced design science topics, advanced internet of things programming, etc.
     

The class takes some of the mystery out of the current hype about 3D Printing and find out what, how, and why people are using 3D printers. Learn about the different types of machines and materials available (hobby, desktop, and large industrial machines; plastics, metals, waxes), create part files and send them to 3D printers for a hands-on experience. The class includes a field trip to see how major Danish industries are using rapid prototyping and additive manufacturing. Develop a good foundation to go forward and incorporate 3D printing in some of your upcoming projects, and find out what's coming in the future of these machines and how we create things to print. 

 

Technology, tools, and platforms 

3D printers and software for working with 3D print designs. A number of additional technologies and tools may be offered in continuation of this course to support diverse student projects.
Teaching methods
Classroom teaching for Module 1 (design science) and Module 2 (Makers).

Laboratory/workshop for Module 3 (3D printing) and Module 4 (to be decided by the class).
Student workload
Lectures/workshops 30 hours
Prepare to class/workshop 120 hours
Exam and prepare 67 hours
Expected literature

Anderson, C. (2012). Makers. New York, NY: Crown Business.

Arduino. (2014). Home. From Arduino: http://www.arduino.cc/

Bagely, C. (2012, December 20). What is a makerspace? Creativity in the Library. From ALA TechSource: http://www.alatechsource.org/blog/2012/12/what-is-amakerspace-creativity-in-the-library.html

Barjarin, T. (2014, May 19). Why the Maker Movement is Important to America's Future.

From Time Magazine: http://time.com/104210/maker-faire-makermovement/

Cavalcanti, G. (2013, June 4). Making Makerspaces: Creating a Business Model. From makezine.com: http://makezine.com/2013/06/04/making-makerspaces-creating-abusiness-model/

Dougherty, D. (2013, February 2). Makers of Spaces, Makers of Makers. From makerspace.com: http://makerspace.com/make-a-makerspace/makers-of-spaces-makers-ofmakers

Dougherty, D. (2014, July 8). Makerspaces are Working Out. From Make

Magazine: http://makezine.com/magazine/make-40/makerspaces-are-working-out/

Dougherty, D. (2013). The Maker Mindset. In M. &. Honey, Design, Make, Play (p. 7). New York, NY: Routledge.

Dunbar-Hester, C. (2014). Radical Inclusion? Locating Accountability in Technical DIY. In M. Ratto, & M. Boler, DIY Citizenship: Critical Making and Social Media. Cambridge, MA: MIT Press.

Gershenfeld, N. (2005). FAB: The Coming Revolution on Your Desktop--From Personal

Computers to Personal Fabrication. New York, NY: Basic Books.

Hamilton, B. (2012, June 28). Makerspaces, Participatory Learning, and Libraries. From The Unquiet Librarian: http://theunquietlibrarian.wordpress.com/2012/06/28/makerspaces-participatory-learning-andlibraries/

Hatch, M. (2014). The Maker Movement Manifesto. New York, NY: McGraw Hill.

Kalil, T. (2012, June 13). Extreme Marshmellow Canons. From Slate:

http://www.slate.com/articles/technology/future_tense/2012/06/every_child_a_maker_how_the_

government_and_private_sector_can_turn_kids_on_to_science_and_engineering_through_maki

ng_.htmlhttp://www.slate.com/articles/technology/future_tense/2012/06/every_child_a_maker_h

ow_the_government_and_private_sector_can_turn_kids_on_to_science_and_engineering_throug

h_making_.html

Kalil, T. (2013). Have Fun--Learn Something, Do Something, Make Something. In M. Honey, &

D. Kanter, Desing, Make, Play. New York, NY: Routledge.

Kalil, T., & Miller, J. (2014, February 3). Announcing the First White House Maker Faire.

From The White House Blog:

http://www.whitehouse.gov/blog/2014/02/03/announcing-first-white-house-maker-faire

Kroski, E. (2013, March 12). A Librarian's Guide to Makerspaces: 16 Resources. From Open Education Database: http://oedb.org/ilibrarian/a-librarians-guide-tomakerspaces/

Makerspace.com. (2012). The Makerspace Playbook. makerspace.com.

Mitchell, J. (2014, May 27). Beyond the Makerspace. From Library

Journal: http://lj.libraryjournal.com/2014/05/opinion/backtalk/beyond-the-maker-space-backtalk/

NextFab. (2014). Facility. From NextFab: http://www.nextfab.com/facility

Owyang, J. (2014, February 13). Maker Movement and 3D Printing Stats. From Web-Strategist: http://www.web-strategist.com/blog/2014/02/13/maker-movementand-3d-printing-industry-stats/

 
Last updated on 04-03-2015