Plastic in Practice: An empirical approach to 3D printed upcycling in New Zealand schools

<p>Plastic has become an integral material in our society due to the broad range of applications it can be used for, however, it is having a detrimental effect on our environment. In addition to more efficient waste management systems, a cultural shift through education is fundamental for more effective management of plastic waste. Although the New Zealand National Curriculum currently teaches students about sustainability, the method of teaching remains conventional and does not explore the empirical, tactile learning opportunities that 3D printing provides. This research portfolio proposes the importance of an education programme which focuses on plastic waste, upcycling and 3D printing in New Zealand schools. It explores how tangible learning can engage students more effectively with topics such as sustainability. Through collaborating with students and teachers, participatory research methods have been employed in order to form a foundation for an education programme focused on 3D printed upcycling within New Zealand. The final output of this research consists of an education programme proposal, as well as a series of projects which could be integrated into the programme.</p>

Plastic in Practice: An empirical approach to 3D printed upcycling in New Zealand schools

<p>Plastic has become an integral material in our society due to the broad range of applications it can be used for, however, it is having a detrimental effect on our environment. In addition to more efficient waste management systems, a cultural shift through education is fundamental for more effective management of plastic waste. Although the New Zealand National Curriculum currently teaches students about sustainability, the method of teaching remains conventional and does not explore the empirical, tactile learning opportunities that 3D printing provides. This research portfolio proposes the importance of an education programme which focuses on plastic waste, upcycling and 3D printing in New Zealand schools. It explores how tangible learning can engage students more effectively with topics such as sustainability. Through collaborating with students and teachers, participatory research methods have been employed in order to form a foundation for an education programme focused on 3D printed upcycling within New Zealand. The final output of this research consists of an education programme proposal, as well as a series of projects which could be integrated into the programme.</p>

Anatomical Models versus Nontactile Distanced Learning in Otolaryngology Teaching

Introduction Medical schools in the United Kingdom are under increasing pressure to provide more streamlined, applicable teaching due to rising numbers of trainee doctors but are failing to meet their educational need for otolaryngology. The recent novel coronavirus disease 2019 (COVID-19) pandemic has placed additional pressures on medical schools to adapt the medium over which the curriculum is delivered. The use of tactile learning with three-dimensional models and distanced learning via videoconferencing may provide alternative teaching methods to meet otolaryngology undergraduate learning requirements. This pilot study aimed to assess the differences in undergraduate student attitudes toward tactile learning via nontactile distanced learning and review their acceptability among this cohort. Methods Two groups of medical students observed a single educational event on the larynx and management of the airway. The learning opportunity was delivered in a lecture format with the lecturer demonstrating on an anatomical model of the larynx. Group one (tactile group) had an identical model to interact with during the lecture and were present within the lecture theater; group two (nontactile group) did not and observed the lecture via video link. Students were asked to rank their opinion to several statements about the session based on an 11-point Likert's scale and give qualitative feedback. Results All ranked feedback was mainly positive. Tactile learning was statistically equivalent to nontactile learning based on the ranked feedback from the students, except for “improvement in anatomical knowledge,” for which the students believed tactile learning was superior (p = 0.017). A variety of qualitative feedback was received by both groups. Conclusion This pilot study provides evidence for the acceptability among students of the use of nontactile distanced learning to deliver the otolaryngology undergraduate curriculum compared with tactile learning. This can provide the basis for larger studies to assess the educational impact of these different teaching methods.

Visualizing 3D imagery by mouth using candy-like models

Handheld models help students visualize three-dimensional (3D) objects, especially students with blindness who use large 3D models to visualize imagery by hand. The mouth has finer tactile sensors than hand, which could improve visualization using microscopic models that are portable, inexpensive, and disposable. The mouth remains unused in tactile learning. Here, we created bite-size 3D models of protein molecules from “gummy bear” gelatin or nontoxic resin. Models were made as small as rice grain and could be coded with flavor and packaged like candy. Mouth, hands, and eyesight were tested at identifying specific structures. Students recognized structures by mouth at 85.59% accuracy, similar to recognition by eyesight using computer animation. Recall accuracy of structures was higher by mouth than hand for 40.91% of students, equal for 31.82%, and lower for 27.27%. The convenient use of entire packs of tiny, cheap, portable models can make 3D imagery more accessible to students.

Human perceptual learning is delayed by the N-methyl-D-aspartate receptor partial agonist D-cycloserine

Background: The optimisation of learning has long been a focus of scientific research, particularly in relation to improving psychological treatment and recovery of brain function. Previously, partial N-methyl-D-aspartate agonists have been shown to augment reward learning, procedural learning and psychological therapy, but many studies also report no impact of these compounds on the same processes. Aims: Here we investigate whether administration of an N-methyl-D-aspartate partial agonist (D-cycloserine) modulates a previously unexplored process – tactile perceptual learning. Further, we use a longitudinal design to investigate whether N-methyl-D-aspartate-related learning effects vary with time, thereby providing a potentially simple explanation for apparent mixed effects in previous research. Methods: Thirty-four volunteers were randomised to receive one dose of 250 mg D-cycloserine or placebo 2 h before tactile sensitivity training. Tactile perception was measured using psychophysical methods before and after training, and 24/48 h later. Results: The placebo group showed immediate within-day tactile perception gains, but no further improvements between-days. In contrast, tactile perception remained at baseline on day one in the D-cycloserine group (no within-day learning), but showed significant overnight gains on day two. Both groups were equivalent in tactile perception by the final testing – indicating N-methyl-D-aspartate effects changed the timing, but not the overall amount of tactile learning. Conclusions: In sum, we provide first evidence for modulation of perceptual learning by administration of a partial N-methyl-D-aspartate agonist. Resolving how the effects of such compounds become apparent over time will assist the optimisation of testing schedules, and may help resolve discrepancies across the learning and cognition domains.

TACTivities

The need to keep students engaged is particularly acute in virtual environments. In this chapter, the authors describe TACTivities (learning activities with tactile components), designed to help encourage student participation, collaboration, and communication. Originally developed for in-person instruction, TACTivities are readily adaptable to online learning environments. TACTivities are intended to foster a sense of play, creative problem-solving, and exploration among the students who undertake to complete these tasks, and also among the teachers who design them. Unlike other tactile learning ventures, which may involve various kinds of physical props, TACTivities entail only moveable pieces of paper, or electronic equivalents. This feature means that TACTivities are quite portable, and they are easily implemented, shared, and modified (particularly in remote settings). Further, TACTivities allow for inclusion of discipline-specific content, language, and formalism, while still cultivating physical engagement in problem-solving and critical thinking in any subject area.

Effects of tDCS on Tactile Perception Depend on Tactile Expertise in Both Musicians and Non-Musicians

Brain plasticity in the somatosensory cortex and tactile performance can be facilitated by brain stimulation. Here, we investigated the effects of transcranial direct current stimulation (tDCS) on tactile perception in musicians and non-musicians to elucidate how tDCS-effects might depend on tactile expertise. On three separate days, 17 semi-professional musicians (e.g., piano or violin players) and 16 non-musicians aged 18–27 years received 15 min of 1 mA anodal (a-tDCS), cathodal (c-tDCS) or sham tDCS in a pseudorandomized design. Pre and post tDCS, tactile sensitivity (Touch Detection Task; TDT) and discrimination performance (Grating Orientation Task; GOT) were assessed. For further analysis, the weekly hours of instrument-playing and computer-typing were combined into a “tactile experience” variable. For GOT, but not TDT, a significant group effect at baseline was revealed with musicians performing better than non-musicians. TDT thresholds were significantly reduced after a-tDCS but not c-tDCS or sham stimulation. While both musicians’ and non-musicians’ performance improved after anodal stimulation, neither musical nor tactile expertise was directly associated with the magnitude of this improvement. Low performers in TDT with high tactile experience profited most from a-tDCS. We conclude that tactile expertise may facilitate somatosensory cortical plasticity and tactile learning in low performers.