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3Doodler

3Doodler

3Doodler

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What is 3Doodler?

3Doodler EDU provides a classroom kit with 3Doodler 3D drawing pens, plastics and all related equipment. 3Doodler has plenty of instructional lesson plans and ideas which can be used in the classroom for various subjects related to STEM, art and design.

3Doodler provides two classroom kits, for students who are 14 years or older and for students aged 6 to 13. It is also possible to order a custom package with preferred components.

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Age Range5-7, 8-10, 11-13, 14-16, 17-18, 19+
LanguagesEnglish

3Doodler Pricing


Pricing Plans

One-Off Fee

3Doodler pricing starts from $49.99 / one-off

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Pedagogy

Certified by Education Alliance Finland

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
Passive
Active
The solution provides good demonstrations and users are active creators when using 3Doodler.
Rehearse
Construct
Users practice creative thinking and computational thinking that can both be linked easily. From the lesson materials, it is easy to find suitable lessons for all skill levels.
Linear
Non-linear/Creative
The solution allows users to choose what to do, which enhances the feeling of autonomy. The lesson materials provide goals for creation.
Individual
Collaborative
The product can be used independently, while the lesson plans guide students towards collaboration and peer learning.

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

  • Practising to understand visual concepts and shapes and observe their qualities
  • Practicing logical reasoning to understand and interpret information in different forms
  • Building common knowledge of technological solutions and their meaning in everyday life
  • Using technology as a part of explorative and creative process
  • Practicing fine motor skills
  • Practicing to evaluate one's own learning
  • Practicing to use arts as a way to express
  • Practicing creative thinking
  • Encouraging students to be innovative and express new ideas
  • Practicing to use imagination and to be innovative
  • Practicing to plan and execute studies, make observations and measurements
  • Developing problem solving skills
  • Encouraging the growth of positive self-image
  • Learning to combine information to find new innovations
  • Learning to build information on top of previously learned
  • Practicing to notice causal connections
  • Practicing to work with others
  • Learning to plan and organize work processes
  • Connecting subjects learned at school to skills needed at working life
  • Use digital tools and/or mathematical concepts and arguments to test and compare proposed solutions to an engineering design problem.
  • Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.
  • Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
  • Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
  • Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.
  • Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.
  • Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
  • Understand that structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
  • Strengthening the interest in handicrafts and inspiring inventive, experimental and local craftsmanship.
  • Practicing to develop models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions related with Interdependent Relationships in Ecosystems.
  • Inspiring to express observations and ideas differently by means of pictorial production.
  • Inspiring to critically assess people's consumption and production practices.
  • Inspiring to create pictures based on examination of own living environment, different times and different cultures.
  • Inspiring student to experiment with different materials and techniques as well as practicing pictorial expression.
  • Guiding to interactively evaluate, analyse, and appreciate own and others whole handicraft process.
  • Guiding to design and manufacture alone or together a handicraft products, relying on their own aesthetic and technical solutions.
  • Guiding the student to perceive and master a whole handicraft process and its documentation.
  • Encouraging to take the cultural diversity and sustainable development into account in the visual expressions.
  • Encouraging to persistent pictorial work alone and together with others.
  • Encouraging to observe art, the environment and visual culture through multisensory activities and creating own pieces.
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Last updated 27th May 2022
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