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A method of additive manufacturing (AM) for the extrusion of material along three-dimensional curves is proposed as an alternative to conventional methods of layer-based AM for the manufacture of components designed using topology optimisation. The objectives of the study are to formulate a toolpath-generation algorithm for the extrusion process, to design the testing apparatus and methods for the validation of the proposed extrusion process, and to generate feedback based on the results obtained during testing and validation for possible implementation in topology optimisation software. The outcome of the study is a process by which toolpaths can be generated for simple geometries, and implemented using a mounted extruder serving on to a serial robot-mounted build platform.

Background: Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses. Results: Significant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear. Conclusions: Although we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.

This paper draws on previous work by the authors that aimed to use functional prototypes, produced using additive manufacturing (AM), as a means to draw customer input and preferences into the development of new products. This technique is referred to as Customer Interaction through Functional Prototypes (CIFP). The CIFP philosophy has been proven in both consumer and medical products. In recent years, the authors have developed further concepts of AM-enabled enhanced consumer involvement within their respective research teams. This paper discusses the extended use of CIFP to develop innovative new product concepts in the Vaal University of Technology, to support grant- holders of the Industrial Development’s Corporation (IDC) Support Programme for Industrial Innovation (SPII) and the Technology and Innovation Agency (TIA). The paper goes on to discuss a novel method of consumer interaction developed at Loughborough University, referred to as a Computer-aided Consumer Design (CaCODE). This technique allows non- designers to take an existing product design (e.g., a pen) and modify its shape in real time, in order to create a customised version of the product that meets their needs. The modification is limited within pre-defined parameters to make sure that any final design is functional and can be produced using AM.

Background: In exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always. Aims: The current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features. Samples: Undergraduate physics students (Experiment 1, N = 129; Experiment 2, N = 92) participated as part of their regular classroom instruction. Methods: Students completed an activity either before or after instruction (explore-first or instruct-first conditions). In Experiment 1, the activity included contrasting cases; in Experiment 2, the activity instead included a rich dataset. Students completed a post-test assessing procedural knowledge, conceptual knowledge and transfer. Results: In Experiment 1, students in the explore-first condition demonstrated similar procedural knowledge, higher conceptual knowledge and higher transfer than students in the instruct-first condition. In Experiment 2, there were no significant differences in learning outcomes between explore-first and instruct-first conditions. In both experiments, students in the explore-first and instruct-first conditions reported similar cognitive load and interest and enjoyment after the activity. Conclusions: Contrasting cases may be important when designing exploratory learning activities, helping to improve both conceptual understanding and transfer to new topics.