Hsieh, S. (2020, June), Remotely Accessible 3-D Printer for Teaching CNC Programming: Lessons Learned  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35141

\bibitem{asee_peer_35141}
  Hsieh, S. (2020, June), \emph{Remotely Accessible 3-D Printer for Teaching CNC Programming: Lessons Learned}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35141

Sheng-Jen Hsieh.  "Remotely Accessible 3-D Printer for Teaching CNC Programming: Lessons Learned".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35141 Internet.  23 Apr, 2024

\bibitem{asee_peer_35141}
  Sheng-Jen Hsieh.
  "Remotely Accessible 3-D Printer for Teaching CNC Programming: Lessons Learned".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35141 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_35141
author = "Sheng-Jen Hsieh"
title = "Remotely Accessible 3-D Printer for Teaching CNC Programming: Lessons Learned"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35141}
number = {10.18260/1-2--35141}
}

TY  - CPAPER
AB  - Remote labs can provide authentic and self-paced learning experiences and help to overcome barriers to learning such as high equipment cost and limited lab time.. The paper describes the development of a remotely accessible Ultimaker 3D printer and learning materials for learning CNC programming to enable remote learning.  A 3D printer is similar to a 3-axis CNC machine in having X, Y, and Z axes, but is more affordable and versatile.  Users can either run an entire CNC program as a job or run a segment of code at a time. The materials were evaluated by students during the lab time. Students responded positively overall to the remote access tool and to seeing the real-time response of the printer to the G-code; and expressed a desire for more time to play with the system.  Student suggestions included providing a better view of the position of the tool tip.  Future directions include splitting the program into subroutines so that a sub-routine will be executed only when requested, rather than loading the entire program at the beginning. We will also provide a better view of the 3D rendering model using multiple images from webcams positioned at different locations in the machine work envelope.
AU  - Sheng-Jen Hsieh
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Remotely Accessible 3-D Printer for Teaching CNC Programming: Lessons Learned
UR  - https://peer.asee.org/35141
DO  - 10.18260/1-2--35141
ER  -