Abstract
This paper presents a seven-step pedagogical model for introducing 3D printing technology to students with different levels of technological literacy in a freshman level course. The model was derived from a classic instructional design theory on the development of intellectual skills, the Conditions of Learning, with consideration of the technical requirements of 3D printers. It aimed to tackle the practical problems arose when course instructors adopted 3D printing as learning activities in classes, such as the diversity of students' technical backgrounds, the low throughput of 3D printers and the difficulty in integrating 3D printing into learning task. The model was piloted for two years in a General Education course under the engineering domain that opened to all freshmen. Most of the students had no prior experience in 3D printing and all of them agreed that they have had a good understanding of the technology after completed the course. They reported that the learning task supported the development of their innovative ideas and enhanced their learning motivations. However, their perceptions of the workload vary.