SketchUp Training Session

I delivered a 2-hour training session about Google SketchUp to two persons working at deaf and mental disabilities departments of Resala.

Goal

My goal was to help the deaf by letting them learn SketchUp to draw 3D models since the world of vision is close to them. Instead of teaching the deaf directly, I delivered the session to the employee who teaches and deals with the deaf and is proficient in sign language.

Duration

Two hours.

Audience

The training was intended for the employee responsible for dealing with the deaf. She has a good background as a computer user.

Content

  1. Introduction: I mentioned that Microsoft Paint is used for drawing 2D images. Also on paper we can only draw 2D images. One cannot rotate a 2D image or see it from a different angle. I mentioned that SketchUp is used to draw 3D images that you can see from different angles and immediately demonstrated this to them by rotating a 3D model inside SketchUp. I also mentioned that it could be a good program to teach to the deaf who rely on vision as their main sense and can reach high proficiency in it. Learning SketchUp can make computers more appealing to the deaf and make them learn using the computer in a better way. The program can also be used by deaf carpenters to design parts and woodwork.
  2. Drawing a 2D rectangle using the Rectangle tool then pulling it up to become a 3D cube using the Pull/Push tool.
  3. I showed them how to navigate the 3D model using the Orbit and Pan tools from the toolbar and how to activate them through the mouse.
  4. Making a sloped roof by drawing a midline on face of the cube then moving the line using the Move tool.
  5. I showed them how to draw a window by drawing a rectangle using the Rectangle tool on the face of a cube then pushing it using the Push/Pull tool.
  6. Showed them how to specify a material for the parts of the 3D model using the Paint Bucket tool.
  7. I showed them how to switch the shadow on.
  8. I showed them how to use the Tape Measure to measure the length of a line.
  9. I briefly showed them how to change to metric system.
  10. I showed them how to draw a line or rectangle with exact dimensions by entering its size in numbers. The same with specifying the hight of a cube by entering its height in numbers after using the Pull/Push tool.
  11. I showed them how to copy and (repeatedly) paste elements of the 3D model.
  12. I also demonstrated an animation in front of them but there was not enough time for me to show them how to build one using scenes.
  13. I showed them how to determine they have reach a mid-point or edge of a line through colors that appear as the mouse hovers above a mid-point or an edge.
  14. I showed them how to use the Eraser tool to erase lines from the 3D model.
  15. I showed them how to use the Select tool followed by the keyboard delete button to delete a surface or an entire part of the model easily.
  16. I showed them how to revert their actions through using the undo feature.

Approach

My approach was to dive into the program directly without much introduction and show them how to build simple 3D models right away. As I demonstrated in front of them how to build each part of a 3D model, they followed me at their computers and tried to do each step after I demonstrated it.

As I stated demonstrating how to draw some of the basic 3D structures, each of the students kept asking me “how to do this” and “how to do that” questions. Sometimes they pointed to a specific tool in the toolbar and asked me for what it was used. I answered each one of them and introduce a new tool or new technique in the process. This was a very good approach, because instead of shoving new concepts or techniques in their brains, the new concepts or techniques were introduced to them only when they felt a need for them, an essential best practice in teaching.

Preparation

I copied the installation files of SketchUp on a flash drive. I briefly tried my hand with the program before going.

Feedback

The two were pleased with the training session and wanted to take more sessions in the same program and in other computer areas.

Results

Both students were able to use the basics of the program effectively in under two hours. Each of them made an aesthetic 3D model of a house with a garden one of which was above the ground level, initially a mistake, but looked interesting nevertheless.

Next

  • I could not remember how to draw a sphere so was unable to answer one of them when she asked me how to draw a dome. I have checked it out online as I returned form the sessions and now know how to draw a sphere or a dome.
  • I have not showed them how to use the Rotate tool even both of them asked me about it. I told them it was a bit more difficult to use than the other tools and just mentioned its function without demonstrating its use.
  • I have not showed them the Follow Me tool. The reason was because I could not remember how to correctly use it to create protruding edges. I just mentioned its name and purpose as one of the features present in the program that they have not learned yet when one of them asked me if what we had learned was all the program had.
  • I did not show them how to repeat a paste action by writing “x number” to repeat the paste a specific number of times. I did not remember the existence of this feature during the session.

Session 2

Duration: 2 hours

Content

  • Revision: let them draw freely themselves (they drew houses: same idea of last session)
  • Multiply paste
  • Sphere
  • Dome
  • Follow Me tool
  • Lock inference
  • Scale tool
  • Plane geometry (concept behind SketchUP): demonstrated through connecting lines to form planes or 3D structures and deleting a line to break 3D structure or plane.
  • Component: make & use

Next

  • Sandbox tools (terrain)
  • Edit component after using it (with edits reflecting in all instances).
  • The place from which you hold an object while moving it determines which part of it while glue to the surface it is moved to.
  • Using the Rotate tool.
  • Noticing bold lines and unbold lines as queues to whether or not the lines are connected into one piece.
  • Match Photo.

Assignments

  • Using the Internet, find out how to draw a cone (for the following session).

Competencies

  • Ability to navigate the 3D model with comfort and ease (zoom in, zoom out, orbit, pan).

Fun

For some more fun with SketchUp, explore the SketchUp Tuples.