3D printers are now commonplace in design studios, both in practice and education - in the latter as an educational technology. Although 3DP technology is mainly used for prototyping (physical modelling) to demonstrate near-final projects, 3DP is also used for small-scale prototyping at the research or ideation stage of design (exploration models), or for ideas communication (presentation models). But how do outcomes of direct creation of objects from 3D computer-aided design files, when used as a conceptual tool compare to hand-made sketch modelling? Research has shown that 3DP for prototyping stimulates and faciltates more geometrically complex and accurate designs in comparison to traditional model-making methods. Howver, ideation is an iterative process and so, it is argued, there is a risk ideators may get locked in to a single idea at a too early stage of the design process when using CAD software and 3DP, which might restrict the creative development of ideas. Or, as observed by architect Peter Cook: 'I've noticed the computer sometimes lead to rather bland decision making; now anybody can do a wobbly, blobby building'. Yet contemporary design processes are increasingly technology-driven, knowledge-intensive and collaborative. And so ideators must remain openminded to new ways of doing and thinking and balancing these mindsets of converging and diverging. Source: Greenhalgh, S. (2016). The effects of 3D printing in design thinking and design education. Journal of Engineering Design and Technology 14(4):752-769
