Contextual Background
As part of my role as a specialist technician, I teach Rhino 3D to students from six different courses within the Interior Futures programme. These students vary in age, experience, and English proficiency. Rhino 3D relies on typed commands to initiate actions, making command recognition a key learning challenge, particularly for non-native speakers and students with learning difficulties.
Evaluation
My current approach introduces students to multiple workflows, encouraging them to develop their own based on their thought processes. I primarily demonstrate using typed commands, as I believe this builds a stronger foundation despite the steep learning curve. However, I recognise that this method presents additional challenges, particularly for students facing language barriers or processing difficulties such as dyslexia (CAST, 2018; Higher Education Academy, 2011).
I am now reflecting on how to integrate both text-based and icon-based workflows more equally. Finding a balance between the two would ensure that students who struggle with text-based commands can still develop a solid understanding, while maintaining the benefits of command learning for long-term proficiency.
Moving Forwards
Implementing a more inclusive approach will require significant adjustments to my teaching practice. Since my current method is rooted in my own workflow, this change will require training on alternative approaches, including learning new workflows and developing strategies to translate text-based commands into visual cues. A key challenge will be ensuring that students still memorise commands effectively if they rely more on pictograms (Jewitt, 2008).
One possible solution is to create a visual ‘dictionary’ of commands, pairing text-based commands with pictograms. This could be distributed alongside course materials after each session. I find the approach used in the official Rhino 3D training materials particularly effective, where each command is accompanied by a GIF demonstrating its function. A similar format could help students develop familiarity with commands while reinforcing their practical application.
Additionally, I would like to explore on-screen assistive tools that display commands and keystrokes as I type, similar to plugins that show real-time keyboard inputs. This would allow students to simultaneously hear, read, and visualise commands in a more accessible way, addressing issues related to dyslexia and language barriers (CAST, 2018).
As an alternative, I could incorporate short video recordings demonstrating individual commands within specific contexts. Rather than recording full exercises, these bite-sized clips could serve as an interactive command reference. This would provide a dynamic complement to written materials and cater to students who benefit from visual reinforcement (Schön, 1983).
Finally, I may consider consistently demonstrating alternative processes alongside my usual method. However, this would need to be tested carefully to ensure it does not cause confusion or slow down sessions unnecessarily. If direct implementation proves too time-consuming, video recordings could serve as an alternative means of supplementing student learning.
These strategies will reinforce learning for all students, extending beyond the initial distinction between text-based and visual learning approaches. I will implement them progressively to ensure that all students, regardless of their background or learning style, can engage effectively with the software while maintaining my strong belief that mastering commands will benefit them in the long run.
References
CAST (2018) Universal Design for Learning Guidelines version 2.2. Wakefield, MA: CAST. Available at: http://udlguidelines.cast.org (Accessed: 25 March 2025).
Higher Education Academy (2011) Embedding Equality and Diversity in the Curriculum: A Study of Staff and Student Perceptions. York: HEA.
Jewitt, C. (2008) ‘Multimodality and Literacy in School Classrooms’, Review of Research in Education, 32(1), pp. 241–267.
Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.