How Online Education Can Be Made Hands-on with Autodesk Fusion and 3D Printing: A Case Study from India

RAUNAQ DUA: Hello, and welcome to this session on how online education can be made hands-on with Autodesk Fusion and 3D Printing. I will be presenting a case study from India. And thank you for being here.

So before we begin, a quick introduction of who I am and what we do here. So my name is Raunaq Dua. I am the founder at CURIOSITY 3D. We're a 3D printing education company based in India. We work across the country. And we deliver educational programs specifically in the domain of design and additive manufacturing.

I'm a mechanical engineer by background. And I've got a master's in additive manufacturing, which is from Loughborough University, UK. I worked closely with a couple of companies there such as 3DGBIRE and Create Education Project. Both of them are involved in the 3D printing industry globally. So the last years of my life, I've been deep into the 3D printing world.

At heart, I've always been an entrepreneur. So even before my education, my passion and dream was to figure out how to have my own company and how to create impact in the world. So this company is an attempt to that. So we founded this with the mission to introduce 3D printing in Indian education. If you have any collaboration, thoughts, or anything we could do together, please feel free to reach out to me at the email ID.

As I said, the company is called CURIOSITY 3D. We do hands-on 3D printing programs. We collaborate with universities across the country. We are, in fact, an Autodesk learning partner. So we work very closely with the Autodesk education team in India.

Additionally, we also work with companies. So we do corporate trainings. We have a website, which is curiosity3d.com, which is an e-learning platform. So all our online content is hosted on there. We also try and partner with the global as well as national level skilling initiatives.

So before we begin, of course, this session is on how 3D printing in Fusion can make education hands-on. But before we do that, to set things in perspective, I will briefly take you through quick facts on the country India. So we will decode the country in a few slides. And this should put things in perspective before we actually discuss innovative strategies and why we chose them and why they worked.

So of course, the biggest parameter is none other than population. We recently beat China to be the most populous country in the world. So we have the largest population now, which is nearly one fifth of the world.

To put things into frame, the population is four times that of United States. And the area of the country-- the size of the country is just one third. So you can imagine how densely populated India is.

Some more important, interesting parameters to know is that most of the population is actually quite young. This is unlike most countries in the world. So India's median age is, in fact, 29, by comparison of US and China, which is 38 and 39. So surprisingly, almost 40%, close to half of the population, is under 25 years of age.

So the market that we're dealing with is, in fact-- most of it is the young population. If you specifically think about the education industry, under 25 would be all the way from school to high school to university or to master's level universities or PhDs. Almost all of that population would fall in that bracket. So you can assume if almost half of the country is in that range, the education market is extremely big.

So how I like to put it is there are many Indias within India. If you look at the graphic on the left, this is the one that really puts things into perspective. I really like how it shows the size and the diversity of the country.

So if you look closely, you will find that in all of the states there's another country mentioned with that which shows similar population levels. So if you see, one of our states, which is Karnataka, has a similar population to UK. So the entire population of UK can fit into Karnataka.

If you see Japan, it has similar population to Maharashtra. You see Turkey, it has a similar population to Madhya Pradesh. And the list just keeps going on. So you've got Canada, Australia, Romania, Thailand, Iraq, Egypt, Croatia. All of these countries' population can fit into India.

So this is just to show you how diverse and how dense the country is. To have this imagination is extremely important before you build a company, build a product, or build a solution for India. So imagine just as a hypothetical situation, you were based out of UK. And you were starting a company. But that company had to grow and serve many other countries.

Imagine it had to serve Japan, Singapore, Turkey, Spain, and all other countries as well. Imagine how difficult would that be. It would definitely be a very long-term process. It would need a lot of customizations. It would need a lot of understanding of the country, of the culture, of the people.

So put that back into India. It's basically similar to that. Definitely, it is one united country. But as I called it, there are many Indias within India. There are hundreds of languages, like thousands of dialects, many religions, cultures. Food, of course, is famous-- a lot of festivals, multitude of traditions, and diverse value systems.

So when I say diverse, I literally mean they are extremely, extremely different. It's not just another version of the language or another version of the tradition, the very different kinds altogether incomparably different but still united as a country. But when you wish to build something for India, you have to understand the true nature of how big and how diverse and how different, in fact, India is.

Some other key observations before we deep dive into the case study is the cost versus value. So in most emerging markets, people generally assume that they are cost sensitive, which is true to a certain level. But even more important than that is they are value sensitive.

So people are ready to spend. People like to get the products. People like to get the services they want, especially in education. Indian people like to spend if they get the correct value out of it. So if they're paying x rupees and they get 2x value from that, they will pay that x as compared to getting a discount on that x. So it's more about the value that you deliver and not necessarily [? clearly ?] about the cost.

Of course, it's one of the top emerging markets in the world. The ambitions are going global now. So if you speak to any young entrepreneurs in India or students in India or any young professionals for that matter, they will have dreams of going global. This was not the case, let's say, a decade back. But now, they want to build products that go beyond the country as well. So there's an upcoming startup culture.

It's also very important to understand the economics and the purchase power parity and similar parameters. We cannot deep dive into them. But I've put them here. So I truly recommend you to go ahead on your own and research. And figure out these parameters before you get into any sort of collaboration or plans for a country like India or any other emerging market for that matter.

And finally, to build solution at scale is one of the key challenges for the country. Of course, you can build a business for your own city. And that would, in fact, in itself be really big as well. But to build for the whole country, you have to, from day one, think at scale.

So now that we've put some key parameters in perspective related to population, related to age, related to the diversity and these key observations, we are, in fact, ready to deep dive into the case study. So let's begin. I will take you back in time to 2019.

It feels like it was yesterday. But it's, in fact, quite a few years back. So back in 2019, we identified these pain points or these challenges in the Indian engineering education. I talk about specifically engineering as a case study here. But these challenges are essentially in some ways common to most education systems in India.

But specifically, within engineering, you will see there's a lot of focus on theory. So there is very less focus on hands-on, practical, experimental work and more focus on theoretical work. In fact, most of the curriculum is quite traditional, is quite outdated.

So instead of learning things which will form the future of work, most curriculum in engineering back in 2019 was traditional and old fashioned. On top of that, it's extremely exam driven. So right from school up till a college, up till getting a job, everything is mostly decided by exams. It is extremely competitive. There are basically ranking systems in almost every phase of your education.

And you can correlate this back to the population and the size of the country. This is the system that works. So we cannot be against the fact that there are exams because that is what works.

But as an amazing fact, something I haven't found in many countries other than India, even after your 12 or 14 years of schooling, there is still an exam that you give to get into university. And that exam has no connection in ways in terms of your performance in school. So imagine working hard throughout your school life and still having your future decided based on that one exam.

Thirdly, infrastructure is a big challenge in India. So there are extremely colleges and universities which have which do not even have labs. On top of that, the universities which do have labs, the challenge is the machine versus student ratio. So if you can look at that image, that is really what signifies how most labs in our observation are within Indian education system.

So you have one machine and, let's say, 5, 10, 15 or even more number of students waiting to work on that machine. So even though they are distributed across timetables and courses, they still find it difficult to have that core hands-on experience on that machine. So there's always a pressure of time and opportunity in terms of trying things hands on.

And finally, the other pain point is students follow the journey which leads them to a job. And entrepreneurship is not as encouraged as I would want or we would want it to be. As an example, IT industry was booming in India for the last decade. And the impact of that was in the choices of students when they were taking up engineering. So you would see a correlation between that.

Most students went into computer science and allied branches just because that had more prospects of getting a job, not necessarily aligned to their interests. Maybe somebody loved design, mechanical engineering, or other core branches. But they still had to choose another field just because that was beneficial later on in terms of getting a job. So these were the core challenges we identified back in 2019. And by our venture, we wanted to solve these for engineering to begin with.

So the solution that we figured was, in fact, a combo. A game changer combo is how I like to call it of Autodesk Fusion plus 3D printing technology. So Autodesk Fusion is a product, is a design tool from Autodesk. And 3D printing is the tech that's literally changing the world.

So if you combine these two things together, you put them into Indian education, into Indian engineering education specifically, we felt that this would be a game changer. This would solve all the problems that we just discussed. Let's take a brief intro into these. So for Fusion--

[VIDEO PLAYBACK]

- [INAUDIBLE] The design is [? strong. ?] Autodesk Fusion 360 is the best cloud-based design in manufacturing application ever.

- [INAUDIBLE] I just want to say--

- There's only one application that deals with every step of the process.

- Oh, sir.

- [INAUDIBLE] I'm going to love it.

- It does CAD, CAM, same with PCB.

- It's our anniversary.

- And even generative design.

- Think she's going to get her computer.

- Absolutely.

- (SINGING) And it has flexible purchase options.

- Autodesk Fusion 360, you can't stop talking about it.

[END PLAYBACK]

RAUNAQ DUA: That's true. You, in fact, can't stop talking about it. And I love the fact, when he said, maybe she is going to get her computer. So that's how passionate people are with Autodesk Fusion. Anyway, so it's a CAD/CAM/CAE platform. It does everything right from a concept idea all the way up to designing, simulating, testing out your parts, even setting up your machines so everything in one platform. You start with an idea, and you start a 3D print, all in the same platform.

It's a very beginner-friendly platform. So it worked best for our purpose in terms of getting into education. We would want students to be not intimidated, in fact, to have fun while they're using the tool. So this fit perfectly.

On top of that, the most essential thing, in fact, was that Autodesk offers free education licenses for Fusion, which was a big win-win situation for us again, because now we could have students use the current latest version of the tool. They would not have to compromise with any older versions. They would have the exact same features, the exact same tools that any industry would be using. So that's a big yes for us.

And on top of that, you've got a lot of features, specifically those that work great with 3D printing as well, such as generative design. So if you do not know about that, I insist you go and research on that as well. So that's the AI in design where the computer essentially makes designs for you. So Fusion had all of this. So it perfectly fit into our solution. So 3D printing, let's listen in for that.

[VIDEO PLAYBACK]

- Objects take shape as if by magic, created one layer at a time by a machine. They can be made of plastics or even metals. Digital construction plans are swiftly brought to life.

- We're in a whole new world now where we're merging software material science.

- The project can move from the drawing board to the finished product with remarkable speed. And three-dimensional printers use less material, labor, and energy as they turn out new designs.

- It allows goods to be produced in lower quantities more often, closer to the point of consumption.

- This technology could have the power to revolutionize the flow of goods and the scope of product markets.

[END PLAYBACK]

RAUNAQ DUA: In fact, the technology is revolutionizing. Not that it could, it is revolutionizing product and manufacturing across the world. So that's a small introduction to the technology. But essentially, what's important is it's a completely hands-on tech. There is no theoretical-- of course, there is theory about it. But all of the experience, most of the experience is hands on. You have to use the machine to actually get a productive outcome from it. So it's extremely skill based. It's not driven by theory. It's not driven by exams. The outcome is purely driven by skill.

More importantly, it's multidisciplinary as well. So it's not related to just design. If you're building any product, so to say, you're into electronics, you're into coding, design, optimization, mechanical engineering, all domains go into using a 3D printer to build something.

And it is affordable. That's another most important, just like the free education licenses for us, for what purpose we had in mind, which was solving education. And affordable technology is what we needed. So the myth is that 3D printing is expensive. However, you've got machines which are, in fact, cheaper than a decent laptop now. So if we assume a student can afford a decent laptop, they can also now afford-- most likely afford a 3D printer as well.

So a combination of Fusion and 3D printing, in our minds, worked best. So back in 2019, we were extremely excited about how these two things put together could literally solve everything. And they were already being used across the world. So if you see in product design, manufacturing-- if you see in AEC, Architecture, Engineering, and Construction-- if you see in M&E, Media/Entertainment industries and other industries, you will see loads of examples of how 3D printing is already changing the world.

You've got 3D-printed basketballs, 3D-printed shoes. You've got 3D-printed bridges, houses, engines, brake calipers. You've got medical pads, dental parts. Almost in every industry, you will see there is a revolution that 3D printing is creating. And of course with the Fusion involved in it, through 3D printing, outcomes could be taken to another level.

So we were too excited about these. Our plan was to develop a curriculum to set up a 3D-printing lab, to launch the programs, and we would be ready to deliver and change education. That was the plan. However, if you can guess where we're headed, then came 2020. And the world changed. Everything changed.

2019 was different. 2020, we had the COVID-19 pandemic. It was an extremely unfortunate, unprecedented times for all of us, very difficult times. Something that we will definitely not forget for the rest of our lives. And we will still talk about it. And we will still be scared of what the times were.

But the world stopped. Universities were shut. There were restrictions to movement, local movement, international travel. There were multiple waves across months that we had to go through. There were a lot of lockdowns. There were constraints on any sort of travel or going anywhere.

So this was the situation we were in. We were planning to build a lab. We had a curriculum in place. And then suddenly, the students couldn't come to us. The students just couldn't come to the lab. Education shifted online. Work shifted online. Learning became e-learning.

In fact, there was no other way. We were not as coldly confident about online back then as we are now. It was just the only option that we had. So education wasn't really optimized for online back then. But since there was no other choice, we just had teachers coming in front of a camera using their laptops and phones, and just delivering what they were delivering in classroom, trying to match that.

However, the hands-on experience, the whole practical using a machine situation that was already not at a great level before COVID, was now completely compromised. I remember-- and this was funny in some ways-- that teachers used to deliver practical labs, training labs online. So you had a teacher showing the machine on a camera and just students watching the machine. And that was the closest hands-on experience that they had. So you can imagine how it was truly just disrupted in those months.

So definitely, we couldn't follow the original plan. The challenge was the students could definitely not come to us now. There was no other way. And unfortunately, there wasn't a timeline on this. We had no clue of when things would go back to normal. So this was the challenge that 2020 presented us.

However, this brings us to our innovative strategy number one. This is what we had to think of. And as it is famously said, whenever you're in a situation, that is when most unique ideas come out of you. So as soon as you jump in a pool, that's how you just immediately try and start trying to learn how to swim. So we were in this pool now. We could drown, or we could figure out a way to solve this again.

So the first strategy that we had, we figured that if the student could not come to the machine, there was no restriction on the machine going to the student. Shipping was still active. Deliveries were still active. Of course, there were a lot of constraints, a lot of safety precautions that need to be taken, but it was possible.

We could send the machine to the student. We could, in fact, send the student the lab if they could not come to the lab. So we introduced the learn-at-home 3D printing program where the student gets an individual 3D printer at their place, wherever they are across the country, in their room, in their hostels. Wherever they're based, they could have a 3D printer with them.

So education continued online as you can see in all of these pictures. These are actually real screenshots of us training all those students. So education continued online. We delivered all the information, all the learnings online with the important factor that the 3D printers were, in fact, at the students' homes. So all the students that were taking technical sessions with us online had a machine in their camera, in their rooms as well.

So again, these are real pictures of our students back then, having a machine in their room. So even though during COVID they could not get out of their rooms, the irony is that with this strategy, the hands-on experience was actually 100%. Even before COVID, it wasn't 100%. But in a time when you could not even go out of your room, the hands-on experience was taken to 100% by this method.

When we gave them machines, we got a lot of surprising outcomes. We were amazed by the projects that started coming out of it. So this is a screenshot from our website where we put all the projects that the students do. So you can see, some students were repairing their headphones. Some students were making models of the machines that they wanted to learn about. They were repairing their archery equipment. They were making molds for the aviation industry.

There was a student who made a drone, someone who wanted to design the logo of their company. Another interesting one, a student started designing a prosthetic hand. Another student wanted to help his family business and made 3D-printed stuff for his mom's bakery.

So just the diversity of all the projects that we had literally surprised us. There were applications where even we were surprised of, oh, this is how students can actually use it. They were so widely, extremely unique. So we were taken back. We now had this trust that this strategy was, in fact, working. Of course, there were challenges, and we will discuss them. But the outcomes were beyond the challenges.

Some key observations that we had through this strategy, students started trying to solve problems around them. So problem solving became a key part of this learning journey. They started solving things, starting from their room. So they would make stands. They would make items. They would make, for example, the corners of a furniture so they don't hurt themselves. They make stands for putting things, keychains, all the basic things that a student-- a young student would begin with. But they were really solving real problems right from their room.

Interestingly, they were printing anything. So we made a rule that, of course, within the limits-- within reasonable limits, we would not ask them what they make. So that gave them the power of true curiosity as they were not under observation. They were not in a lab. There was no instructor standing with them. It wasn't a university set up. So they had true freedom to actually print design, use Fusion, and make anything that they wanted. And that was the real, real passion, what came out.

Interestingly, a lot of students started applying Fusion plus 3D printing to their university curriculum as well. So for example, if they had to submit an assignment, it wasn't just a design anymore. They were printing that out and submitting that.

Interestingly, the fundamental learning also heightened. So the base, fundamental foundational learnings were increased. They were deepened. What I mean by that is when they had the machine, just because of the fact that they had an expensive machine that they did not own, there was a lot of risk that a student felt initially while using the machine.

But the counter-intuitive part, and that is that they asked better questions. They asked all fundamental questions because they just didn't want to make a mistake. So the simplest of things, they had clear clarity in their minds on how to do absolutely everything from scratch. And that's the true nature of education. If your foundation is clear, then you can build your knowledge on top of that.

And finally, they were very experimental as compared to university setup where in a university, you would be expected to do things correctly. You would be expected to follow a safe or predictable approach, whereas if you were in your room with Fusion and your machine, a 3D printer, you would be open to doing experiments. You would be open to make absolutely anything. We were surprised a lot of students wanted to open up the machine. They wanted to upgrade the machine. That's something that they never could have pursued at school.

Experience-wise, we found that this was a low-cost entry to the world of 3D printing. So without the knowledge, no student would straightaway-- most students would not just buy a machine. So if we could offer a program, a learning journey with the machine before they actually buy a machine, that was a real head start for a lot of students. In fact, more than half of the students ended up buying a machine as well. So that really speaks volumes of how confident they were after they used a machine.

We got great response in terms of, they were covered end to end so materials, tools, machines, education. Everything was given to them at their house, in their home, wherever they were. So if you are new in an industry, you would definitely not know where to get the correct things from. But just to have all the resources in place since day one, since the first minute gives you a great head start into the real learning experience.

They explored multiple fields. The learning was 24 hours. Now that's another interesting element that we realized later on. With any traditional course, if a student comes to the lab or if they visit school, they're essentially giving a few hours of their time into it. But if they have a setup at their home with Fusion and 3D printer, the learning was literally 24 hours. They could work any time, any time of the day or night, whenever they feel they're up to it. And the learning didn't stop.

They had prints going on overnight. They wake up. They have something ready and more to learn the next day. So even if, for example, we gave a student a machine for 10 days, the learning journey was, in fact, 240 hours, 24 hours each day. So it wasn't restricted to a few hours and extended to months. It was just 240 hours within a period of 10 days.

So the whole idea was in terms of enabling versus training. So when you train, you give correct answers. You give the exact things to do, which we felt a university or a school does. But when you enable them, you give them the correct tools. Then they figure out the way forward. All you need to give them is the correct platform and a head start to begin with.

Of course, there were a lot of risks within this strategy. So if you do implement something like this in your own region, in your own setup, you have to know that this is very machine intensive. You need to have a high number of machines. There are risks with shipping that could come in. There are risks with damages, maybe on the students end as well with their experimentation. There's a very small risk of the machine getting stolen as well. So we have to account for that as well.

There were a lot of planning and on-ground execution challenges. So if you have to ship it across the country and you do not know where they live, what the situation is, what the accessibility is, how the setup is, you really need to plan and implement and support the students in a lot of ways.

And finally, you also almost needed a digital lab instructor. So just like you would have in a lab setup, you would need to support the students. So we had questions almost continuously. So we had a continuous WhatsApp support, an option to have online meetings whenever they wanted. So even if the slightest of question they had while the machine was running, they could just put in a quick message to us, and their query would be answered. Now this was really important to the students because that's the only way they have confidence to actually utilize the machine.

So these were some key observations that we had from strategy number 1 of giving them the machine. Once we were done with this-- this was running interestingly well. We were getting great results. We figured we should take this forward and include another innovative strategy as part of this in a way to deepen the impact, to give the students a sense of purpose through this learning as well.

And what we did was we introduced a social program where you would basically donate PPE, personal protective equipment, such as face shields around you. So the students already had 3D printers across the country. All we had to do was give them a direction of how they could design the equipment that was needed in those times.

A simple face shield was not available back then. Even the mass manufacturing systems failed because we rely on prediction. And we had absolutely no clue that the demand would be exponentially high suddenly, because of this situation that we had across the world.

So these are real images of our students, the 3D-printed face shields, and other important items. And they donated around them. So for example, this is an image from a local hospital. This is one of our students giving face shields to the guards, to police people, to defense personnel, to all the frontline workers, to cleaners, to social workers, to government employees.

Imagine the amount of impact you could have. So even if a student could print, let's say, 10 or 15 face shields a day, they could print hundreds in a week. And imagine if we had hundreds of printers across the country. The amount of impact that we could make every day was massive. And this also gives students a sense of application. So this is another real video of one of our students donating the face shield to the police people, explaining to them how they could use it. In fact, asking them how many they need and he printed more of them for them.

So throughout this innovative strategy number two, the social program, we ended up training more than 1,000 students across the country in design, in Fusion, and in 3D-printing technology. And combined, all of them donated more than 10,000 face shields during a time when it was extremely important. The impact was really high.

So the students had a sense of immediate application. They had a sense of how 3D printing could be applied in such a unique situation. So they suddenly realized the true power of what the machine-- of what the workflow can do. So this program was another interesting success that we had. Of course, we didn't stop here. We then explored other innovative strategies. So I will give you highlights of some of them.

One of them was the most important one, in fact, was partnering with Autodesk. So now that the students were learning with us, they were gaining certifications from us, the certification now could be from Autodesk, which means they could show industry relevant, important, valuable certification of their journey. As much as hands on is important and we were solving that, we also realized the value of an important certification because the market was very competitive. So the Autodesk partnership came in extremely as a win-win situation.

Additionally, what we did was we involved students on the industry projects that we had. So we took up industry projects where a client would need some models made, some prototypes made, or some end-use engineering parts as well. So we connected them to our students as well. We formed teams. And then they could work on the real-time deliverables of what the industry wanted. So again, practical does not necessarily only mean working on the machine. It's also about getting the outcomes that are relevant, that are usable, that are important in that time.

We also extended the same learnings and the same programs to professionals. Back then, of course, during COVID times, work also shifted online. But learning didn't stop, even for professionals. So we offered the same learn-at-home programs where professionals could also get a 3D printer. So when they worked throughout the day for their official work, they could also on the side learn Fusion, learn 3D printing as well. So it worked great for professionals as well.

Even to date, when we're getting back to the office now, for professionals to take up external learning is extremely difficult. In all cases, you cannot expect them to put in the extra hours on the weekend or in the evenings. But imagine if they have a machine at their place. They could maybe put an hour or two every day after work, or maybe during work as well. So it worked great for professionals.

Finally, another thing that we started doing was because we had students, we had professionals as well, we connected them as part of different projects. So if a student has taken up a course and so has a professional, we form a team. And Fusion, again, comes in handy for this. Fusion is an online cloud-based tool. So you can form teams. You can work together, even if you're remote. So it fits perfectly.

So if you had a professional working some other part of the country and a student some other part, they could still be perfectly connected on Fusion Teams. And they would both have 3D printers. And they could both still work together on a project and learn from each other. So that was the interesting outcome that we had here. Students could learn from the industry people and the other way around as well. They made interesting contacts. Some of them, we were very happy also converted internships out of those contacts. So it's just about connecting the correct dots and enabling.

These are some of our recent work. So we carried forward our learnings from all the innovative strategies, and we implemented them to different areas of education. So we conduct workshops now for a large group of students. Also, we try and set up labs at their university in case they do not have machines. We also do corporate trainings for companies that utilize design and 3D printing.

In fact, on the bottom left that you see is an initiative that is really close to my heart. We started a D&M day at Autodesk for the Autodesk India office, where we trained different teams in design and 3D printing. So we gave them a hands-on feel for design and make. So that was also a high-impact initiative that we had where Fusion and 3D printing combined could deliver extreme impact even within Autodesk as well.

So we've continued our journey. We've applied different innovative strategies. And we've tried to figure out how to make hands-on education and how to revolutionize Indian education. The word that really drives us in all of this, if you trace back every innovative strategy to where the core is, that word is curiosity.

So we're driven by this word. If we can solve this, if we can instill a sense of curiosity, if we can spark this curiosity within people, within students, professionals, anybody who wants to learn, then that is the main outcome. This is how we measure if we made impact. And if you go reverse on that, then you can develop innovative strategies that lead to this mission.

Thank you so much for listening in, for going through this session. I hope you can apply some of these innovative strategies or get a sense of what could be done to revolutionize education in your own emerging markets, in your own setups. Or if you'd like to do something with us in India, please do connect with us. The left scanner is for our LinkedIn. The right one is to directly WhatsApp us as well. So if you feel we could do any impactful work together, then please do connect with us. And let's change the world together.

I will leave you with this thought, and this is what personally drives me. I feel we're all working towards the same goal, which is the collective enlightenment of mankind. We contribute to this directly or indirectly, but we all do. Quoting Elon Musk, he says that if we can advance knowledge of the world and we can ask better questions, then we can expand the scale of consciousness as well.

So I feel education is one of the powerful tools that drive knowledge. And within the domain of education, we need even more powerful tools, tools that drive our curiosity and creativity. One such tool that we've identified is 3D printing. So thank you so much. And hopefully, this was a productive session for you. Do get in touch with us. Cheers.