Object-Oriented Programming (OOP) learning is one of the main challenges for students and educators in technical and undergraduate courses. Most of the OOP disciplines involve high level of complexity, which frequently generates lack of interest and increases the dropout rates. OOP requires the comprehension of high abstract concepts, as well as the use of these concepts with advanced programming methods. Several studies point out the potential of digital modeling and fabrication as alternatives for supporting integrated learning of concepts from various disciplines, such as programming, engineering, and design, among other disciplines related to STEM (Science, Technology, Engineering and Mathematics). However, the use of these technologies in formal educational contexts is not a straightforward process. Researches on methods to support their application during OOP learning activities are still needed. In this paper, we propose an innovative method for planning and executing OOP learning activities with the support of digital modeling and fabrication. This method is based on concepts of instructional design and organizational semiotics. Studies with 260 students of technical and undergraduate courses point out the potentialities and the limitations of the approach.