No abstract

This paper presents the development of an international collaborative virtual multi-axis cutting verification system and the framework of a remote dual-robot machining system between the Centre for Advanced Manufacturing Research (CAMR), University of South Australia (UniSA), in Australia, and the Metal Forming Laboratory, (MFL) of the National Cheng Kung University (NCKU), in Taiwan, to establish computer-supported cooperative work (CSCW) through the Internet. Multi-media tools such as text, audio, images and a videoconference system are used to facilitate the communication between geographically distributed engineers. A remote control software is adopted in NCKU to remote control the dual-robot machining system in UniSA; it is also used to facilitate collaborative discussion on multi-axis cutting verification between Taiwan and Australia. A preliminary network analysis and evaluation is also achieved to serve as a reference prior to the execution of remote control. Several case studies for various connection types between campuses, universities and continents were tested through the Internet.

No abstract

A synchronous cooperation model between institutes of higher learning for course development was implemented at the National Cheng Kung University (NCKU) and at the Far East College (FEC) in Taiwan. Synchronous computer-supported cooperative work (CSCW) tools such as videoconferencing, application sharing, electronic whiteboard, and file transfer, through hybrid ISDN/Internet network services, were adopted for communication, coordination, and sharing of knowledge and equipment in two joint engineering laboratory course: 'Remote collaborative reverse engineering', based at the FEC, and 'Computer-integrated manufacturing', based at the NCKU. The major teaching objective of both courses was to present examples of complete industrial processes, rather than to demonstrate the hardware and software used to support the presentation between the two institutions. These industrial examples were presented synchronously and interactively to students at both the FEC and the NCKU to illustrate the importance of knowledge sharing and device integration with diverse synchronous CSCW methods. The industrial processes related to mold design and the forging of a metal part. The framework of the layered, synchronous, collaborative course presentation described in this paper also applies to the collaborative course development model, which has advantages over conventional engineering laboratory courses. The adoption of this model will relieve the cost of investment in teaching resources and equipment, as these may thereby be shared between institutions. The model has proved both feasible and extensible.

TRIZ has been developed over six decades and attracted a great deal of interest in industry and education. It can provide a systematic approach to analyze problems where innovation is needed and to provide strategies and methods to solve the problem. It consists of many tools such as 40 inventive principles and the matrix of contradictions, laws of technical system evolution, substance-field analysis, ARIZ (algorithm of inventive problems solving). In this paper, we focused on engineering innovative education and developed a TRIZ-based systematic method applied to inspire individual student’s interest and learning motivation based on their life experience and capability. The process of this method includes analysis of individual student’s interest and expertise, requirement analysis, confirmation of problem direction, problem definition, selection of TRIZ tools, generation of solutions, evaluation of solutions. A case study including an integrated application with mechanical, electrical and information techniques was illustrated for the method and process. The authors expects this research could provide a reference for engineering innovation education and the method proposed in this paper is general in form to be applied for the other disciplines.