Engineering drawing has stood as the universal method of translating design intent since the first standard was formalised in 1927 as BS308. Further development of national and international standards has been informed by advances in CADCAM technology and the need for transfer of complex yet unambiguous definition between organisations. The emergence of model-based definition (MBD) has driven a new workflow where engineering drawing is no longer required. Instead, the dataset includes semantic, machine readable, tolerancing of surfaces and features for integration into manufacturing and metrology procedures. Despite the advantages of MBD, it has been largely ignored in UK higher education. However, MBD is the ideal method for teaching and learning geometrical tolerancing since it ignores the theoretically exact dimensions and housekeeping, concentrating on the functional limits. Further, it utilises the 3D workspace that students are increasingly familiar with.

The paper discusses the use of virtual technology as a teaching aide as well as a communication tool for the new generation of students who not only have a passing interest but also will feel the benefits that the system will bring to new global designer/engineer. The aim has been to immerse the designer into the world around him and let him/her learn about assembly and manufacturing in a very new way. This will enable us to tap into the group projects and allow a more virtual interactive process. A world full of possibilities where the academic and the student are truly interactive. New innovative teaching pedagogies and techniques are created which should help improve student experience and recruitment in the long run.

Teaching large groups of varying abilities and course ideologies has always been a problem. Many tools have been implemented and suggested over time. The paper highlights these tools and then sets the scene for the use of Virtual Reality and why it is the tool to use. This paper will look at how VR, through case studies, has been used to enhance the teaching and learning of Design and Engineering students. The pitfalls and the lessons learnt which would feed into the next iteration of the process. A discussion of the relationship of these tools and nurturing creativity is also included in the study. It is always, envisioned at the start, what would the ideal platform and outcome should be and then reflect critically on what was achieved because it was achievable.

This article describes the design and development of an upper-limb prosthesis for a current elite level paracyclist that was conceived for use in the 2020 Paralympic Games. The prosthetic limb was intended specifically for use in cycling time trial events. These are held on the road and in the velodrome whereby the athlete rides using a tucked aerodynamic position. The prosthesis was developed using computer aided design software and an extensive use of the 3D printed manufacturing process. The resulting technical note illustrates the design methodology and manufacturing considerations for a high performance form of assistive technology. However, it results in a solution that challenges the traditional aesthetic of prosthetic limbs intended for sport and physical activity.