A Reverse Engineering Role-Play to Teach Systems Engineering Methods

Bertoni, Alessandro

doi:10.3390/educsci9010030

Cited by 11 publications

(5 citation statements)

References 14 publications

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“…Lastly, the evaluation of soft skills acquired by the students during the activity showed that problem solving, collaboration, and communication are the most acquired skills. Our results in soft skills evaluation confirm those of [6,9,27,47] that developed RE tools and pedagogies in the educational field. Specifically, they show considerable strengths in hands‐on capability, creativity, and problem solving.…”

Section: Discussion and Limits Of The Studysupporting

confidence: 86%

Development of an authentic concept of engineering activities based on product redesign

Akerdad

Aboutajeddine

Elmajdoubi

2022

Comp Applic In Engineering

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Today's job market is seeking engineers with competencies to design innovative solutions that meet sophisticated customer needs. Engineering education is then challenged to equip future engineers with holistic engineering design skills, especially functional ones. A powerful means to strengthen these skills is the use of reverse‐engineering‐based activities, which consist of examining, extracting information, and redesigning existing products. However, most current education endeavours, based on reverse engineering, consist only of practicing simple teardowns that have circumscribed impact on the acquisition of skills. Therefore, there is a need for more elaborated authentic hands‐on activities to gain a broad set of design skills. This study addresses this gap by the development of a concept of wide‐ranging engineering activities that start with the study of an existing product and ends with an improved redesigned three‐dimensional (3D) printed product. This concept of activities was developed to strengthen a conventional course on product design. Thus, a tailored comprehensive redesign process is proposed first, and expanded as a concept of a set of experiential activities, with associated measures for skills acquisition. This concept encompasses teardown, 3D digitizing and rapid prototyping, and aims mainly at facilitating the understanding of components' functionalities, the numerical reconstruction by 3D digitizing, the mechanical modelling and engineering analysis of parts and finally the 3D printing of the redesign output. To understand, experience, and weigh up the relevance of the proposed concept of activities, a preliminary implementation, and a case study are illustrated. Particularly, the relevance of the concept is demonstrated through the assessment of the activities' measures. In short, this study provides educators with an authentic education tool that leverages on a broader reverse engineering vision to boost the job's sought‐after design skills.

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Section: Discussion and Limits Of The Studysupporting

confidence: 86%

Development of an authentic concept of engineering activities based on product redesign

Akerdad

Aboutajeddine

Elmajdoubi

2022

Comp Applic In Engineering

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“…First, REP promotes students' understanding of theoretical concepts by actually participating in hands‐on experience [12]. Product dissection greatly helps to enhance concept comprehension and transfer [4]. Research showed that teams that completed dissection present a higher degree of design competency than those in the no‐dissection teams [10].…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the effect of reverse engineering pedagogy in K‐12 robotics education

Zhong

Kang²,

Zhan

2020

Comp Applic In Engineering

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The purpose of the study is to explore the effectiveness of reverse engineering pedagogy (REP) and forward project‐based pedagogy (FPP) in K‐12 robotics education. A two‐stage study was conducted in two secondary schools, involving a total of 169 students. Based on the experience of the pilot study (Study 1), we refined the REP and examined its effectiveness through a quasi‐experimental design in the formal study (Study 2), which included four teaching models: the Deconstruction Recovery Model, Troubleshooting Model, Element Minitrim Model, and Structural Innovation Model. Results indicated that students in the REP group performed significantly better and perceived a higher degree of compatibility and creative self‐efficacy than those in the FPP group, which is consistent with the final robotics product evaluation. However, no significant difference was found in the learning attitude towards the course. The research findings highlight the value of REP in robotics education, especially in cultivating creativity and enhance learning performance, however, it needs reasonable planning and design.

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“…There are many approaches to teach design in engineering education, ranging from more "traditional" approaches focusing on specific modules treating detailed technical features of machine design, to more innovative approaches requiring cross-disciplinary skills in group work, logistics or management. When teaching models for VDD and systems engineering a challenge resides in making the student aware of the "broadness of the system" (Muller and Bonnema 2013), to make them understand the benefits and drawback of such approaches (Bertoni 2019). As highlighted by Muller and Bonnema (2013), systems engineering students might easily perceive the models as "open doors", missing a frame of reference and a background to understand what such models or techniques offer, thus categorizing them more or less as the application of "common sense".…”

Section: The Challenge Of Teaching Value Modeling In Preliminary Designmentioning

confidence: 99%

Introducing value driven design in engineering education: teaching the use of value models in preliminary design

Bertoni

2019

Int J Technol Des Educ

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Methods and approaches for teaching engineering disciplines are evolving to adapt to the needs of companies and society. Engineering Design is one of the areas most influenced by such changes and constantly striving to develop more effective and efficient strategies to prepare the soon-to-be engineers to face the challenges of a real working environment. This paper presents an approach used to teach the use of value models for concept trade-off in the preliminary design phase, in line with the industrial challenges highlighted by the literature on Value Driven Design. The approach is based on realistic design sessions assigning to master students a value assessment challenge. The paper describes the rationale of the approach, its set-up, and a validation activity run to compare the performances of the students with those of industrial practitioners. The results of the study show that the students taking part in the design sessions can produce results that do not statistically differ from those of industrial practitioners. Moreover, the students' self-reflection on the achievement of the intended learning outcomes show a high satisfaction toward the achievement of the educational objectives.

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A Reverse Engineering Role-Play to Teach Systems Engineering Methods

Cited by 11 publications

References 14 publications

Development of an authentic concept of engineering activities based on product redesign

Development of an authentic concept of engineering activities based on product redesign

Investigating the effect of reverse engineering pedagogy in K‐12 robotics education

Introducing value driven design in engineering education: teaching the use of value models in preliminary design

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