CAD/CAM Courses Integration of Theoretical Teaching and Practical Training

Du, Yi; Tian, Qi; Du, Xuan; He, Kongde

doi:10.1016/j.sbspro.2014.01.935

Cited by 10 publications

(3 citation statements)

References 2 publications

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“…This paper presents a list of identify problems and competencies required in producing 2D CAD engineering drawings from the stance of teaching and learning process. As such, a lecturer is one in-charge of teaching certain modules (Yixian, Qihua, Xuan, & Kongde, 2014). Thus, the interview sessions held in this study involved a focus group comprised of four lecturers selected from four various institutions.…”

Section: Methodsmentioning

confidence: 99%

2D CAD Engineering Drawing for Industrial Design: Furniture and Products Designed by Students

Rawi¹,

Karuppannan²

2020

IJARBSS

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Numbers of industry practitioners have commented that graduates have failed miserably in producing quality 2D CAD engineering drawing. Therefore, the purpose of this study is to identify the correlation between root of problems and competency in using the 2D CAD software program. The data were gathered from literature review analysis and semi-structured interview sessions held with several selected furniture and product design lecturers. The findings pointed out that certain skills pertaining to spatial visualization, knowledge on STEM, software interface design, and personal perspectives (attitudes) were required to attain competency in 2D CAD engineering drawing.

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Section: Methodsmentioning

confidence: 99%

2D CAD Engineering Drawing for Industrial Design: Furniture and Products Designed by Students

Rawi¹,

Karuppannan²

2020

IJARBSS

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“…Hideki (2011) brought the programming of five-axis machining tool into the CAD/CAM course [10]. Du (2014) proposed the reorganization of teaching resources to enhance the practical teaching [11]. Students' autonomous learning abilities are stimulated to cultivate manipulative and innovation abilities.…”

Section: State Of Artmentioning

confidence: 99%

Curriculum Reform and Practice of Mechanical CAD/CAM Technology

Li¹

2018

Int. J. Emerg. Technol. Learn.

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Mechanical CAD/CAM technology is an important course for the mechanical design and manufacturing major. Its scope has a wide teaching content and discipline span, and is regarded a comprehensive course with strong theoretical and practical characteristics. Theoretical teaching was emphasized in the past to undervalue software operation. Unpractical teaching content directly resulted in student’s insufficient practice after the course. Thus, teaching reform measures were proposed, such as optimizing teaching contents, implementing modular teaching, introducing skill-based software, and formulating typical work tasks. Combined with theoretical knowledge, students used the software as a tool to accomplish designated tasks and reach corresponding teaching objectives. Taking mouse punch as an example, MasterCAM software was used to introduce the specific mode of task-oriented teaching in CAD/CAM experiments. Results show that students improve their abilities of applying CAD/CAM software after the course’s teaching reform. Practical engineering problems are analyzed thoroughly and orderly. Employment quantity and quality of graduates are significantly improved to gain praises from enterprises and achieve a remarkable teaching effect.

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“…In these domains, we can see varying instructional methods and best practices that design teachers can utilize. In the literature, we see an invitation to develop "learner-centered" (Gelmez & Arkan, 2022) and process-based (Yixian et al, 2014) teaching approaches regarding CAD education. By criticizing com-.mand-based CAD teaching (Chester, 2007), utilization of strategic knowledge is recommended during CAD learning (Bhavnani et al, 2001;Chester, 2008).…”

mentioning

confidence: 99%

Revisiting a CAD course in the midst of the global pandemic with an activity-centered framework

Gelmez

Arkan²

2022

FormAkademisk

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Inevitably, the global pandemic that occurred in 2020 had a significant impact on the practices of design education, and apparently, design teachers were not fully prepared and equipped. In this ambivalent and emergent era, they struggled to adapt their current teaching methods to online education. Since then, various teaching methods have been developed and applied to incorporate online delivery. As we see an invitation to advance learner-centered and process-based teaching approaches regarding Computer-Aided Design (CAD) education in the literature; in this article, we address how a constructively aligned CAD course has been adapted to online learning and how it affected design students’ learning experiences. Hence, we discuss the online CAD learning experience through students’ reflections based on the Activity-Centered Analysis and Design (ACAD) Framework. To get insights into their online learning experience on CAD, we asked students to write their thoughts based on a structured qualitative course evaluation template. Broadly, online learning practices in CAD not only resulted in challenges in design learning but also created opportunities as mentioned in students’ writings. Based on qualitative content analysis, students’ reflections on a CAD class implemented under the context of online learning can include both advantages and disadvantages of the online learning platform, peer learning, peer tutoring, active involvement in the class, communication, etc. As a result, students’ reflections on the CAD course made us think that the dimensions of the ACAD Framework are interwoven and interactive.

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CAD/CAM Courses Integration of Theoretical Teaching and Practical Training

Cited by 10 publications

References 2 publications

2D CAD Engineering Drawing for Industrial Design: Furniture and Products Designed by Students

2D CAD Engineering Drawing for Industrial Design: Furniture and Products Designed by Students

Curriculum Reform and Practice of Mechanical CAD/CAM Technology

Revisiting a CAD course in the midst of the global pandemic with an activity-centered framework

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