Can Digital Fabrication education affect the South African Science, Technology and innovation objectives through curriculum infiltration?

Havenga, S.P.; Tonder, P.J.M. van; Campbell, R.I.; D, Beer

doi:10.1201/9780367823085-47

Cited by 1 publication

(1 citation statement)

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“…The primary literary investigation provided evidence to establish the current state of DfAM in higher education as well as possible ways to create a viable foundation through theoretical frameworks that are superimposed with sensibly constructed pedagogical aids. In this section, we will discuss an overview of the steps used to collect data after the literary investigation (Figure 2), [7], [12][13][14][15].…”

Section: Procedures Used During the Overall Investigationmentioning

confidence: 99%

Towards the effective development of Design for Additive Manufacturing (DFAM) curricula: an exploration of strategies and solutions in education

Havenga,

van Zyl,

Snaddon

et al. 2023

MATEC Web Conf.

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This study investigated the affordances (hindrances and opportunities) of developing a comprehensive Design for Additive Manufacturing (DfAM) curricular product in the South African higher education sector. The methodology consisted of an initial literature review illustrating the use of DfAM in higher education and the existence of formal DfAM curricula. Through the literature, the researchers sought these hindrances and opportunities to guide the development of a curriculum sample product. In addition, appropriate theoretical frameworks were investigated and then combined with pedagogical aids in the form of Embedded Tactile and Sensory Technology (ETaST). The overall theoretical findings indicate that a formally structured DfAM curricular product will benefit not just AM-related subjects, but education fields beyond STEM. This research indicates that a DfAM curricular product may lead to an expansion of AM utilisation beyond mere production initiatives for industry but also as a pedagogical aid product for higher education. Furthermore, the use of such DfAM curricular products can infiltrate broader sectors which will increase the time and uptake of AM. The study recommends the implementation of the DfAM curricular product in the undergraduate sector of various subjects to corroborate the findings.

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Section: Procedures Used During the Overall Investigationmentioning

confidence: 99%