How to teach CAD

Asperl, Andreas

doi:10.1080/16864360.2005.10738395

Cited by 16 publications

(16 citation statements)

References 3 publications

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“…Other research on the use of CAD software by industrial designers (Bonnardel & Zenasni, 2010;Bonnardel, 2009;Chester, 2007;Asperl, 2005) shows that current CAD software does not support creativity and is after all only a range of "computing techniques". First of all at the cognitive level, their methods of construction of a digital model tend to impose choices on the user and do not base themselves on the indistinct data of the design initial phases; this is reflected by the fact that the designer is forced at an early stage to handle specific geometric entities.…”

Section: Creative Design a Model For Design Activitymentioning

confidence: 99%

Role of graphics tools in the learning design process

Laisney

Brandt‐Pomares

2014

Int J Technol Des Educ

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International audienceThis paper discusses the design activities of students in secondary school in France. Graphics tools are now part of the capacity of design professionals. It is therefore apt to reflect on their integration into the technological education. Has the use of intermediate graphical tools changed students’ performance, and if so in what direction, in phase of seeking solutions through a design activity in a situation of teaching and learning? The influence of computer aided design (CAD) tools on design professional activities has been the subject of much research, but little has focused on student activity. Thus, analysing student work through an experimental device, we ask that students produce more solutions without using CAD tools. Do CAD activities encourage the modelling of a particular solution? Does drawing by hand before CAD activities support the production of various solutions and define them more precisely? Through the analysis of solutions developed by students, including traces of their activity (sketches, digital files), we test our hypotheses

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Section: Creative Design a Model For Design Activitymentioning

confidence: 99%

Role of graphics tools in the learning design process

Laisney

Brandt‐Pomares

2014

Int J Technol Des Educ

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“…Such approach may not be favorable since the students might not be able to leverage their skills in other platform. In addition, most of the reported CAD-based education were based on the geometrical (and/or artistic) modeling with little emphasis on the physical feasibility [6][7][8]. Cheng [7] suggested that CAD should be learned in the "language learning" sense, where the geometry should be "natural" to the students.…”

Section: Figure 1 Cad and Caementioning

confidence: 99%

Innovative Approaches and Lesson Learned in Teaching CAD/CAE Applications Course

Tang

Xue²

2010

Volume 6: 15th Design for Manufacturing and the Lifecycle Conference; 7th Symposium on International Design and Design Educatio

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The application of Computer Aided Design and Engineering has been very popular in the engineering industry recently due to its usefulness in significantly reducing the time-to-market and cost involved within the design lifecycle of an engineering product. Despite the extensive availability of step-by-step manuals and tutorials to learn such tools, the emphasis of synergic utilization of such tools within the engineering design process has not been effectively addressed. Students often pay attention to learn how to use the tools instead of why to use such tools. In this paper, we present an innovative engineering education framework with various collaborative and interactive in-class activities and Web 2.0 tools to address the above issues in a senior undergraduate/graduate level CAD/CAE Applications course offered in University at Buffalo. Specifically, we categorize the approaches based the following components: (a) traditional lecture and computer labs, (b) team-based projects, (c) in-class activities, and (d) online course management tools. We show how the proposed approaches can be merged to the existing course syllabus in a synergic manner based on our experience. We also describe the rationale of the approaches and the expected outcome/improvements.

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“…Also, as students and lecturers are often of different age, social background and possess different general knowledge, both parties often have different approaches to problem solving and working processes. As a consequence of this the position and role of lecturers should change (Asperl, 2005). Teaching should only be a small part of DT education (as well as in other subjects).…”

Section: Introductionmentioning

confidence: 99%

An online intelligent system for teaching design technologies to engineering students

Oraifige

Mills

et al. 2011

Engineering Education

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Engineering design is a knowledge intensive process which encompasses detailed conceptual analysis and evaluation, involving various areas of knowledge and experience. The sharing between these tasks is critical if the capacity for new product development is to be increased whilst its quality is maintained. Design technologies describe the use of a wide range of computer-based tools designed to assist engineers in their activities. The rapid growth of such technologies in engineering design industry is considerable and it is important that education moves into this area of work without delay. As the industry evolves, students in higher education seek to learn technologies that can best serve their future careers. Teaching design technologies in the traditional way may involve presenting in front of an audience and explaining instructions step-by-step. One of the main tasks of competent teaching is to provide a wide diversity of problems and supporting activities. This paper presents the design, development, implementation and evaluation of an online system for teaching design technologies to engineering students. The system was designed to guide students according to their abilities, offering progression through an individual learning plan that contained various educational methods. The fully developed system was evaluated as an educational tool for year one engineering students at the University of Derby.

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How to teach CAD

Cited by 16 publications

References 3 publications

Role of graphics tools in the learning design process

Role of graphics tools in the learning design process

Innovative Approaches and Lesson Learned in Teaching CAD/CAE Applications Course

An online intelligent system for teaching design technologies to engineering students

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