Learning Engineering Design Through Multimedia Case Studies

Abstract

Providing appropriate context is a vital element for teaching and learning. An excellent way of achieving this is through case studies: a description of actual engineering projects carried out in industry. Engineering design case studies could provide students examples of many practical and accessible real-life principles which are representative of situations engineers face in their professional life. The Waterloo Cases in Design Engineering (WCDE) group at the University of Waterloo has been established to promote case methods by generating engineering design case studies, and implementing them throughout the engineering faculty [1]. While the majority of WCDE cases are text-based, cases with multimedia content have been shown to be an effective way of documenting and teaching best design practices. Multimedia cases can add depth and interest to classroom discussions, and better address different student learning styles [2]. Recently, WCDE has placed more emphasis on the power of multimedia, to take advantage of the unique message-carrying ability of video, simulation, and graphics, to enhance the already powerful case method. This paper highlights the current process for updating and enhancing the current implementation of the case method.

Using Motivation Theory to Inform Engineering Course Design

“…Design Courses [13], [14], [15], [16], [17], [18], [19], [20], [21], [22], [23], [24], [25] Introductory Technical Courses [26], [27], [28], [29], [30], [31] Upper Level Technical Courses [32], [33], [34]…”

“…Case Studies, Real-World Labs, Service Learning [26], [32], [15], [17], [28], [34], [31], [35] Course Delivery [26], [27], [29], [36], [37], [30], [33], [38], [39] Assessment [13], [16], [40], [41], [22], [42], [23], [43], [44] Theory Based or Survey Results [11], [45], [46], [47], [10], [19], [48], [1], [39], [49], [24], [25], [50], [51], [52] Out-of-class activities [53], [54], [55], [56], [57], [58] While there have been many successful interventions that improved student motivation discussed in the CEEA 2010-2018 proceedings, the relevant motivation theory behind each intervention is often missing. Understanding motivation theory may not be necessary ...…”

DESIGNING CROSS-DISCIPLINARY PROGRAMMES TO DEVELOP THE ENTREPRENEURIAL SKILLS OF ENGINEERING DESIGN & BUSINESS STUDENTS

“…For students studying entrepreneurship related subjects or on a path towards it they need to build the skills to support their personal and professional development. The question of 'how relevant entrepreneurship knowledge and experiences is to product designers' has been well addressed in literature [1]. Proposals have been made of innovative product design approaches to enhance innovation and entrepreneurship in design and engineering students [2], and others speak of the importance of combing market, design and innovation education together [3].…”

“…The need for this work is supported by government initiatives in the UK including 'Developing the Young Workforce'. As our world evolves through Industry 4.0, there is a growing trend for the educational sector to develop graduates with transferable entrepreneurial skills going well beyond their subject of expertise [5] in order to better prepare students for the world of work [1]. This growing trend is being well documented in literature, with many academics acknowledging that 'a conventional academic degree alone is no longer sufficient' [5].…”