Research regarding the implementation of an interactive application for educational improvement of engineering drawing

Modern corporations, institutions, universities and schools consider e‐education as a way of educating larger groups of students in less time and of reducing the use of various resources. Since setting up a web‐system for e‐education requires a significant amount of time, as well as the necessity of having a computer and other resources, the assessment of the goals and desired effects of the online system should be made in the preparation phase. It is important to highlight that only putting course contents on the web, without using appropriate pedagogical models and principles, without appropriate means of communication between participants and instructors and without the use of modern information technologies to present the learning content is not enough to fulfil educational goals. It should be noted that, after the substantial initial investment and excitement about the possibilities of e‐education, many sources of difficulty and dissatisfaction regarding online learning have emerged. Most e‐learning studies propose possible improvements in course material, with little attempt to explore the learners' dimension, context, pedagogical considerations or technology aspects. In this article, we have analysed the aspects that need to be considered when designing an e‐learning platform for engineering education and we have proposed a methodology, based on the Quality Function Deployment approach, useful for the preparation phase of distance learning systems. Finally, we have explained the impact of new information technologies (Web3D technologies) on online engineering education and highlighted how these tools have been implemented in the e‐learning platforms for mechanical engineering that we have developed.© 2012 Wiley Periodicals, Inc. Comput Appl Eng Educ 22:708–727, 2014; View this article online at http://wileyonlinelibrary.com/journal/cae; DOI

Section: Factors To Consider In the Design Of E‐learning Platforms Fomentioning

confidence: 99%

Implementing a new approach for the design of an e‐learning platform in engineering education

Violante

Vezzetti

2012

“…The following studies (some with contradictory results) on the effectiveness of the various methodologies that employ EVEs for the development of SVA, fundamentally CAD and multimedia applications, may be highlighted: ‐ Sorby and Baartmans , made it clear that the completion of exercises (where appropriate using I‐DEAS software) improved the learning processes of students with greater learning difficulties. ‐ Rafi et al found significative evidence that the use of Web3D applications as well as 3D pedagogic tools in VRML format improved the development of spatial skills. ‐ Koch demonstrated that there were no significant differences between sketching and solid‐modeling design methods used to find solutions to technical problems ( P = 0.752). ‐ Konukseven compared traditional methods on an Engineering Graphics course with a teaching method that depended on 3D models in VRML format. The results showed that both methods were of the same quality. ‐ Martín‐Gutiérrez et al verified that the combined use of a multimedia application with simultaneous 3D manipulation of the objects and its main projection planes, improved SVA levels in geometry. ‐ Pando et al concluded that the use of interactive tools in the teaching of Engineering Drawing significantly improved the results of traditional learning in this subject. …”

Section: Introductionmentioning

confidence: 97%

Interactive learning management system to develop spatial visualization abilities

Pedrosa

Barbero

García

2013

An Interactive Learning Management System (ILMS) is presented, which functions as a webbased Spatial Visualization Ability (SVA) learning support tool for students of engineering graphics and as a management tool for teachers to track student learning. This software is designed to fill the gaps in student knowledge, giving them more uniform spatial visualization abilities when enrolling on University Engineering degrees. The ILMS_SVA consists of: 1) a Content Management System (CMS); 2) a preliminary level assessment test; 3) a web-based tool for exercise management and self-assessment incorporating a 3D viewer that functions as an interactive tutorial (IT), allowing the manipulation of 3D objects in every exercise; 4) a database. It is designed for three types of users (student, teacher and administrator), and has been validated with engineering graphics students at the University of Burgos (Spain) by means of experimental trials in the classroom and a user satisfaction survey, over two academic years. The results indicate that use of this tool improved SVA among students generally and was even of greater effectiveness for those students that accessed engineering courses with no prior knowledge of Technical Drawing.

“…In fact, one of the main problems highlighted by these analyses is the students’ difficulties in understanding the three‐dimensional shape of objects starting from their two‐dimensional representations or their poor sketching abilities . In the literature, there are several examples of analysis and optimization of this type of problems usually resolved with the creation of ad hoc courses, with the development of specific software tools, or the use of 3D CAD applications to improve the understanding of the spatiality of three‐dimensional objects . Among the latest trends, we note the massive use of augmented reality techniques as an aid to visualization [18,40].…”

Section: Trends and Innovations In Teaching Td And/or Engineering Gramentioning

confidence: 99%

TDEG based framework and tools for innovation in teaching technical drawing: The example of LaMoo project

Villa

Motyl

Paderno

et al. 2018

This work presents the development of an integrated framework and related tools for innovation and improvement in the teaching of Technical Drawing. This framework is based on the “Technical Drawing Evaluation Grid—TDEG.” This grid is currently used, by the authors, for the definition and the development of different kinds of tools for supporting both teaching and learning and for the evaluation of Technical Drawing and engineering graphics topics knowledge in general. In particular, this paper focuses on the problems related to knowledge evaluation and assessment of Technical Drawing using online tests. Then, the LaMoo project which is a tool under development for the structured construction of questions for online tests in Moodle environment is presented.