Making meaning: developing an understanding of form in distance design education

Design education throughout the world provides students with a variety of experiences that help them develop an understanding of form and shape. The conventional model of such education requires students to participate in studio and workshop-based projects to develop skills through the creation of models and prototypes. However, with the increase in distance education worldwide we need to explore new ways for students to create and manipulate form remotely. This paper presents new work at the Open University, UK which set out to engage design students in form-making from a distance. Participants were given access to technical and design support that took rough sketches of chair designs and converted these into tangible scale models which were mailed back to the students. Several cycles of this activity generated data on how such supported modelling activity stimulated students' creative ability, design knowledge and motivation. This paper proposes new priorities for distance design education

Paper-based Mixed Reality Sketch Augmentation as a Conceptual Design Support Tool

This undergraduate student paper explores usage of mixed reality techniques as support tools for conceptual design. A proof-of-concept was developed to illustrate this principle. Using this as an example, a small group of designers was interviewed to determine their views on the use of this technology. These interviews are the main contribution of this paper. Several interesting applications were determined, suggesting possible usage in a wide range of domains. Paper-based sketching, mixed reality and sketch augmentation techniques complement each other, and the combination results in a highly intuitive interface

Interactions of an Additive Manufacturing Program with Society

Additive Manufacturing (AM) has shown considerable promise for the future but also proposes some challenges. Many AM barriers tend to be non-technical and instead are human-centric issues such as lack of education of practitioners in AM capabilities, cultural differences, vested interests, and potentially lack of imagination. It is highly desirable for all research and educational institutions to help address these issues. This paper summarizes the additive manufacturing research and education program at the Missouri University of Science and Technology (Missouri S&T) and its interactions with various constituents, including K-12 students, undergraduate and graduate students, distance students, and industry

Where and how 3D printing is used in teaching and education

The emergence of additive manufacturing and 3D printing technologies is introducing industrial skills deficits and opportunities for new teaching practices in a range of subjects and educational settings. In response, research investigating these practices is emerging across a wide range of education disciplines, but often without reference to studies in other disciplines. Responding to this problem, this article synthesizes these dispersed bodies of research to provide a state‐of‐the‐art literature review of where and how 3D printing is being used in the education system. Through investigating the application of 3D printing in schools, universities, libraries and special education settings, six use categories are identified and described: (1) to teach students about 3D printing; (2) to teach educators about 3D printing; (3) as a support technology during teaching; (4) to produce artefacts that aid learning; (5) to create assistive technologies; and (6) to support outreach activities. Although evidence can be found of 3D printing‐based teaching practices in each of these six categories, implementation remains immature, and recommendations are made for future research and education policy.This work was supported by the Engineering and Physical Sciences Research Council [number EP/K039598/1]

A case study of campus‐based flexible learning using the World Wide Web and computer conferencing

This paper explores the use of the World Wide Web (WWW) integrated with computer conferencing as a teaching and learning tool. The aim of the study described was to evaluate the effectiveness of the use of online materials designed in a flexible learning format and integrated with a computer conference. It was hoped that this would create additional opportunity for group discourse between campus‐based students. The paper is divided in the following way: a discussion of the context to new developments in teaching and learning is followed by an introduction to the case study. Finally the findings of the case study are discussed with reference to research from the field of collaborative systems (Orlikowski, 1992; Grudin, 1994) as a framework for reflection. Some tentative conclusions are made for future work

Effects of computer self-efficacy and spatial visualization ability on student perceptions of 2D/3D CAD virtual prototype simulations for apparel design

The ability to visualize three-dimensional (3D) forms from two-dimensional (2D) shapes is critical to apparel designers. While most designers still use traditional techniques to analyze a 3D sample, advances in CAD for apparel design include use of 3D virtual prototypes assembled from 2D pattern data. Textiles and clothing research has examined both 2D CAD and student spatial visualization ability, but no studies compare spatial visualization ability with 3D virtual prototype use in the classroom. Other fields of research have found that a person\u27s computer self-efficacy (CSE) can influence acceptance of a new technology and that spatial visualization ability can determine effectiveness of 3D simulations.;The purpose of this study was to examine the influence of CSE and spatial visualization ability on student perceptions of 3D virtual prototyping software. An online test instrument measured: CSE, general spatial ability and apparel spatial visualization ability with tutorial was developed to introduce participants to 3D virtual prototyping software. Some volunteers also participated in a hands-on session for actual use of the software. Technology acceptance was measured after the tutorial and again after the hands-on session.;Individuals with high CSE found the software easier to use than individuals with low CSE. Individuals with high apparel spatial visualization ability found the software easier to use than those with lower apparel spatial visualization ability. Other findings and discussion provide information that could help both educators and industry plan for the effective use of 3D virtual prototypes

Multi-disciplinary approach in engineering education: learning with additive manufacturing and reverse engineering

Purpose - The purpose of this paper is to report an interdisciplinary, cooperative-learning project in a second-year course within the "Enzo Ferrari" Master of Science Degree in Mechanical Engineering. The work aims to raise awareness of the educational impact of additive manufacturing and reverse engineering. Design/methodology/approach - Students are asked to develop, concurrently, the design and the manufacturing solution for an eye-tracker head mount. A digital head model is reverse engineered from an anatomical mannequin and used as an ergonomic mock-up. The project includes prototype testing and cost analysis. The device is produced using additive manufacturing techniques for hands-on evaluation by the students. Findings - Results of the presented case study substantiate the authors' belief in the tremendous potential of interdisciplinary project-based learning, relying on innovative technologies to encourage collaboration, motivation and dynamism. Originality/value - The paper confirms a spreading conviction that the soon-to-be engineers will need new practice-oriented capabilities to cope with new competitive scenarios. Engineering education must adapt to the social, rather than industrial, revolution that is being brought about by additive fabrication

Computing and Information Science

Cornell University Courses of Study Vol. 102 2010/201

From online enhanced to wholly online: reflections on e-learning developments in teaching psychology

Deakin University has determined that every undergraduate student enrolled from 2004 will undertake at least one unit wholly online, without the usual face to face teaching that is a major component in on campus study. In response to this policy, Research methods in psychology has been developed as a wholly online unit and offered in 2004 as one of the first wholly online units to be run in the University. The design of the unit builds on the development and use of digital media and online technologies in teaching first and second year units. This paper outlines the antecedents of the unit&rsquo;s design and operation, along with its current wholly online teaching and learning environment. The relationship between the use of digital resources and online features is mapped against key concepts and skills to be mastered in the unit. Distinctive student attributes to be developed in relation to the subject being offered wholly online are considered. The move to new e-learning territories of wholly online environments raises important research questions. An approach to researching wholly online teaching and learning environments in the discipline of psychology is detailed as a response to illuminating key dimensions of a significant development in e-learning in higher education.<br /

Virtual Capstone Design Teams: Preparing for Global Innovation (Journal article)

Global innovation requires collaboration between groups of people located in different parts of the world, and is a growing trend in industry. Virtual teams are often used to manage new product development projects. These teams are similar to traditional teams but are geographically separated and rely heavily on virtual methods of communication (email, Skype, teleconferencing, etc.) instead of regular face-to-face meetings. Experience working as a member of a virtual capstone design team can help prepare students for this growing trend. To begin preparing students for work on virtual teams in industry, we co-advised two virtual capstone design projects with students from Marquette University and Smith College. This paper describes our experience with managing two virtual capstone design project teams across institutions. Presented here are the challenges we encountered, the lessons we learned as a result of this experience, as well our recommendations for others who might want to include virtual project teams in their capstone design courses. We also include retrospective feedback from the students on these teams regarding their perceived value of their virtual team experience to their careers in engineering