Are we training our novices towards quality 2D profiles for 3D models?

In the history-based, feature-based, parametric CAD approach, 2D profile sketches are the basis for 3D models. Fully-constraining profiles is mandatory to create robust profiles. At present, neither CAD applications nor Model Quality Testing Tools usually check whether 2D profiles contain redundant constraints. Besides, our experience shows that novices tend to introduce redundant constraints. We hypothesize that 2D profiles over-constrained with redundant relations are more difficult to edit than those that avoid redundancies. In the present work―and as a first step to demonstrate this hypothesis―an experiment was conducted. Students of the subject “Graphics engineering” were taught on the creation of constrained 2D profiles. Then, they were asked two questions. On the one hand, novices had to identify and reason whether a simple given profile was fully-constrained, over-constrained or under-constrained. On the other hand, they had to identify and point out the types of the constraints. The results showed that in spite that novices received a specific training, roughly half of them failed to say if the 2D profile sketch was fully-constrained and which type of constraints it contained. Furthermore, the results of the second question revealed that more than the half of students did not recognize perpendicularity as a geometric constraint. As future work, we will try to demonstrate whether a reinforced training through simple exercises and a quick and effective feedback, will allow novices to improve the identification and removal of redundant 2D constraints when drawing 2D profile sketches (thus helping to produce robust profiles)

Providing value to a business using a lightweight design system to support knowledge reuse by designers

This paper describes an alternative approach to knowledge based systems in engineering than traditional geometry or explicit knowledge focused systems. Past systems have supported product optimisation rather than creative solutions and provide little benefit to businesses for bespoke and low volume products or products which do not benefit from optimisation. The approach here addresses this by supporting the creativity of designers through codified tacit knowledge and encouraging knowledge reuse for bespoke product development, in particular for small to medium sized enterprises. The implementation and evaluation of the approach is described within a company producing bespoke fixtures and tooling in shorter than average lead times. The active support of knowledge management in the company is intended to add value to the business by further reducing the lead times of the designs and creating a positive impact to business processes. The evaluation demonstrates a viable alternative framework to the traditional management of knowledge in engineering, which could be implemented by other small to medium enterprises

Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age

This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment

Informing Intentional Use of Prototyping in Engineering Design: Context-Specific Novice Approaches and Stakeholder Feedback

Prototypes are essential tools that can be used strategically throughout the design process to increase the likelihood that a product achieves stakeholder needs. Prototyping allows physical or visual form to be given to an idea, and research has shown that prototypes have the potential to support communication and improve product requirements elicitation and design input by enabling stakeholders and designers to engage around a “shared space” – the prototype. Despite the numerous benefits of using prototypes throughout a design process, novice designers often limit their use of prototypes to test and verify a chosen concept during the later phases of their processes. Limited studies to date have investigated novice uses of prototypes during the front-end phases of design and the effects of context, stakeholder type, and prototype type on stakeholder feedback. This research leverages approaches from multiple disciplines to characterize 1) novice designers’ uses of prototypes and 2) the effects of various factors on stakeholder design input during engagement with prototypes. We conducted interviews with engineering design students in different contexts to investigate their use of prototypes. We also developed a prototyping best practice framework to evaluate the intentionality in novice designers’ use of prototypes during design. To deepen our understanding of how prototype type can influence stakeholder feedback, we presented various prototypes of a medical device concept to diverse stakeholders, including medical doctors, medical students and nurses and asked questions to elicit feedback on the design. Research findings indicated that novice designers lacked intentionality when using prototypes. Their prototyping behaviors often occurred unintentionally to satisfy course requirements or as a response to failure or setbacks. Novice designers from different contexts favored different prototype types, and all participants underutilized prototypes, particularly during the front-end phases of design and when engaging with stakeholders. Our results further showed that nuances like prototype type, stakeholder group, and question type influenced the quality of stakeholder feedback. Since variation in prototype type, stakeholder group, and question type had a significant effect on the quality of stakeholder feedback, and since most novice designers did not use prototypes intentionally, our findings point to missed opportunities that likely impact several areas: what novice designers learn about using prototypes, the prototyping practices with which they begin professional practice, and ultimately the human-centered design solutions they create. This research leveraged, and has implications for, engineering design, design education, industrial design, design science, and design research methods. We expect that some of our findings, specifically that 1) novice designers lacked intentionality and underutilized prototypes, and 2) the types of prototypes, stakeholders, and questions influenced stakeholder feedback, are transferable to, and can have a broader impact on, other contexts in which prototypes are used. The fact that novice designers lacked intentionality in prototype use suggests that repeated and reflective practice is needed and informs pedagogical and industrial approaches throughout the engineering education and practice spectrum. We recommend that educators encourage a broader, more frequent use of prototypes during engineering design processes. By doing so, novice designers can develop the knowledge structures necessary to use prototypes intentionally, and intentionally with stakeholders, during design.PHDDesign ScienceUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttps://deepblue.lib.umich.edu/bitstream/2027.42/144132/1/midei_1.pd

Enabling non-engineers to use engineering tools: introducing product development to pupils using knowledge-integrating systems

Many engineering tasks are supported by tools based on innovative technologies. Powerful tools for computer aided design, simulations or programming permit a wide range of possibilities for engineers in solving complex problems. However, using these tools commonly requires extensive training or specific skills. Specialized systems that enable tool and technology usage could support novices in solving engineering tasks using embedded knowledge, lowering the hurdle of expertise required for operation. In the presented case study, knowledge-integrating systems inspired by knowledge-based engineering were developed to allow pupils to solve an engineering challenge without existing skills or prior training. To provide a realistic application context, a teaching module was developed, introducing high school students to product engineering in the form of a conceive-design-implement-operate experience with the learning goal to engage them in the STEM field. Solving the included engineering challenge required the creation, test and iteration of designs for laser cut and additive manufacturing, and code processing sensor signals for motor actuation. To evaluate the knowledge-integrating systems in their use qualitatively, a trial run was conducted. Participants were enabled to fulfil basic product engineering tasks and expressed engagement in product development and overall satisfaction. The module’s key element is an educational exoskeleton that can be controlled by electromyography signals. It is modified to eventually support a fictional character suffering from monoplegia. The module was realized accompanying the CYBATHLON, a championship for people with physical disabilities in solving everyday tasks assisted by state-of-the-art technical systems

Evolving robotic surgery training and improving patient safety, with the integration of novel technologies

INTRODUCTION: Robot-assisted surgery is becoming increasingly adopted by multiple surgical specialties. There is evidence of inherent risks of utilising new technologies that are unfamiliar early in the learning curve. The development of standardised and validated training programmes is crucial to deliver safe introduction. In this review, we aim to evaluate the current evidence and opportunities to integrate novel technologies into modern digitalised robotic training curricula. METHODS: A systematic literature review of the current evidence for novel technologies in surgical training was conducted online and relevant publications and information were identified. Evaluation was made on how these technologies could further enable digitalisation of training. RESULTS: Overall, the quality of available studies was found to be low with current available evidence consisting largely of expert opinion, consensus statements and small qualitative studies. The review identified that there are several novel technologies already being utilised in robotic surgery training. There is also a trend towards standardised validated robotic training curricula. Currently, the majority of the validated curricula do not incorporate novel technologies and training is delivered with more traditional methods that includes centralisation of training services with wet laboratories that have access to cadavers and dedicated training robots. CONCLUSIONS: Improvements to training standards and understanding performance data have good potential to significantly lower complications in patients. Digitalisation automates data collection and brings data together for analysis. Machine learning has potential to develop automated performance feedback for trainees. Digitalised training aims to build on the current gold standards and to further improve the 'continuum of training' by integrating PBP training, 3D-printed models, telementoring, telemetry and machine learning

Design: One, but in different forms

This overview paper defends an augmented cognitively oriented generic-design hypothesis: there are both significant similarities between the design activities implemented in different situations and crucial differences between these and other cognitive activities; yet, characteristics of a design situation (related to the design process, the designers, and the artefact) introduce specificities in the corresponding cognitive activities and structures that are used, and in the resulting designs. We thus augment the classical generic-design hypothesis with that of different forms of designing. We review the data available in the cognitive design research literature and propose a series of candidates underlying such forms of design, outlining a number of directions requiring further elaboration

Characterizing argumentation structure within the asynchronous, online communication of novice engineering design students

textPracticing argumentation in secondary school classrooms benefits students both in terms of learning how to argue and learning the course material at hand. Amidst the onset and growth of engineering design courses in secondary schools, this dissertation is an exploratory case study to characterize the use of argumentation among novice student engineering designers. The setting is a high school robotics class. Specifically, a group of students from one class section teamed up with a group of students from a separate class section to design and build a single robot. The team members communicated online via a shared, editable document. That text is the primary data set for my analysis. I looked for indications of argumentation structure that emerged from the online discussion, given that, to my knowledge, the students had not been taught argumentation strategies, per se. Engineering design is relatively new to secondary school, so I thought it appropriate to develop a baseline—a case study that reveals how students communicate about their designs when left largely to their own devices. This study may inform the development argumentation scaffolds that support the students’ existing strengths while ameliorating their weaknesses. My analytical supposition was that argumentation in design will take the form of resolving differences of opinion toward the creation of a single design. Hence, I used Pragma-dialectic theory as my analytical framework. It is a broad theory, based upon resolving differences of opinion in everyday conversation. As such, Pragma-dialectic theory may also be able to encompass the idiosyncrasies of team design, such as reliance on intuition and experience, as well as the important roles that designed objects play throughout the process. Taken together, the importance of intuition, experience, and objects suggests multiple modes of communication that ought to be considered arguments within design deliberations. Results suggest that the students worked to resolve differences of design opinions. In doing so, the students relied heavily on their designed objects to make their arguments meaningful. I classified five object-based claims which emerged from the students’ discussions: keystone, tinkering, visual, tactile, and counterfactual. These form the beginnings of a theory of object-based argumentation.Science, Technology, Engineering, and Mathematics Educatio

A Novel Haptic Simulator for Evaluating and Training Salient Force-Based Skills for Laparoscopic Surgery

Laparoscopic surgery has evolved from an \u27alternative\u27 surgical technique to currently being considered as a mainstream surgical technique. However, learning this complex technique holds unique challenges to novice surgeons due to their \u27distance\u27 from the surgical site. One of the main challenges in acquiring laparoscopic skills is the acquisition of force-based or haptic skills. The neglect of popular training methods (e.g., the Fundamentals of Laparoscopic Surgery, i.e. FLS, curriculum) in addressing this aspect of skills training has led many medical skills professionals to research new, efficient methods for haptic skills training. The overarching goal of this research was to demonstrate that a set of simple, simulator-based haptic exercises can be developed and used to train users for skilled application of forces with surgical tools. A set of salient or core haptic skills that underlie proficient laparoscopic surgery were identified, based on published time-motion studies. Low-cost, computer-based haptic training simulators were prototyped to simulate each of the identified salient haptic skills. All simulators were tested for construct validity by comparing surgeons\u27 performance on the simulators with the performance of novices with no previous laparoscopic experience. An integrated, \u27core haptic skills\u27 simulator capable of rendering the three validated haptic skills was built. To examine the efficacy of this novel salient haptic skills training simulator, novice participants were tested for training improvements in a detailed study. Results from the study demonstrated that simulator training enabled users to significantly improve force application for all three haptic tasks. Research outcomes from this project could greatly influence surgical skills simulator design, resulting in more efficient training