Integration of contextual exercises in computer-aided design education

Abstract

The traditional design process used within the automotive industry is typically accomplished with limited regard to the environment the vehicle will operate within. As a result there are many growing challenges relating to mobility that we now face. When systems thinking methodologies are integrated into the design process innovative and holistic concepts are developed, causing significant shifts in new products, processes, and services that are better suited for the environment. Systems thinking methodologies in combination with the Developmental Model for Designers enables the creation of solutions from a more informed perspective. As a result, we are discovering new and appropriate ways to develop products and systems that are holistic solutions for the challenges of today and the future.

The importance of adaptive expertise in CAD learning: maintaining design intent

“…Students with previous knowledge of CAD were identified, who had worked with industry or mechanics and had knowledge of manufacturing processes, which in our opinion can be related with DI (annex 1). Liu et al (2015) also employed the questionnaire designed by Peng et al (2014) that is divided into two sections: one section before the modeling of a part and another section after completing the part (annex 3). The object of this questionnaire is to know what the students think when they are engaged in modeling a component in CAD and to identify the AE of each student in accordance with their responses to the open questions.…”

“…The classification of the responses given by the students in the survey of annex 3, under some of the AE constructs, is based on the codes given by Liu et al (2015). For example: 1) to think of the most efficient or easiest way of making a model are two indicators of multiple perspectives; 2) complexity of the objects and having to pay close attention while modeling are two indicators of metacognition; 3) to know what steps to take first, to have a good starting point, and to have strategies to model are indicators of Goals & Beliefs; and, 4) to practice, reading more, and to request assistance from someone else are indicators of epistemology.…”

“…The same pre-and post-modeling questionnaires of Peng et al (2014) before and after the modeling of the parts were also used by Ke Liu et al (2015) in interviews; who classified the responses given by students to ascertain their AE, searching for: -Efficiency (consistency & accuracy), innovation, flexible responses to novel situations in the Multiple Perspectives dimension. -Confidence, successfully monitor own understanding, recognize that one's own knowledge may be incomplete, and use different/multiple methods to solve problems, in the Metacognition dimension.…”

“…-The pursuit of knowledge in practice, leaving others to provide information in the Epistemology dimension. Liu et al (2015) stated that: correct use of the origin; greater use of matrices, patterns and reference geometry; and the correct selection of the sequence of features are strategies that improve AE. This work is the most recent one to have related DI in CAD with AE.…”

“…The constructs of AE may also be identified in accordance with the responses given by students to the questionnaire used by Peng et al (2014) in annex 3, where the responses given by the students to the open questions, both before and after completing the modeling of the part in question, permit the classification of students according to whether or not they possess AE qualities. This methodology has been used by Liu et al (2015) and therefore, in another part of the study, the question of whether AE qualities are related with DI in CAD will be checked. Modifications of various functional parameters were introduced to the CAD models that the students had designed, to identify which students correctly transferred DI in CAD.…”