Teaching CAD/CAM/CAE tools with project-based learning in virtual distance education

Abstract

Computer-aided design, manufacturing and engineering technologies (CAD/CAM/CAE) are a mainstay in today’s industry and therefore they should be an important part in the current training plan of the graduate engineers. However, their implementation in the university environment presents certain barriers that make it difficult. In this work, we study the feasibility of the teaching proposal of the management of this type of tools through a Project-Based Learning method in a distance learning environment. The methodology has been implemented transversally in two Master’s degree subjects related to advanced design and manufacturing and has been carried out thanks to the operation of the product lifecycle management platform software by virtual machines. The practice has given very good pedagogical results in the work of skills related to the field of industrial design and manufacturing. The virtual system has demonstrated high efficiency and students have shown a satisfactory evolution in their professional training.

Watchpoints for Consideration When Utilising a VDI Network to Teach Archicad BIM Software Within an Educational Programme

“…These papers typically studied a VDI platform set up in response to the challenges of teaching during the Covid pandemic. Storage, resources and software were set up on a VM system designed to enable remote access to the resources stored on the VMs (Alsadoon, 2022;Calle-Romero et al, 2020;Sola-Guirado et al, 2021;Rodriguez Lera et al, 2021;Alzoubaidi et al, 2021).…”

Applying Project-Based-Learning to improve English speaking skills of remote learners at tertiary education

“…In 2015, PBL is confirmed to be successful in developing learners' intellectual and social knowledge, and learners were more energetic and active in accessing knowledge and skills thanks to their own autonomous learning ability instead of relying on their instructors (Kettanun, 2015). PBL enables learners to resolve complex open-ended design problems, so teachers need not spend much time dedicating to every learner in solving their own problems (Sola-Guirado, Guerrero-Vacas, & Rodríguez-Alabanda, 2022). It means that learners play important and center roles in dealing with challenges met.…”

“…95.45% of learners agreed that the project design helps learners have opportunities to connect, discuss and learn with their peers (Shanthi & Rao, 2015) through the activities of reading scripts, watching video clips, giving comments, and correcting mistakes for language improvement, but 4.54% of them disagreed. Likewise, 95.45% of learners admitted that designing a project helps learners improve their social communication and interaction (Shanthi & Rao, 2015), and most of learners (95.45%) could apply their knowledge to solve the problems encountered (Sola-Guirado et al, 2022) and attain their goals as expected.…”

Project-based learning as a tool for bullying prevention (Aprendizaje basado en proyectos como herramienta para prevenir el acoso escolar)

“…The popularity of this teaching-learning method is justified by the abundance of studies that support its effectiveness. For example, this method has yielded positive results in the teaching of disciplines as disparate as physics (Kan & Saka, 2021), mechanical and chemical engineering (Gomez-del Rio & Rodriguez, 2022), communication skills (Llorent et al, 2022), physical education and social sciences (Espejo-García et al, 2022), industrial design (Sola-Guirado et al, 2022), etc., although not all of these studies presented a control group that would allow quantifying the improvement in relation to traditional teaching. In contrast, a recent meta-analysis study by Chen and Yang (2019) that included information from 30 studies conducted between the years 1998 and 2017 and that agglutinated data from 12,585 students attending schools in 189 different countries reported a positive and highly significant effect of the application of PBL methodology compared to the control group, finding a highly significant effect size (.71).…”

“…La popularidad de este método de enseñanza-aprendizaje está justificado por la abundancia de estudios que avalarían su efectividad. Por ejemplo, este método ha arrojado resultados positivos en la enseñanza de disciplinas tan dispares como Física (Kan & Saka, 2021), Ingeniería Mecánica y Química (Gomez-del Rio & Rodriguez, 2022), Habilidades comunicativas (Llorent et al, 2022), Educación Física y Ciencias Sociales (Espejo-García et al, 2022), Diseño Industrial (Sola-Guirado et al, 2022), etc., aunque no todos estos estudios presentaban un grupo control que permitiera cuantificar la mejora en relación a la enseñanza tradicional. Por el contrario, un reciente estudio de metaanálisis de Chen y Yang (2019) que incluía información procedente de 30 estudios efectuados entre los años 1998 a 2017 y que aglutinaba datos de 12,585 estudiantes que asistían a escuelas de 189 países distintos, reportaba un efecto positivo y muy significativo de la aplicación de la metodología ABP en comparación con el grupo control, hallando un tamaño del efecto altamente significativo (.71).…”