Details
| Original language | English |
|---|---|
| Title of host publication | DS 104: Proceedings of the 22nd International Conference on Engineering and Product Design Education (E&PDE 2020) |
| Editors | Lyndon Buck, Erik Bohemia, Hilary Grierson |
| Publication status | Published - 2020 |
| Event | 22nd International Conference on Engineering and Product Design Education, E and PDE 2020 - Herning, Denmark Duration: 10 Sept 2020 → 11 Sept 2020 |
Publication series
| Name | E&PDE |
|---|
Abstract
The application of computer-Aided design (CAD) systems belong to the very basic competences that a design engineer in mechanical engineering is taught. The definition of shape and product properties in such systems is the foundation of virtual prototyping and the later manufacturing as well. Depending on the specialization, there exist different capstone courses in engineering design. At Leibniz University of Hannover, the Knowledge-based Design Lab was conceived as project-based learning environment for design automation and product configuration. Its aim is to provide profound knowledge about creating highly flexible but robust CAD models that can self-Adapt to changing requirements to automate routine design tasks. Although already highly activating for the students, input and setup were organized traditionally, i.e. professional skills were developed mainly in the ten attendance phases of the class and the overall course of action has only minor degrees of freedom. This was changed in 2018 when the Knowledge-based Design Lab was transformed into a flipped classroom. In the present article, the author reports about the according transformation process, discusses both the traditional and the flipped classroom and compares the learning outcomes and competences of the graduates of the different formats. To avoid cohort effects, the results of the last three semesters are averaged.
Keywords
- computer-Aided design, flipped classroom, Knowledge-based engineering, project-based learning
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Engineering(all)
- Industrial and Manufacturing Engineering
Cite this
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DS 104: Proceedings of the 22nd International Conference on Engineering and Product Design Education (E&PDE 2020). ed. / Lyndon Buck; Erik Bohemia; Hilary Grierson. 2020. (E&PDE).
Research output: Chapter in book/report/conference proceeding › Conference contribution › Research
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T1 - Good idea or bad idea?
T2 - 22nd International Conference on Engineering and Product Design Education, E and PDE 2020
AU - Gembarski, Paul Christoph
PY - 2020
Y1 - 2020
N2 - The application of computer-Aided design (CAD) systems belong to the very basic competences that a design engineer in mechanical engineering is taught. The definition of shape and product properties in such systems is the foundation of virtual prototyping and the later manufacturing as well. Depending on the specialization, there exist different capstone courses in engineering design. At Leibniz University of Hannover, the Knowledge-based Design Lab was conceived as project-based learning environment for design automation and product configuration. Its aim is to provide profound knowledge about creating highly flexible but robust CAD models that can self-Adapt to changing requirements to automate routine design tasks. Although already highly activating for the students, input and setup were organized traditionally, i.e. professional skills were developed mainly in the ten attendance phases of the class and the overall course of action has only minor degrees of freedom. This was changed in 2018 when the Knowledge-based Design Lab was transformed into a flipped classroom. In the present article, the author reports about the according transformation process, discusses both the traditional and the flipped classroom and compares the learning outcomes and competences of the graduates of the different formats. To avoid cohort effects, the results of the last three semesters are averaged.
AB - The application of computer-Aided design (CAD) systems belong to the very basic competences that a design engineer in mechanical engineering is taught. The definition of shape and product properties in such systems is the foundation of virtual prototyping and the later manufacturing as well. Depending on the specialization, there exist different capstone courses in engineering design. At Leibniz University of Hannover, the Knowledge-based Design Lab was conceived as project-based learning environment for design automation and product configuration. Its aim is to provide profound knowledge about creating highly flexible but robust CAD models that can self-Adapt to changing requirements to automate routine design tasks. Although already highly activating for the students, input and setup were organized traditionally, i.e. professional skills were developed mainly in the ten attendance phases of the class and the overall course of action has only minor degrees of freedom. This was changed in 2018 when the Knowledge-based Design Lab was transformed into a flipped classroom. In the present article, the author reports about the according transformation process, discusses both the traditional and the flipped classroom and compares the learning outcomes and competences of the graduates of the different formats. To avoid cohort effects, the results of the last three semesters are averaged.
KW - computer-Aided design
KW - flipped classroom
KW - Knowledge-based engineering
KW - project-based learning
UR - http://www.scopus.com/inward/record.url?scp=85095444466&partnerID=8YFLogxK
U2 - 10.35199/EPDE.2020.53
DO - 10.35199/EPDE.2020.53
M3 - Conference contribution
AN - SCOPUS:85095444466
SN - 978-1-912254-10-1
T3 - E&PDE
BT - DS 104: Proceedings of the 22nd International Conference on Engineering and Product Design Education (E&PDE 2020)
A2 - Buck, Lyndon
A2 - Bohemia, Erik
A2 - Grierson, Hilary
Y2 - 10 September 2020 through 11 September 2020
ER -