In industrial design education, mechanics-based courses are mainly based on traditional lecture and they are highly abstract for ID students to comprehend the mechanisms The existing studies highlight the requirement of a new approach for mechanics-based courses in ID departments The study presents, a combined teaching model of mechanism mainly based on applied teaching style and action learning to improve ID students' learning experience and competencies through promoting the transference of theoretical knowledge into practical experience and learning The combined teaching model consisting of 3 phases was integrated to a design studio project that is mechanical game design Project observations and post-questionnaire were employed to analyze objectively the appropriateness of the teaching model The results indicated that, the combined teaching model improved ID students' learning outcomes and competencies in terms of transferring the gained theoretical and practical knowledge to the action learning.
Measures for Improving Undergraduate Engineering Education: An Emperical Stu...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
Strategies to Improve Engineering Education and Teaching-Learning Pedagogy in...IRJET Journal
This document discusses strategies to improve engineering education in India. It begins by providing background on technical education development in India. It then analyzes the current state of engineering education, including increased enrollments but poor employability outcomes. Several challenges are identified, such as quality of students admitted, outdated teaching methods, lack of research/industry experience among faculty. The document proposes ideas to address these, such as activity-based and project-based learning, increasing degree duration to improve learning for all students. Overall, it analyzes issues in the current system and puts forth strategies to enhance the effectiveness and quality of engineering education in India.
Infomatica Academy - Engineering Degree - Biomedical Engineering SyllabusInfomatica Academy
Searching for Engineering Classes near Me? Join Infomatica - the Best Engineering Academy with Expert Faculties & Online Study Material. Secure Your Future!
This document summarizes a study that developed and tested a new model for occupational safety and health (OSH) training in the construction industry. The study proposed an industry-based model using contextual, cooperative, and competency-based learning approaches. It conducted a quasi-experiment comparing student outcomes using the new model versus an existing model. Results showed the proposed model led to significantly better cognitive, affective, and psychomotor learning outcomes regarding OSH knowledge and skills needed for the construction industry. The study concluded the industry-based model was more effective for OSH training.
In recent decades, we have seen a shift towards using more machinery and technology in the medical field, and this trend has surged the demand of Biomedical Engineers. Hence, the combination of engineering principles with our body has helped Biomedical engineers to contribute to the development of life-saving and revolutionary concepts such as Kidney dialysis, Artificial organs, pharmaceutical drugs, Advanced prosthetics, and Surgical robots. Ekeeda offers Online Biomedical Engineering Courses for all the Subjects as per the Syllabus.
Determining the core part of software development curriculum applying associa...csandit
The document analyzes software job advertisements in Turkey to determine the core curriculum for software development programs. It applies association rule mining to 653 job ads and identifies 54 rules among programming languages, frameworks, databases, front-end technologies, and other software skills. The results show that jobs requiring Java, Oracle, and SQL Server experience often require a B.Sc. degree, while C# experience is more likely to position candidates as software specialists. The rules also indicate that C# and SQL Server skills are often required together, while Oracle and Java skills are more specialized.
Electronics and Communications Engineering is a professional course of Bachelor of Technology or Bachelor of Engineering which deals with the application of mathematics and science in Electronics and Communications field. Electronics and Communications mainly deal with different types of connections and networking, microprocessors and controllers, computer organization, signal processing, image processing and various new technologies used in communications. Ekeeda offers Online Electronics and Communications Engineering Courses for all the Subjects as per the Syllabus.
School of engineering, Dayananda Sagar College offers bachelor, master and research courses in mechanical engineering. Highly qualified professors, industry and research based curriculum, well –equipped labs, exposure to national and international workshops and seminars have made DSU students to be the next innovators of the domain.
Know more about the eligibility, admission test (DSAT 2018) course details, in-house research and development opportunities and placements for all the aspiring students of Dayananda Sagar College of Engineering
Measures for Improving Undergraduate Engineering Education: An Emperical Stu...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
Strategies to Improve Engineering Education and Teaching-Learning Pedagogy in...IRJET Journal
This document discusses strategies to improve engineering education in India. It begins by providing background on technical education development in India. It then analyzes the current state of engineering education, including increased enrollments but poor employability outcomes. Several challenges are identified, such as quality of students admitted, outdated teaching methods, lack of research/industry experience among faculty. The document proposes ideas to address these, such as activity-based and project-based learning, increasing degree duration to improve learning for all students. Overall, it analyzes issues in the current system and puts forth strategies to enhance the effectiveness and quality of engineering education in India.
Infomatica Academy - Engineering Degree - Biomedical Engineering SyllabusInfomatica Academy
Searching for Engineering Classes near Me? Join Infomatica - the Best Engineering Academy with Expert Faculties & Online Study Material. Secure Your Future!
This document summarizes a study that developed and tested a new model for occupational safety and health (OSH) training in the construction industry. The study proposed an industry-based model using contextual, cooperative, and competency-based learning approaches. It conducted a quasi-experiment comparing student outcomes using the new model versus an existing model. Results showed the proposed model led to significantly better cognitive, affective, and psychomotor learning outcomes regarding OSH knowledge and skills needed for the construction industry. The study concluded the industry-based model was more effective for OSH training.
In recent decades, we have seen a shift towards using more machinery and technology in the medical field, and this trend has surged the demand of Biomedical Engineers. Hence, the combination of engineering principles with our body has helped Biomedical engineers to contribute to the development of life-saving and revolutionary concepts such as Kidney dialysis, Artificial organs, pharmaceutical drugs, Advanced prosthetics, and Surgical robots. Ekeeda offers Online Biomedical Engineering Courses for all the Subjects as per the Syllabus.
Determining the core part of software development curriculum applying associa...csandit
The document analyzes software job advertisements in Turkey to determine the core curriculum for software development programs. It applies association rule mining to 653 job ads and identifies 54 rules among programming languages, frameworks, databases, front-end technologies, and other software skills. The results show that jobs requiring Java, Oracle, and SQL Server experience often require a B.Sc. degree, while C# experience is more likely to position candidates as software specialists. The rules also indicate that C# and SQL Server skills are often required together, while Oracle and Java skills are more specialized.
Electronics and Communications Engineering is a professional course of Bachelor of Technology or Bachelor of Engineering which deals with the application of mathematics and science in Electronics and Communications field. Electronics and Communications mainly deal with different types of connections and networking, microprocessors and controllers, computer organization, signal processing, image processing and various new technologies used in communications. Ekeeda offers Online Electronics and Communications Engineering Courses for all the Subjects as per the Syllabus.
School of engineering, Dayananda Sagar College offers bachelor, master and research courses in mechanical engineering. Highly qualified professors, industry and research based curriculum, well –equipped labs, exposure to national and international workshops and seminars have made DSU students to be the next innovators of the domain.
Know more about the eligibility, admission test (DSAT 2018) course details, in-house research and development opportunities and placements for all the aspiring students of Dayananda Sagar College of Engineering
This document outlines the revised curriculum for the third year (semesters V and VI) of the Bachelor of Electronics Engineering program from the University of Mumbai effective the 2014-2015 academic year. It introduces a semester-based credit and grading system to shift the focus from teacher-centered to learner-centered education. The curriculum was developed based on program educational objectives defined by experts from colleges and industry. Course objectives and outcomes are included to support outcome-based education. The subjects offered in semester V are intended to provide both a strong foundation in fundamentals as well as prepare students for industry and further studies with an emphasis on the latest technologies.
ARE THE SERVICES DELIVERED EMPLOYABLE? A SCENARIO OF TECHNICAL EDUCATION IN ...IAEME Publication
Purpose
One of the most appalling challenges in India is persistently rising unemployment, explicitly in
the rural region. More than 20% of Indian youth between the ages of 15 and 24 years are “seeking
or available for work,” as per 2011 census data. There will be no peace and prosperity in the
country unless jobless people get appropriate channel. In India deficiency of skills is among the
main constraints for recruitment of Technical Education. Productivity of Technical Education in
not entirely absorbed due to lack of skills required by the employers. Along with the ample
arguments, taking place in recent times, regarding reformation in the productivity of Technical
Education, this present study syndicates focus on services delivered and its impact on employability
skills. The objective of this paper is to find out whether Technical Education institutes in rural part
are keen to focus on the employability skills? The paper also focuses on distinguished skills
required by the employer for recruitment. The study also emphases on the services offered by the
Institutes and their correlation on skills development.
Design methodology
A qualitative research survey through a structured questionnaire for the students who are
studying or have recently completed their Technical Education affiliated to the North Maharashtra
University, Jalgaon was conducted which is situated in rural part of India.
Findings
The study discusses umpteen employability skills and explains how embedding services of
technical education are correlated to the growth and development of employability skills. The study
finds that these services results in comprehensive and cohesiveness of employability skills.
Research limitations
The survey is delimited to the Technical Education belonging to North Maharashtra University,
Jalgaon and located in rural of India.
This research is a descriptive study which aims to describe the ability of ICT
students of the Department of Physics Education as prospective teachers in the face of
the industrial revolution 4.0. This research was conducted at the Department of
Physics Education, Musamus University, Merauke, with a sample of 52 people. Data
was collected using questionnaires and analyzed using a simple percentage formula.
The results of the study showed that the students of Physics Education Department
had 76.4% of the overall standard of basic ICT skills. This means that students of the
Department of Physics Education are skilled in using ICT. Based on the results of this
study, it is advisable for policy makers to provide training to students and lecturers
that are more intensive given the development of ICT that continues to progress
rapidly.
Industry Based Vocational Higher Education Management Model (IVHEMM) On Engin...AM Publications
Industrial participation in an educational development remains low. This case caused by the absence of clear and detailed provisions of the Government about industrial involvement in the development of vocational higher education. There are several factors that influence the success of a cooperation program in vocational higher education with industry, such as : discrepancy of competency which is produced by higher education with the needs of industry, the lack of industry concern on education, the implementation of quality culture, the application of ICT technology, poor attitude of entrepreneurs, and the work of higher education which do not have commercial value. The research objective is to develop a vocational higher education management model on engineering industry. Preliminary studies conducted at several vocational universities namely Semarang State Polytechnic, ATMI Polytechnic, Bandung Manufacture Polytechnic, Ceper Manufacture Polytechnic and Academy of PIKA. The method of this research apply R & D (Research and Development) with the phases of conducting some preliminary research, developing and testing the product of vocational higher education management model research on engineering industry. Results of the research formulate vocational higher education management model on engineering and guidebooks. The novelty of this study is the importance of improving management performance in vocational higher education. The factors that influence the performance improvement of vocational education management are (1) the level of better industrial relations; (2) the application of quality culture in vocational higher education, (3) strategic technological adaptation to the environment, and (4) the improvement of the quality of education through the implementation of Total Quality Management Education.
Computer Science and Engineering BrochureHarshil Lodhi
The document provides information about the Department of Computer Science and Engineering at IIT Guwahati. It discusses the programs offered including the B.Tech, M.Tech, and Ph.D programs. It outlines the course structure and labs for the B.Tech program and elective and core courses for the M.Tech program. It also briefly describes the research areas and sponsored projects underway in the department.
Beyond the technical barriers oral communication barriers of engineering stu...Alexander Decker
This document summarizes a study on the oral communication barriers faced by engineering students in Pakistan. The study surveyed 100 final-year engineering students and identified four main barriers: poor English language skills, fear and anxiety, lack of motivation, and overcrowded classrooms. Poor English skills prevented 42% of students from participating in oral activities. Fear and anxiety caused 43% to feel nervous speaking. Only 39% felt motivated due lack of encouragement. 38% cited overcrowded classrooms as a hindrance. The study concludes that engineering universities must help students overcome these barriers to improve their workplace communication abilities.
Integrating human relation skills into the curriculum of industrial technolog...IJITE
Technological devices are playing such a significant role in our lives that educators are incorporating
Ipads, smartphones, and even Skyping via these devices to educate our future generations. Managing the
utilization of this technology has become an important issue for businesses and proposes the question: how
is it possible to maintain good human relations with customers, clients and other businesses with all of the
technological advancements that often prevent face-to-face interaction? This paper addresses the value of
assimilating human relation skills into the curriculum of Industrial Technology related programs.
Additionally, this article provides an overview of Industrial Technology related programs and will also
address how to differentiate between Human Resource Development programs and Human Resource
Management programs.
Relationship between Technical Skills Acquired and Skills Required on Electri...Dr. Amarjeet Singh
The research sought to investigate relationship between technical skills acquired and required on electrical equipment servicing amongelectrical engineering technicians in manufacturing industries in Kenya. Quantitative research techniques were adopted in this study. The study was conducted in Nandi and Uasin-Gishu counties in Kenya, which have 7 TVETA registered and licensed public Technical Training Institutions offering Diploma, Craft Certificate and Artisan electrical engineering courses. The target population was 96 electrical engineering trainers, 15 employees from manufacturing industries and 65 electrical engineering technician trainers. A sample size comprised of 50 electrical engineering trainers, 7 employees from manufacturing industries and 29 electrical engineering technician trainers. Questionnaire were used to collect data. The instrument was pre-tested to ensure its validity by determining the internal consistency of the research instruments. Data were analyzed using descriptive and inferential analysis. There was a positive significant relationship (r=0.408, p= 0.004 2-tailed) between the electrical engineering technician acquired training at TVET institutions and the skills required for electrical equipment servicing at manufacturing industries in Kenya. The Kenyan government through the ministry of education should ensure adequate training is carried out to achieve training relevant for the needs of the industry. KICD in collaboration with CDACC and SSACs should develop a curriculum that addresses the competence requirements and occupational standard needs of the manufacturing industries.
Bachelor of technology (b tech) programme in buildingAlexander Decker
The document reviews the Bachelor of Technology (B-Tech) programme in Building Technology at the Sunyani Polytechnic in Ghana, which was introduced to provide academic progression for graduates of the Higher National Diploma in Building Technology and train professionals for the construction industry. The programme implemented a competency-based training (CBT) model. The review found that an adapted version of CBT was used, with internships being the strongest aspect of implementing CBT. Logistical constraints and unfamiliarity with CBT limited fully adopting it as intended. Stakeholders were interviewed and documents reviewed to evaluate the programme since its inception.
Assessment of the skills possessed by the teachers of metalwork in the use of...Alexander Decker
1) The study assessed the skills possessed by metalwork teachers in technical colleges in Oyo State, Nigeria in using computer numerically controlled (CNC) machine tools, which have become important in manufacturing industries.
2) A survey was conducted of 35 metalwork teachers to determine the skills they possessed in using CNC lathes, mills, and grinders.
3) The results found that teachers lacked some important skills for using CNC lathes and grinders, and lacked even more skills for CNC mills. It was recommended that teachers receive regular training to develop the needed skills for these machines.
Hussein Zedan, "Centros Tecnológicos: Vinculación de las Universidades con la...INACAP
The document discusses University Technology Centres (UTCs) which aim to link universities with industries. It provides details about the University of East London (UEL) which has created several UTCs in key technologies largely funded by industry. UTCs allow collaboration between industry and academia to meet industrial needs, shape research and teaching, and facilitate technology transfer. The document discusses various degree programs, constraints around validation, competencies for staff, and strategies for technology education.
IRJET- Teaching Learning Practices for Metrology & Quality Control Subject in...IRJET Journal
1. The document discusses teaching and learning practices for the Metrology and Quality Control subject in an outcome-based education system.
2. It outlines the program educational objectives, program outcomes, and course outcomes for the subject and describes how they are mapped and assessed.
3. Internal evaluations of students including unit tests, assignments, and exams are used to measure course outcome attainment, with lower attainment found for two course outcomes, leading to corrective actions being taken like industrial visits and expert lectures.
The Employability Competencies Needed by Educational Technology Teachers’ for...iosrjce
This study was carried out to identify the employability competencies needed by educational
technology teachers for effective teaching and learning in the 21st century workforce. Specifically, the
study determined the general employability competencies and the most important by ranking. Two
research questions and one null hypothesis were formulated and tested at 0.05 levels of significance
to guide the study. The descriptive survey design was used and the population for the study was made
up of 17 educational technology teachers in the Niger State College of Education Minna (COEM) and
the Federal College of Education Kontagora (FCE KNT). A structured questionnaire was used for
data collection. The data collected were analysed using frequency counts, mean and t-test. The
findings revealed that all the employability skills listed are needed, but integrity/ honesty ranked
higher while taking a reasonable job risk was ranked lowest. It was recommended that employability
skills should be given greater emphasis in training, educational technology teachers by ensuring that
these skills are integrated into the curriculum of educational institutions to ensure that students’ upon
graduation acquire such skills so as to fit into the 21st century workforce
The study was carried out at national centre for agricultural mechanization (ncam) ilorin kwara state, nigeria. The data on siwes students used was compiled for the period 2011 to 2015 of planning monitoring and evaluation department of the centre. Results from the study revealed that from the 2011 – 2015 the polytechnics recorded the highest of statistical mean of 44.60 and universities has 32.00 there is a very strong significant difference of 0.00 between the tertiary institutions (polytechnics, universities, college of education and federal training centre). The study also revealed that more of engineering students came for siwes program then science and social science with a very high significant difference of 0.01. No much significant difference between female and male students. The statistical mean for duration of 6 months and 1 year is the highest North central has the highest mean of 63.40 followed by south west is 11.20, north west has 1.80, north east has 1.60 while south south has none (0.00). Implying that only students from the tertiary institutions within the proximity of geo – political zone where ncam is sited came for their siwes programme at the national centre for agricultural mechanization.
The document discusses the role of computers in chemical engineering education. It identifies four main areas of computer application: process modelling, programming, computer-based process control, and computer-interactive mathematics tuition. It also examines challenges students face with mathematics and how computer-assisted learning can help address skills gaps while promoting independent study. Overall, the document argues that computers are useful educational tools when they reinforce learning and don't oversimplify concepts, and that teaching programming and modelling can develop valuable problem-solving skills.
This document contains course material for the Maintenance and Safety Engineering course offered at Malla Reddy College of Engineering and Technology. It includes the course objectives, outline, mapping of course objectives to program outcomes, and unit-wise content. The course aims to ensure plant availability at optimal cost while maintaining safety. The content covers topics like industrial safety development and management, accident prevention, protective equipment, maintenance policies, condition monitoring techniques, and total productive maintenance.
This document outlines course materials for a Materials Engineering course, including:
- The course syllabus which covers topics like structure of materials, metals and alloys, ferrous/non-ferrous alloys, ceramics, polymers, and composites.
- Program outcomes and objectives related to applying materials knowledge, problem analysis, design, investigations, tool usage, professionalism, and lifelong learning.
- Blooms taxonomy which categorizes learning objectives into remembering, understanding, applying, analyzing, evaluating, and creating.
- Contents listing which maps chapters from materials science textbooks to each course unit.
So in summary, this document provides an overview of the topics, goals, and resources for a
Assessing The Industrial PhD Stakeholder InsightsTye Rausch
This document summarizes a journal article that assesses industrial PhD programs from the perspectives of university and industry stakeholders. It finds that while industrial PhDs aim to provide practical skills training, stakeholders have differing views of their value. Major challenges are identified, but existing research suggests factors that could support success, like adjusting frameworks to benefit all parties. The study indicates industrial PhDs may effectively make engineering education more practice-oriented if universities and firms address challenges through cooperation.
Measures for Improving Undergraduate Engineering Education: An Emperical Stud...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
This document provides course specifications for the Bachelor of Technology in Mechanical Engineering program offered by the Mechanical and Manufacturing Engineering Department at M.S. Ramaiah University of Applied Sciences. It outlines the details of the program including the program structure, intended learning outcomes, and course objectives. The program aims to produce graduates with skills in mechanical system design, analysis, testing and problem solving to prepare them for careers in mechanical engineering.
This document outlines the revised curriculum for the third year (semesters V and VI) of the Bachelor of Electronics Engineering program from the University of Mumbai effective the 2014-2015 academic year. It introduces a semester-based credit and grading system to shift the focus from teacher-centered to learner-centered education. The curriculum was developed based on program educational objectives defined by experts from colleges and industry. Course objectives and outcomes are included to support outcome-based education. The subjects offered in semester V are intended to provide both a strong foundation in fundamentals as well as prepare students for industry and further studies with an emphasis on the latest technologies.
ARE THE SERVICES DELIVERED EMPLOYABLE? A SCENARIO OF TECHNICAL EDUCATION IN ...IAEME Publication
Purpose
One of the most appalling challenges in India is persistently rising unemployment, explicitly in
the rural region. More than 20% of Indian youth between the ages of 15 and 24 years are “seeking
or available for work,” as per 2011 census data. There will be no peace and prosperity in the
country unless jobless people get appropriate channel. In India deficiency of skills is among the
main constraints for recruitment of Technical Education. Productivity of Technical Education in
not entirely absorbed due to lack of skills required by the employers. Along with the ample
arguments, taking place in recent times, regarding reformation in the productivity of Technical
Education, this present study syndicates focus on services delivered and its impact on employability
skills. The objective of this paper is to find out whether Technical Education institutes in rural part
are keen to focus on the employability skills? The paper also focuses on distinguished skills
required by the employer for recruitment. The study also emphases on the services offered by the
Institutes and their correlation on skills development.
Design methodology
A qualitative research survey through a structured questionnaire for the students who are
studying or have recently completed their Technical Education affiliated to the North Maharashtra
University, Jalgaon was conducted which is situated in rural part of India.
Findings
The study discusses umpteen employability skills and explains how embedding services of
technical education are correlated to the growth and development of employability skills. The study
finds that these services results in comprehensive and cohesiveness of employability skills.
Research limitations
The survey is delimited to the Technical Education belonging to North Maharashtra University,
Jalgaon and located in rural of India.
This research is a descriptive study which aims to describe the ability of ICT
students of the Department of Physics Education as prospective teachers in the face of
the industrial revolution 4.0. This research was conducted at the Department of
Physics Education, Musamus University, Merauke, with a sample of 52 people. Data
was collected using questionnaires and analyzed using a simple percentage formula.
The results of the study showed that the students of Physics Education Department
had 76.4% of the overall standard of basic ICT skills. This means that students of the
Department of Physics Education are skilled in using ICT. Based on the results of this
study, it is advisable for policy makers to provide training to students and lecturers
that are more intensive given the development of ICT that continues to progress
rapidly.
Industry Based Vocational Higher Education Management Model (IVHEMM) On Engin...AM Publications
Industrial participation in an educational development remains low. This case caused by the absence of clear and detailed provisions of the Government about industrial involvement in the development of vocational higher education. There are several factors that influence the success of a cooperation program in vocational higher education with industry, such as : discrepancy of competency which is produced by higher education with the needs of industry, the lack of industry concern on education, the implementation of quality culture, the application of ICT technology, poor attitude of entrepreneurs, and the work of higher education which do not have commercial value. The research objective is to develop a vocational higher education management model on engineering industry. Preliminary studies conducted at several vocational universities namely Semarang State Polytechnic, ATMI Polytechnic, Bandung Manufacture Polytechnic, Ceper Manufacture Polytechnic and Academy of PIKA. The method of this research apply R & D (Research and Development) with the phases of conducting some preliminary research, developing and testing the product of vocational higher education management model research on engineering industry. Results of the research formulate vocational higher education management model on engineering and guidebooks. The novelty of this study is the importance of improving management performance in vocational higher education. The factors that influence the performance improvement of vocational education management are (1) the level of better industrial relations; (2) the application of quality culture in vocational higher education, (3) strategic technological adaptation to the environment, and (4) the improvement of the quality of education through the implementation of Total Quality Management Education.
Computer Science and Engineering BrochureHarshil Lodhi
The document provides information about the Department of Computer Science and Engineering at IIT Guwahati. It discusses the programs offered including the B.Tech, M.Tech, and Ph.D programs. It outlines the course structure and labs for the B.Tech program and elective and core courses for the M.Tech program. It also briefly describes the research areas and sponsored projects underway in the department.
Beyond the technical barriers oral communication barriers of engineering stu...Alexander Decker
This document summarizes a study on the oral communication barriers faced by engineering students in Pakistan. The study surveyed 100 final-year engineering students and identified four main barriers: poor English language skills, fear and anxiety, lack of motivation, and overcrowded classrooms. Poor English skills prevented 42% of students from participating in oral activities. Fear and anxiety caused 43% to feel nervous speaking. Only 39% felt motivated due lack of encouragement. 38% cited overcrowded classrooms as a hindrance. The study concludes that engineering universities must help students overcome these barriers to improve their workplace communication abilities.
Integrating human relation skills into the curriculum of industrial technolog...IJITE
Technological devices are playing such a significant role in our lives that educators are incorporating
Ipads, smartphones, and even Skyping via these devices to educate our future generations. Managing the
utilization of this technology has become an important issue for businesses and proposes the question: how
is it possible to maintain good human relations with customers, clients and other businesses with all of the
technological advancements that often prevent face-to-face interaction? This paper addresses the value of
assimilating human relation skills into the curriculum of Industrial Technology related programs.
Additionally, this article provides an overview of Industrial Technology related programs and will also
address how to differentiate between Human Resource Development programs and Human Resource
Management programs.
Relationship between Technical Skills Acquired and Skills Required on Electri...Dr. Amarjeet Singh
The research sought to investigate relationship between technical skills acquired and required on electrical equipment servicing amongelectrical engineering technicians in manufacturing industries in Kenya. Quantitative research techniques were adopted in this study. The study was conducted in Nandi and Uasin-Gishu counties in Kenya, which have 7 TVETA registered and licensed public Technical Training Institutions offering Diploma, Craft Certificate and Artisan electrical engineering courses. The target population was 96 electrical engineering trainers, 15 employees from manufacturing industries and 65 electrical engineering technician trainers. A sample size comprised of 50 electrical engineering trainers, 7 employees from manufacturing industries and 29 electrical engineering technician trainers. Questionnaire were used to collect data. The instrument was pre-tested to ensure its validity by determining the internal consistency of the research instruments. Data were analyzed using descriptive and inferential analysis. There was a positive significant relationship (r=0.408, p= 0.004 2-tailed) between the electrical engineering technician acquired training at TVET institutions and the skills required for electrical equipment servicing at manufacturing industries in Kenya. The Kenyan government through the ministry of education should ensure adequate training is carried out to achieve training relevant for the needs of the industry. KICD in collaboration with CDACC and SSACs should develop a curriculum that addresses the competence requirements and occupational standard needs of the manufacturing industries.
Bachelor of technology (b tech) programme in buildingAlexander Decker
The document reviews the Bachelor of Technology (B-Tech) programme in Building Technology at the Sunyani Polytechnic in Ghana, which was introduced to provide academic progression for graduates of the Higher National Diploma in Building Technology and train professionals for the construction industry. The programme implemented a competency-based training (CBT) model. The review found that an adapted version of CBT was used, with internships being the strongest aspect of implementing CBT. Logistical constraints and unfamiliarity with CBT limited fully adopting it as intended. Stakeholders were interviewed and documents reviewed to evaluate the programme since its inception.
Assessment of the skills possessed by the teachers of metalwork in the use of...Alexander Decker
1) The study assessed the skills possessed by metalwork teachers in technical colleges in Oyo State, Nigeria in using computer numerically controlled (CNC) machine tools, which have become important in manufacturing industries.
2) A survey was conducted of 35 metalwork teachers to determine the skills they possessed in using CNC lathes, mills, and grinders.
3) The results found that teachers lacked some important skills for using CNC lathes and grinders, and lacked even more skills for CNC mills. It was recommended that teachers receive regular training to develop the needed skills for these machines.
Hussein Zedan, "Centros Tecnológicos: Vinculación de las Universidades con la...INACAP
The document discusses University Technology Centres (UTCs) which aim to link universities with industries. It provides details about the University of East London (UEL) which has created several UTCs in key technologies largely funded by industry. UTCs allow collaboration between industry and academia to meet industrial needs, shape research and teaching, and facilitate technology transfer. The document discusses various degree programs, constraints around validation, competencies for staff, and strategies for technology education.
IRJET- Teaching Learning Practices for Metrology & Quality Control Subject in...IRJET Journal
1. The document discusses teaching and learning practices for the Metrology and Quality Control subject in an outcome-based education system.
2. It outlines the program educational objectives, program outcomes, and course outcomes for the subject and describes how they are mapped and assessed.
3. Internal evaluations of students including unit tests, assignments, and exams are used to measure course outcome attainment, with lower attainment found for two course outcomes, leading to corrective actions being taken like industrial visits and expert lectures.
The Employability Competencies Needed by Educational Technology Teachers’ for...iosrjce
This study was carried out to identify the employability competencies needed by educational
technology teachers for effective teaching and learning in the 21st century workforce. Specifically, the
study determined the general employability competencies and the most important by ranking. Two
research questions and one null hypothesis were formulated and tested at 0.05 levels of significance
to guide the study. The descriptive survey design was used and the population for the study was made
up of 17 educational technology teachers in the Niger State College of Education Minna (COEM) and
the Federal College of Education Kontagora (FCE KNT). A structured questionnaire was used for
data collection. The data collected were analysed using frequency counts, mean and t-test. The
findings revealed that all the employability skills listed are needed, but integrity/ honesty ranked
higher while taking a reasonable job risk was ranked lowest. It was recommended that employability
skills should be given greater emphasis in training, educational technology teachers by ensuring that
these skills are integrated into the curriculum of educational institutions to ensure that students’ upon
graduation acquire such skills so as to fit into the 21st century workforce
The study was carried out at national centre for agricultural mechanization (ncam) ilorin kwara state, nigeria. The data on siwes students used was compiled for the period 2011 to 2015 of planning monitoring and evaluation department of the centre. Results from the study revealed that from the 2011 – 2015 the polytechnics recorded the highest of statistical mean of 44.60 and universities has 32.00 there is a very strong significant difference of 0.00 between the tertiary institutions (polytechnics, universities, college of education and federal training centre). The study also revealed that more of engineering students came for siwes program then science and social science with a very high significant difference of 0.01. No much significant difference between female and male students. The statistical mean for duration of 6 months and 1 year is the highest North central has the highest mean of 63.40 followed by south west is 11.20, north west has 1.80, north east has 1.60 while south south has none (0.00). Implying that only students from the tertiary institutions within the proximity of geo – political zone where ncam is sited came for their siwes programme at the national centre for agricultural mechanization.
The document discusses the role of computers in chemical engineering education. It identifies four main areas of computer application: process modelling, programming, computer-based process control, and computer-interactive mathematics tuition. It also examines challenges students face with mathematics and how computer-assisted learning can help address skills gaps while promoting independent study. Overall, the document argues that computers are useful educational tools when they reinforce learning and don't oversimplify concepts, and that teaching programming and modelling can develop valuable problem-solving skills.
This document contains course material for the Maintenance and Safety Engineering course offered at Malla Reddy College of Engineering and Technology. It includes the course objectives, outline, mapping of course objectives to program outcomes, and unit-wise content. The course aims to ensure plant availability at optimal cost while maintaining safety. The content covers topics like industrial safety development and management, accident prevention, protective equipment, maintenance policies, condition monitoring techniques, and total productive maintenance.
This document outlines course materials for a Materials Engineering course, including:
- The course syllabus which covers topics like structure of materials, metals and alloys, ferrous/non-ferrous alloys, ceramics, polymers, and composites.
- Program outcomes and objectives related to applying materials knowledge, problem analysis, design, investigations, tool usage, professionalism, and lifelong learning.
- Blooms taxonomy which categorizes learning objectives into remembering, understanding, applying, analyzing, evaluating, and creating.
- Contents listing which maps chapters from materials science textbooks to each course unit.
So in summary, this document provides an overview of the topics, goals, and resources for a
Assessing The Industrial PhD Stakeholder InsightsTye Rausch
This document summarizes a journal article that assesses industrial PhD programs from the perspectives of university and industry stakeholders. It finds that while industrial PhDs aim to provide practical skills training, stakeholders have differing views of their value. Major challenges are identified, but existing research suggests factors that could support success, like adjusting frameworks to benefit all parties. The study indicates industrial PhDs may effectively make engineering education more practice-oriented if universities and firms address challenges through cooperation.
Measures for Improving Undergraduate Engineering Education: An Emperical Stud...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
This document provides course specifications for the Bachelor of Technology in Mechanical Engineering program offered by the Mechanical and Manufacturing Engineering Department at M.S. Ramaiah University of Applied Sciences. It outlines the details of the program including the program structure, intended learning outcomes, and course objectives. The program aims to produce graduates with skills in mechanical system design, analysis, testing and problem solving to prepare them for careers in mechanical engineering.
1) The document provides information on the Foundation Degree in Mechanical Engineering program, including its aims, learning outcomes, and teaching methods.
2) The program aims to produce graduates with broad understanding of mechanical analysis and design combined with awareness of engineering practice, project management, and critical thinking skills. It covers disciplines like mechanics, mathematics, manufacturing, and stresses developing employability.
3) Learning outcomes include knowledge of engineering principles, materials, science and IT, as well as intellectual skills like problem-solving, design, evaluation, and independent thinking. Teaching methods include lectures, projects, work-based learning, and developing skills is assessed through coursework, projects, and exams.
An Investigation into the Preparation of High School Students to Pursue an En...Kimberly Pulley
This document discusses a study that investigated how well high school students in Qatar were prepared for engineering careers based on their exposure to key skills in secondary school classes. Classroom observations and teacher/student surveys were conducted in eight Qatari schools. The results showed that analytical thinking was introduced in about 38% of classes, but problem solving, teamwork, design activities, and technology use were each observed in less than 38% of classes. Overall, Qatari high schools provided limited opportunities for students to develop the skills needed for engineering programs. The study aims to help shape engineering courses and inform schools on better preparing students.
This document contains the syllabus for the third year (semester V and VI) of the Bachelor of Technology program in Mechanical Engineering at K. J. Somaiya College of Engineering. It provides details of the courses offered in each semester, including course codes, credit schemes, teaching schemes, examination schemes, and lists of elective courses. The preamble describes the department, outcomes-based education approach, facilities, and focus on applied learning and projects. It also outlines the program vision, mission, educational outcomes and objectives.
This document summarizes an engineering seminar on multidisciplinary engineering. The seminar discussed how engineering is becoming more multidisciplinary due to factors like globalization and more diverse workforces. It also discussed the faculty's approach to multidisciplinary engineering through its program educational objectives and outcomes, curriculum design, and examples of capstone design projects that integrate multiple disciplines. The benefits of multidisciplinary teams are that they allow for easier communication across disciplines and prevent projects from only being viewed from one perspective.
Comprender lo que es un proyecto educativo implica identificar un problema, sus causas y consecuencias y a partir de ello planear un proceso para alcanzar el objetivo que lo solucione total o parcialmente. Este proceso implica desde la selección del problema, su tratamiento y la presentación del informe de resultados: concepción, planeamiento, formulación de acciones, implementación y evaluación. El aprendizaje colaborativo es la instancia de aprendizaje que se concreta mediante la participación de dos o más individuos en la búsqueda de información, o en la exploración tendiente a lograr una mejor comprensión o entendimiento compartido de un concepto, problema o situación. (scagnoli, 2005). Es así que en la materia de Electricidad y Electrónica Industrial que se imparte en la carrera de Ingeniería Industrial se ha utilizado todo lo referente al ámbito del aprendizaje colaborativo, para que todos los alumnos del grupo elaboraran el libro de texto del módulo, cumpliendo con el programa oficial de la carrera aprobado por el Tecnológico Nacional de México. En este orden de ideas, leidner y jarvenpaa (1995), señalan que el aprendizaje colaborativo, además de ayudar a desarrollar el pensamiento crítico en los estudiantes, también contribuye a mejorar las relaciones interpersonales, pues implica que cada uno de los miembros aprenda a escuchar, discernir y comunicar sus ideas u opiniones a los otros con un enfoque positivo y constructivista. Por otra parte, barab, thomas y merrill (2001), se refieren al aprendizaje colaborativo, como la construcción de significado que resulta de compartir experiencias personales. Estos autores insisten que los entornos virtuales ayudan a los modelos educativos a ser más participativos, y amplían las oportunidades de investigación, comunicación y distribución del conocimiento.
Conceptual framework provides the steps in planning and implementing tracer studies on the alumni of engineering institutions. One can update the curriculum, improve the instructional methods, etc.
The document summarizes discussions from a summit of engineering leaders and educators on preparing students for the engineering profession in 2020. It identifies characteristics of the ideal "2020 Engineer", including technical proficiency, innovation, broad education, flexibility, ethics, and ability to work globally. It examines engineering education as a "system of systems" and recommends a student-centered approach, research into learning, and communication to increase public understanding of engineering. Key recommendations include incorporating design/build/test projects from year one, embracing education research, and partnering with community colleges and K-12 schools.
This document outlines a revised modularized undergraduate curriculum for mechanical engineering at Addis Ababa University. It provides background on the university and program, outlines program outcomes and professional profiles for mechanical engineers. It also lists the courses included in each semester and module, and profiles for each course.
Development of Indonesian National Qualification Framework-Based teaching mod...IJAEMSJORNAL
The learning model developed in this study is a whole series of presentation of teaching material that covers all aspects before being and after learning conducted by lecturers by including teaching materials in the teaching and learning process. The learning model developed is called QI MODELS with the syntax: Goals, Observation, Project, Discussion, Task, Practice, Meaningful, Justification, and Evaluation. Teaching material contains a set of material from the course "Instructional Media Design" that is arranged systematically so that lecturers and students can use it in the learning process in an atmosphere and a comfortable environment for learning. To see the effectiveness of the product an analysis of the learning outcomes of the 26 students taught using the Instructional Media Design textbook developed, and compared with the learning outcomes of students in the class taught with presentation material. Based on the analysis, the average value of basic competencies using instructional materials for Indonesian National Qualification Framework (INQF)-based Instructional Media Design is higher than the average value of students who use presentation materials. Testing the hypothesis used is a different test. From the calculation results obtained tcount = 7.63 while ttable = 2.01. Because tcount = 7.63>ttable = 2.01, it was concluded that there was a significant difference in students' learning achievement using Instructional Media Design textbooks and using presentation material. The effectiveness of the use of Instructional Media Design textbooks is 79.09%.
This document outlines the process of curriculum design for an engineering program. It defines curriculum as a comprehensive plan to offer new skills to meet society's changing needs. The main stages are planning, preparing, designing, developing, implementing, evaluating, and revising. Specific objectives are derived from analyzing societal and technical needs, and grouped into subjects. An example objective for a 6-year engineering program is provided, and sub-objectives are given for knowledge, skills, and attributes. Learning outcomes are mapped to subjects to ensure the curriculum aligns with engineering standards. References for additional information on curriculum design are also provided.
Technical training for engineering college students – A path to success.pdfsixphraseinstitute
Explore the pathway to success for engineering college students through comprehensive technical training. Equip yourself with the skills and knowledge essential for thriving in the competitive engineering landscape, setting the stage for a prosperous career ahead.
The document discusses issues with engineering education in Hong Kong and potential solutions. Engineering programs are seeing a drop in local students, and what is taught in schools does not always match the needs of industry. University teaching can be too theoretical, while school experiences are often not experiential learning. The Sciences of Learning Research Team allows bringing together perspectives from engineering and education to address these issues through approaches like inquiry-based and experiential learning, assessing collaboration, and understanding career choice and development.
Vincent Wilczynski discusses engineering portfolios and their value for students applying to engineering jobs. He outlines a 4-step process for developing an engineering portfolio: 1) collecting academic work and other examples of skills, 2) organizing the content by projects or skills, 3) writing narratives to accompany the content and provide context and reflection, and 4) displaying the content clearly using images and text with a consistent layout. Engineering portfolios allow students to showcase their work and provide insight into their skills and abilities beyond what a resume captures.
Similar to Action Reflected and Project Based Combined Methodology for the Appropriate Comprehension of Mechanisms in Industrial Design Education (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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the engineering capability dimension, knowledge of mechanical designing and principles is reported as the
most important item. ID students need a considerable understanding of mechanisms in addition to
manufacturing processes and material to create innovative ideas. Since the mechanism forms affect both the
function and the appearance of the product, it is vital for students to have sufficient knowledge of mechanism
to start a design for relatively complicated product. To be able to actualize proposed function for a new
design idea, students have to be able to predict which mechanisms could be effectively used. Throughout
professional life, as an industrial designer they will be also responsible for mechanical details of their product
designs. However, mechanical design courses are generally tend to be taught through traditional methods,
mainly depends on verbal lectures. Video-based three-dimensional animations are also not sufficient for
design students due to their lack of knowledge of mechanical mechanism [7], visual and video-based lectures
are highly abstract to comprehend the practical aspects of the mechanisms particularly used for the transfer
and activate the motion of which the design students care more for their further professional life.
Traditional lecture-based teaching and learning method, supported with appropriate laboratory
activities is generally common and accepted among engineer students. However, design students are
hesitative about convergent learning styles and strongly prefer applied learning methods that provide active
experimentation although they are aware of the benefits of engineering-based education [8]. Majority of
design students are not satisfied with the teaching methods applying to the Mechanical Design courses [7, 8].
In addition, Bingham et al [8] have reported that according to the outcomes of Final Year Design Practice
Projects at Loughborough University, mechanical design and functionality were used inappropriate. Liu et al
[7] examined the 1500 student works submitted to Chinese Hardware Products Industrial Design Competition
and reported that less than 10% of the students’ utilized advanced mechanical concepts, the rest of the works
were based on styling, which indicates the limited mechanical design ability of industrial design students.
There is limited research on the engineering-based learning of ID students. Chou and Hsu [9], indicated that
different from engineers, industrial designers rely more on creative problem solving than procedural
knowledge, and therefore they need a fundamental training of scientific thinking, in which they may learn
how to expand their knowledge domain efficiently. They concluded that, in the long run, well-designed and
certificated PBL (problem-based learning) problems for design sciences and technologies can be organized to
form a data base, forming a teaching resource for all courses in their department of industrial design.
Thus, the existing studies highlighted that design students need a new approach for engineering-
based courses and complementary courses and studios that would need holistic perspectives. The aim of this
study was to present a combined teaching and learning model for mechanism included products so called
blended learning mainly based on applied learning style together with the functional theory and active
experimentation to improve ID students’ practical learning experience. To achieve this, teaching model,
consisting of 3 phases, was integrated to the design studio project (4th Semester) to promote the transfer of
the theoretical knowledge obtained in the prior lecture of "Mechanisms" into practical and concrete learning
by doing experience. The integration was important to analyze the contribution of the model to the design
process and to reveal the students’ knowledge of mechanism through final product designs.
2. TEACHING OF MECHANISM IN INDUSTRIAL DESIGN EDUCATION
Engineering-based courses in the main ID departments in Turkey are generally taught either by
instructors from Mechanical Engineering Departments or by industrial design instructors with a professional
background in engineering. Engineering-based must courses in main ID departments of Turkish Universities
are indicated in Table 1. As seen in Table 1, mechanics-based courses only exist in some universities’
curricula. In Gazi University, Mechanism and Details course was added to the curriculum in 2014-2015
academic year.
Table 1. Engineering-based courses in ID departments
Engineering-
based courses
Gazi Uni. Middle East
Technical Uni.
Istanbul
Technical Uni.
Izmir
University of
Economics
Anadolu
Uni.
Bahçeşehir
Uni.
Marmara
Uni.
Mechanics-
based
Mechanism
and Details
Introduction to
Mechanical
Design
The Way
Things Work
Design
Constructio
n
Manufacturin
g-based
Manufactur
ing
Methods
Principles of
Production
Engineering
Manufacturing
Methods
Production
Technologies
Manufacturi
ng Methods
Production
Techniques
Material-
based
Materials Manufacturing
Materials
Statics &
Strength of
Materials
Materials for
Industrial
Design
Material
Science
Manufacturin
g Materials
Material
Technology
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Through the learning outcomes indicated in Table 2, it is seen that the courses in Gazi University
and Istanbul Technical University covers mechanism and mechanical design issues in detail, whereas other
two courses (The Way Things Work and Design Construction) includes these issues partially.
Table 2. Summary of the courses
Gazi Uni. Istanbul Technical Uni. Bahçeşehir Uni. Marmara Uni.
Course Names Mechanism and Details Introduction to Mechanical
Design
The Way Things Work Design Construction
Learning
outcomes
1. Understand the basic
mechanisms components
2. Understand and
interpret the mechanism
and connection types
3. Have full knowledge
of exploded view and
detail display through
mechanisms
4. Understand the place
and contribution the
solution of electronic
circuits in mechanism
5. Develop mechanism
based problem solving
1. Understand the
fundamentals of mechanical
systems
2. Understand the physical
principles of mechanical
systems
3. Understand the basic
elements used in mechanical
systems
4. Develop the basic skills for
analyzing existing
mechanisms
5. Develop the skills to find
mechanical solutions during
designing
1. To identify
assembling and
disassembling
procedures of objects in
order
2. To explain the
circular movement,
linear movement and ex-
centric movement
3. To differentiate the
elements of simple
mechanics
4. To apply the
principles of simple
mechanics to the new
design of objects
5. To compare various
power sources
6. To support the
mechanics and working
principles of objects
with the renewable
energy sources
1. To evaluate design
from a different
perspective
2. To examine about
design development
process and
development of its
applications
3. To identify both
design and engineering
contexts about statics,
dynamics and mechanics
4. To analyze the basic
principles of physics in
the context of industrial
design
5. To explain the
relationship between
design and construction
Assessment
Criteria
Midterm exam
Final exam
Homework Assignments
Quizzes
Midterm project
Final project
Homework Assignments
Quizzes
Midterm exam
Final exam
Homework Assignments
Midterm exam
Final exam
The courses summarized above are generally lecture-based with a high degree of abstraction. As
seen in Table 2, the outcomes of these courses generally evaluated through quizzes, midterm and final
examinations and homework assignments. Therefore, students do not have the opportunity to transfer
theoretical knowledge into practical achievements throughout the course period.
In contemporary design education, the courses are divided in four categories: 1) fundamental
courses 2) technology-based courses 3) artistic courses 4) design studio courses [10-12]. Second category,
technology-based courses, consists of the courses that are theoretical based but directly related to practice
named as construction, structure, material etc. [12]. Accordingly, engineering-based courses belongs to the
second category. This implies that students' acquired knowledge in mechanics-based courses should be not
only theoretical but also practice-based. It is widely accepted that theoretical teaching style alone is
insufficient to equip design students with the skills required during professional life [13]. Design educators
look for teaching models that form combination of theories, techniques and skills to reflect the students’
individual approaches [10, 14]. Therefore, it is essential to combine theoretical knowledge with real-world
practical experience for design students.
In design education, design studio courses are the most crucial part and they are the synthesis of all
other courses [10]. The aim of the courses except design studio courses is to provide students with theoretical
and practical knowledge that they can utilize in design studio projects. However, it is seen that there is no
concrete bridge between the design studio courses and mechanics-based courses. Although students gain
sufficient theoretical and practical knowledge of mechanisms, they have difficulties in applying this
knowledge to a real design project. Thus, there is a need for a new teaching model of mechanism for ID
students combining theoretical and practical knowledge with an applied learning style.
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3. DESIGN OF NEW TEACHING MODEL OF MECHANISM
3.1. Methodology
The implementation was conducted at Gazi University, the department of Industrial Product Design
within second-year ‘Product Design II’ course. The aim of this application was to improve ID students’
learning experience on mechanical mechanism by utilizing applied learning style and to provide them to
transfer their knowledge of mechanism into design project.
In consequence of the above discussions, a new teaching model of mechanism that combining
different styles but mainly based on applied learning style covering active experimentation (learning by
doing) and concrete experience (learning by experiencing) was designed. This teaching model was integrated
to design project and conducted thoroughly within product design-studio course.
New teaching model consists of three main phases: Improving theoretical knowledge of mechanism
and possible applications, in depth practical knowledge of specific mechanism and application of mechanism
into design a process (Figure 1).
Figure 1. Phases of new teaching model of mechanism
Improving theoretical knowledge of mechanism and possible applications: This phase consists of
searching and presenting working system of mechanisms and mechanism-based product examples including
the technical drawings and related 3D animations. The teaching method specified a series of reference
materials for students’ self-study to improve and revise their knowledge obtained in previous courses.
Concrete outcome oriented presentations were requested and apart from the recommemded self-study
materials, students are allowed to reach all related the information about assigned mechanisms for reinforcing
their knowledge through drawing different perspectives. Some amount of the mathematical content was
removed except for two sections related to planar linkage degrees of freedom and transmission system speed
ratios that are esential for the holistic approach of the final product. Mechanical applications in industrial
design mainly are concentrated on the motion mechanisms. Therefore, most of the assigned mechanisms
classified basing on their level of complexity were focused on planar mechanisms and transmission systems.
The functions of the planar mechanisms were requested to be solved in terms of their operatiove systems
such as copying, changing direction, scaling and other basic operations. Students abstract general principles
of the assigned mechanisms around their environment in order to build mechanical knowledge through their
intiative in studying the everyday objects. Afterwards, the students are guided toward drawing conclusions on
theoretical knowledge through practical life conditions. During the studio criticisms, combined applications
in problem-solving are carried out to give students experience in analysing situations while, at the same time,
seeking solutions to problems through theoretical principles.
Within this process, their skills in appliying knowledge were strenghtened and their analysis were
encouraged with additional 3D animations and video presentation of typical mechanical products as well as
necassary detailed technical drawings including perspectives, different views and sectional views.
In depth practical knowledge of specific mechanisms: This phase consists of 3D computer modeling
and animation of the assigned mechanisms and creating the prototype of the mechanisms by using 3D printer.
Theoretical knowledge of
mechanism
Searching and
presenting
mechanisms and
product examples
Technical drawings
of mechanisms
Practical knowledge of
mechanism
3D computer
modelling and
creating animation of
mechanisms
Prototyping of
mechanisms by
using 3D printer
Application of mechanism
Application of
assigned mechanisms
to design project.
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The ultimate goal for industrial design students, who study courses on mechanical design, is to increase their
advantage in product design and to eliminate the biased common impression that industrial design is just
styling [7]. The authors' department was equipped with 3D printers, allowing students to turn their modelled
mechanisms into concrete models, which greatly enhances also their knowledge of modelling obtanied in
computer aided design courses. In this stage, students actively learn mechanisms by doing and experiencing.
In case of false scaling, the students re-modelled the assigned mechanism until it matches with appropriate
output from 3D printer. They test and improve the design of the mechanism by modifying the scales, features
and mechanical functions of the virtual models by adjusting the parameters. Thus, the modelling and testing
capabilities of the students were increased in terms of developing a full understanding of their own
mechanisms, both theoretically and perceptually.
Application of mechanism into a design process (action learning): In this phase, students apply the
mechanisms in a specific real design project. Students are requested to develop a product including their
assigned mechanism after the completion of phase 1 and appropriate modelling in phase 2. Thus, better
comprehension of creating functional prototype through the active application of the assigened mechanism
was the main learning outcome of this final phase. In some drafts of the integrated design cases, the training
and implementation was even carried out on combined applications of more than one mechanisms.
According to above mentioned phases of proposed teaching model, design brief and assignments
were formed as indicated in Section 3.
3.2. The Project Brief: Mechanical Game Design
To apply the new teaching model of mechanism to design-studio project, many product ideas while
preparing design brief were discussed in terms of their suitability to assigned mechanisms, complexity and
approximate duration. Since the main purpose of the project was to provide students to gain practical
knowledge of mechanism, mechanism should have not played recessive role in the product. Therefore, it was
decided to constitute a project brief for mechanical game design. It was thought that mechanical game design
project allows more alternatives for the students in terms of both creativity of the final product and
appropriate application of mechanisms.
The anticipated steps while preparing design brief and assignments are as follows:
Specifying mechanisms: Mechanisms assigned to the students were judged according to their
suitability to mechanical game design project. As product designers utilize generally movement mechanisms
in their products [7], this type of mechanisms were chosen to assign to the students. These mechanisms were
distinguished into three categories in terms of their relative complexity (Table 3).
Forming teams: A total of 41 industrial design sophomore attending a ‘Product Design II’ course
participated in the project. The demographic makeup included 34 females and 7 males. Students were formed
in teams consisting of three members.
Assigning mechanisms: All teams have chosen one mechanism from each of three mechanism
categories. All the members of each team were responsible for the detailed analysis of three mechanisms that
they have chosen for the first phase of the training process.
Table 3. Three categories of movement mechanisms
Less complex Complex More Complex
1 Worm Wheel Crankshaft-Rod Cardan Gear
2 Sprocket Wheel Bellcrank Universal Joint
3 Belt-pulley Camshaft Geneva Drive
4 Bar-Pendulum Linkage Drop/Snail Camshaft Internal Geneva Drive
5 Double Pendulum Scotchyoke Planet Gear
6 Hoekens Linkage Ratchet Wheel Looney Gear
7 Ball Joint Scissors Mechanism Chuck
8 Gear Train Scissors Jackscrew Iris Diaphragm
9 Elliptical gear Bevel Gear Variable Speed Gears
10 Torsion Spring Helical Gear Anchor Escapement
11 Archimedes' Screw Tusi-Couple Ferguson’s Paradox
12 Centrifugal Governor Withworth Mechanism
13 Barrel/Cylindrical Cam
Phase 1: Improving theoretical knowledge of mechanism and possible applications:
Assignment 1: Teams were asked to search mechanisms assigned to (3 mechanisms ranging from
less complex to more complex) them. Searching included materials describing the principles of mechanisms
via both visual (technical drawings, renders of 3D computer models and pictures) and video-based as the
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details are mentioned in Section 3.1. In addition, to gain concrete knowledge about mechanisms, the products
or systems around their environment that these mechanisms are utilized were also searched. Teams were also
asked to make technical drawing of all three mechanisms. They submitted and presented all assignments to
the instructors. At the end of this phase, 3 mechanisms assigned to the teams were reduced to two for further
in depth analysis and 3D modeling basing on the their exhibited competencies and their interest on the
mechanisms through the samples of real life conditions providing that, interest is the main motivator in
stimulating students’ passion for learning and research.
Phase 2: in depth practical knowledge of specific mechanisms:
Assignment 2: Basing on the selection of two mechanisms per each team, the students started in
depth analysis on two mechanism system each team created 3D models of these mechanisms by using
Autodesk Fusion 360. Teams also set up a motion study in Fusion 360 to analyze their operative systems and
movements (rotations, translation, transmission, changing directions etc.) of the parts of mechanism an tested
whether it worked appropriately or not. The methodology of the process has been fulfilled as mentioned
in Section 3.1.
After the presentations of the 3D models and motion studies of the two mechanisms per each team,
the instructors, basing on the interest, motivation and previous studies of the students for providing a gap
with their environment, have chosen and assigned one mechanisms per each (Table 4) for further 3D
printing process.
Assignment 3: 3D models created in Fusion 360 were examined by instructors to make them ready
for 3D printing. Thickness of the parts, tolerances between the parts and overall scales of the models were
optimized according to existing 3D printer features. All prototypes of mechanisms created by using Zortrax
M200 within the GAZİ D-LAB (Digital Design Laboratory of Gazi University).
Table 4. Mechanisms assigned to teams
Teams Mechanisms
Team 1 Centrifugal Governor
Team 2 Drop/Snail Camshaft
Team 3 Scotchyoke
Team 4 Worm Wheel
Team 5 Crankshaft-Rod
Team 6 Universal joint
Team 7 Archimedes’ Screw
Team 8 Planet Gear
Team 9 Ferguson’s Paradox
Team 10 Iris Diaphragm
Team 11 Camshaft
Team 12 Geneva Drive
Team 13 Cylindrical Cam
Team 14 Withworth Mechanism
Phase 3: Application of mechanism into a design project (action learning):
Mechanical Game Design: After assigning the mechanisms that each team was responsible for, the
process for designing a game based on the assigned mechanism have been initialized. This process is also
called as "action learning" and the project subject have been chosen in order to minimize the possible
negative pressure and impacts on the students’ creative thinking.
The main specifications for mechanical game design were as follows:
a. Teams have to apply the mechanism assigned to them at least once in the active systems of their
designs. In case of more complex system designs, they can add additional mechanisms where required.
b. The product should be manually operated or powered.
c. There is no limitation on material usage and scale of the product.
d. The product can be designed for different age groups.
Working in teams of three students, each team had a total of 5 weeks (Total 40 hours of active
studio hours and approximately 70 hours of work outside studio hours including research, case studies and
practices) to finalize the product design. Within first 4 weeks, teams developed design ideas and formed them
as design proposals through studio critiques. They presented their two design proposals including research
report, technical and perspective drawings and 1/1 physical mock-ups in preliminary jury. Instructors chose
one of two proposals that teams will continue to improve until final jury. Each team finalized and presented
their mechanical game designs at the end of 5th
week.
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3.3. Project Management
To manage the project lifecycle the students’ submissions and timing were important. Sequence of
the submissions were arranged parallel with the project brief. The duration of each submission were
developed by regarding the students’ previous project performances. All submissions and timing of the stages
are demonstrated in Table 5.
Table 5. Submissions and timing
Project Phases Week Submissions
1 Team member selection
Theoretical knowledge of mechanism Assignment 1
-Research report on 3 mechanisms
-Presentation of detailed technical drawings of mechanisms
-Selection of 2 mechanisms per each team for further phase
Practical knowledge of mechanism 2 Assignment 2
-3D modeling of two mechanisms in Fusion 360
-Motion study of two mechanisms in Fusion 360
- Selection of one mechanisms per each team for 3D prototyping
3 Assignment 3
- 3D printed prototypes of the selected mechanisms
Application of mechanism
Mechanical Game Design
4 Preliminary Jury
-Presentation of research, technical and perspective drawings
-1/1 physical mock-ups
5 Final Jury
-Presentation of research, technical and perspective drawings
-1/1 physical model
4. EVALUATION OF THE NEW COMBINED MODEL
To be able to evaluate teaching model effectively, the project was conducted during the second
semester of the 2016/2017 academic year since the participating students taking Product Design II course had
studied Mechanisms and Detail course in previous semester. Therefore, they were anticipated to
appropriately evaluate their learning outcomes and compare their practical improvements and competencies
with respect to the gained knowledge and skills in the previous related courses. Since the interest is the main
motivator in stimulating students' passion for learning and research, to evaluate the proposed new teaching
model, two data capture techniques were employed:
• Project observations
• Post-project questionnaire
4.1. Project Observations
During twice a week studio critiques (8 hours per week), evaluative feedback was provided to teams
for their design ideas. Feedback was beneficial for both learning and application of mechanisms in design
process. Studio critiques were important to record the attendance and the progress of each team and to
analyze the appropriateness of proposed teaching model.
4.2. Post-Project Questionnaire
Post-project questionnaire was administered following the final assignment. 37 participants
completed it during the final day of the project. To get evaluative feedback about effectiveness of the
proposed teaching model, a 4-part questionnaire was developed using Likert scale. In the first part of the
questionnaire, the impact of the project phases (research, technical drawings, 3D computer modeling,
animating, 3D printing, creating concept ideas, and application of mechanism in product) on learning
mechanism were rated, with 1 corresponding to “minimum” and 5 corresponding to “maximum”. In the
second part, participants were asked to explain which phase of the project was the most challenging. In the
third part, participants were asked to rate their level of knowledge on Autodesk Fusion 360 and 3D printing
for before and after the project. In the final part, participants were instructed to rate the acceptability of the
sentences on a Likert scale of 1 to 5, with 1 corresponding to "strongly disagree" and 5 corresponding to
"strongly agree". Basic statistical values were observed in all parts were as in part 3 paired sample t-test was
applied in order to observe the improvements in Autodesk Fusion 360 and 3D printing before and after the
use of the teaching methodology.
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5. RESULTS
41 industrial design sophomore attending ‘Product Design II’ course participated in the mechanical
game design project, resulting in 14 student teams. All teams finalized the mechanical game design project to
different levels of different aspects. The results gained from two data capture techniques: project
observations gathered by instructors throughout the process and the post-questionnaire conducted with
participating students at the end of the project.
5.1. Results of the Process Observations
To analyze the appropriateness of the phases of the project separately, the project discussed for each
phase through the process and the submissions.
Phase 1: Improving theoretical knowledge of mechanism and possible applications:
As mentioned before, In this phase, teams were asked to search mechanisms and make technical
drawings of these mechanisms (3 mechanisms ranging from less complex to more complex) assigned to
them. The aim was to gather information about mechanisms and how these mechanisms are utilized in
products. While some teams’ research was limited with the proposed reference materials and internet search,
some start to work with physical mechanisms. Physical mechanisms allowed teams to comprehend motion of
the mechanisms easier. Majority of research presentations was limited with only google images and texts.
Through detailed technical drawings, it was aimed to enable students to learn the parts composing the
mechanisms and comprehend the motion and transmission system. It was observed that, teams with
insufficient research had trouble while making technical drawings especially in dimensioning and scaling of
the parts of the mechanisms. Although these applications were not sufficient for fully understanding motions
of the mechanisms, students had improved their general knowledge of mechanisms at the end of this phase.
After appropriate guidance, most of the students have been able to abstract general principles of the assigned
mechanisms around their environment and tried to provide a gap between the mechanism and practical life
conditions. Approximately, half of the student groups even tried to analyse situations that needs combined
applications that requires at least two or more mechanisms in a relatively complex system.
Phase 2: In-depth practical knowledge of specific mechanisms:
As mentioned before, teams were assigned to create 3D models and animation of their mechanisms
by using Autodesk Fusion 360 in this phase. Teams struggling while dimensioning the related parts of the
mechanisms had also trouble while 3D modeling in Autodesk Fusion 360. Deciding wall thicknesses,
tolerances between the parts and calculating gear ratios were some of the challenges teams faced. With
instructors’ directions, each team revised their Fusion models. The most challenging stage for teams was
animating of the mechanisms as they had not sufficient knowledge on making animation in Fusion 360.
Despite these difficulties, nearly all teams succeeded in making animation of their mechanisms at the end.
Some examples of teams’ 3D models created by Autodesk Fusion 360 are demonstrated in Figure 2.
Figure 2. Examples of teams’ 3D models created by Autodesk Fusion 360
Following 3D modeling, again with the support of instructors, models were optimized for 3D
printing. Wall thicknesses and tolerances of the models were revised according to the features of 3D printer.
In spite of all these optimizations, some errors occurred while 3D printing. Some parts of the models could
not fit together due to insufficient tolerances. In addition, low wall thicknesses of some parts resulted in
breaking these parts. However, these problems encountered during 3D printing allowed students to see
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concretely their mistakes made during 3D modeling. All teams’ final 3D printed mechanism models are
demonstrated in Figure 3.
Figure 3. Teams’ final 3D printed mechanism models a) Drop Camshaft, Crankshaft-Rod, Worm Wheel, Iris
Diaphragm b) Cylindrical Cam, Ferguson’s Paradox, Universal Joint, Withworth Mechanism c) Planet
Gear, Camshaft, Archimedes’ Screw, Scotchyoke, Geneva Drive
Phase 3: Application of mechanism into a design project (action learning):
In this phase, the aim was to apply knowledge acquired while phase 1 and 2 to the design process
and action learning. Each team created mechanical game design ideas depending on mechanisms assigned to
them. All students engaged in the process using design techniques by making sketches and mock-ups. It was
observed that although students were generally motivated to the project, they found the process challenging.
Student comments revealed that most of them comprehended the principles of the mechanisms but had
difficulties to apply the mechanisms to the product design. They thought that limited with a specific
mechanism also limited them in creating product ideas. In fact, this limitation enabled them to focus a
specific function and created a starting point for them. During initial phase, the most common mistake was
inappropriate application of mechanisms to the design. They struggled creating product ideas relevant to their
mechanisms. During studio critiques, some of their design alternatives eliminated and they were directed to
develop appropriate concepts. This helped remove their uncertainty and focus on. Physical models developed
in this process also allowed students to evaluate their design decisions. Eventually, students understood the
importance the transferring theoretical knowledge to practice and apply relevantly to a real product design
process. Working in a team helped learning to share a responsibility and develop working discipline. These
all were significant outcomes that expected from this new teaching model. Despite the difficulties of the
process, all teams succeed in finalizing their product designs with fulfilling all the requirements.
Some of final products of the teams are shown in Figure 4 and summarized as follows:
Team 2- The Earthquake
It is a board game utilized drop camshaft mechanism. It can be played with 2 or in teams. The aim
of the game is to create arrangement on the card drawn by the competitor with the blocks within a certain
period of time. The player selects a card from the decks and opens the card as soon as the timer attached to
the platform is set. He tries to align the blocks as in the card. When the time is up, the platform suddenly falls
and knocks over the blocks. If the game is completed correctly in time, the player gets the point written on
the card.
Team 8- Complete the shape
The one-player game is based on a planetary gear mechanism consisting of 1 environment, 1 sun,
and 3 pinion gears. With the principle of planetary gear mechanism, the two bearings always rotate together,
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depending on the rotated bearings. The goal of this game to complete the shape by rotating the disks attached
to the gears.
Team 9- The Paradox Dart Board
Differently from dart board game, it has three rotating boards, which makes it more challenging.
Ferguson’s Paradox mechanism allows rotating boards in different speeds and directions. It can be played
with 2 or in teams. The game consists of two parts. In the first part, the players try to shoot in positive areas
to get points. In the second part, the players try to shoot in negative areas to reduce the score of the opposing
players. The players with the highest score win the game.
Team 10- The Brain Pit
The game contains a perforated board and an iris diaphragm mechanism under it. Each player
selects a pion to start the game from the outer of the board. The player who could not answer the question in
the cards correctly move his pion one-step further. At the end of each tour, iris diaphragm opens which
means the nearest the player to the center, the highest he has risk to fall in the brain pit. The last player not
falling in the pit wins the game.
Team 11- The Climbing Game
The game has a two-sided platform, which consists of stairs. The stairs attached to the camshaft can
raise and lower pressing the button. The players try to reach the balls to the top of the platform by raising and
lowering the stairs. The balls reaching the top are added to the opposing player’s ball pool. The player who
finishes the balls first wins the game.
3D printed mechanism models Final Products
Team 2
Drop Camshaft The Earthquake
Team 8
Planet Gear
Complete the shape
Team 9
Ferguson’s Paradox The Paradox Dart Board
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Team 10
Iris Diaphragm
The Brain Pit
Team 11
Camshaft
The Climbing Game
Figure 4. Some of final products of the teams together with their mechanism models
5.2. Post-Project Questionnaire Results
From 41 students participated in the project, 37 completed the questionnaire. The 4-part
questionnaire results are as follows.
Part 1: In this part, students rated the impact of project phases (research, technical drawing, 3D
computer modeling, animating, 3D printing, creating concept ideas, and application of mechanism to design
project) on the learning outcomes regarding mechanisms.
As seen in Figure 5, “3D computer modeling” and “Application to design project (action learning)”
received the most 5=maximum responses with 56,8% and 45,9% respectively. The impact of “3D printing”
evaluated as 5=maximum with 43,2%. The mean of the all the responses to “3D computer modeling” was
4,35 (highest in the data set) with a standard deviation of 0,949. “Technical drawing” and “research” received
the lowest 5=maximum response with 21,6% and 16,2% respectively (Table 6).
Figure 5. Results of post-project questionnaire part 1
37.8
35.1
8.1
21.6
16.2
18.9
21.6
24.3
21.6
29.7
27.0
27.0
35.1
24.3
16.2
21.6
56.8
37.8
43.2
35.1
45.9
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Research
Technical drawing
3D computer modeling
Animating
3D printing
Creating concepts
Application to design project
The impact of project phases
on learning outcomes regarding mechanism
1=minimum 2 3 4 5=maximum
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Table 6. Basic statistics of the results of post-project questionnaire part 1
Total
(n)
1
(%)
2
(%)
3
(%)
4
(%)
5
(%)
Total
(%) Mean SD
Research 37 10,8 10,8 37,8 24,3 16,2 100 3,24 1,188
Technical drawing 37 5,4 16,2 35,1 21,6 21,6 100 3,37 1,163
3D computer modeling 37 2,7 2,7 8,1 29,7 56,8 100 4,35 0,949
Animating 37 0 13,5 21,6 27,0 37,8 100 3,89 1,075
3D printing 37 2,7 10,8 16,2 27,0 43,2 100 3,97 1,142
Creating concepts 37 0 10,8 18,9 35,1 35,1 100 3,94 0,998
Application to design
project
37 0 8,1 21,6 24,3 45,9 100 4,08 1,010
Part 2: In this part, the most challenging phase of the project was asked to check and to explain.
The results of responses to the most challenging phase of the project were demonstrated in Figure 6.
As seen in the pie chart, the most frequently occurring response was “application of mechanism to design
project (action learning)” with 64,9%. “Research” and “technical drawing” received the lowest rating with
2,7%.
Figure 6. Results of post-project questionnaire part 2
The reasons of the students marked “application of mechanism to design project (action learning)”
as the most challenging phase of the project are summarized as follows:
a. It was challenging that we have to apply assigned mechanism to design project.
b. Due to the complexity of the mechanisms, it was difficult to apply the mechanism to the design project
and this made the process more exciting and ambitious.
c. We had to create too many design concepts to apply the mechanism appropriately; therefore, it made it
the process difficult and more intensive.
d. Creating the form of mechanical game design depending on an assigned specific mechanism was
difficult thus we have to implement all motional characteristics of the mechanism through various drafts
in order to provide a creative game design.
e. Teamwork led to contradictory and challenging design ideas.
Explanations of the students who provided “animating” as the most challenging phase of the project
are summarized as follows:
a. Since I have not enough knowledge and skills on animating, it was challenging to create motions of
mechanisms leading to specific competencies.
b. I had trouble while animating motions of mechanism on Autodesk Fusion 360.
Part 3: In the third part, students rated their level of knowledge on Autodesk Fusion 360 and 3D
printing for before and after the project.
As seen in Figure 7, before the project, knowledge of students on Autodesk Fusion 360 was centered
upon average and above average level. After the project, the majority reached the above average level
(62,2%).
2.7 2.7
8.1
16.2
5.4
64.9
The most challenging phase of the project
Research
Technical drawing
3D computer modeling
Animating
3D printing
Application to design project
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418
Figure 7. Results of post-project questionnaire part 3 about the level of knowledge and competency on
Autodesk Fusion 360
A paired-samples t-test was conducted to compare the level of knowledge on Autodesk Fusion 360
before and after the project. There was a significant difference in the responses for before (M=2,5405,
SD=0,730091) and after (M=2,864865, SD=0,673390) situations, p = ,000 (Table 7).
As seen in Figure 8, before the project, knowledge of students on 3D printing was centered upon
beginner and average level. After the project, the center shifted towards average and above average level with
54,1% and 43,2% respectively.
A paired-samples t-test was conducted to compare the level of knowledge on 3D printing before and
after the project. There was a significant difference in the responses for before (M=1,6216, SD=0,63907) and
after (M=2,4865, SD=0,55885) situations; p = ,000 (Table 8).
Table 7. Results of paired-samples t-test of post-project questionnaire part 3 (level of knowledge and
competency on Autodesk Fusion 360)
Total
(n)
Beginner
(%)
Average
(%)
Above average
(%)
Expert
(%) Total(%) Mean SD
Sig. (2-
tailed)
Before 37 5,4 43,2 43,2 8,1 100 2,5405 0,730091 ,000
After 37 2,7 21,6 62,2 13,5 100 2,864865 0,673390
Table 8. Results of post-project questionnaire part three (level of knowledge and competency on 3D printing)
Total
(n)
Beginner
(%)
Average
(%)
Above
average
(%)
Expert
(%)
Total
(%) Mean SD
Sig. (2-
tailed)
Before 37 45,9 45,9 8,1 0 100 1,6216 ,63907 ,000
After 37 0 54,1 43,2 2,7 100 2,4865 ,55885
Figure 8. Results of post-project questionnaire part 3 about the level of knowledge and competency on 3D
printing
5.4
2.7
43.2
21.6
43.2
62.2
8.1
13.5
0% 20% 40% 60% 80% 100%
Before
After
Level of knowledge and competency on Autodesk Fusion 360
Beginner Average Above average Expert
45.9
0.0
45.9
54.1
8.1
43.2
0.0
2.7
0% 20% 40% 60% 80% 100%
Before
After
Level of knowledge and competence on 3D printing
Beginner Average Above average Expert
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Part 4: In this part, students rated the acceptability of the 10 questions related with the project
process on a Likert scale of 1 to 5, with 1 corresponding to "strongly disagree" and 5 corresponding to
"strongly agree".
The results of the fourth part of the questionnaire are demonstrated in Figure 9 and basic statistics
were presented in Table 9. The questions that students rated are as follows:
Q1: 3D printed motion mechanisms allowed me to learn easier.
The responses to this question were largely positive with 51,4% strongly agreeing and 32,4%
agreeing and received fourth highest overall mean of 4,24.
Q2: 3D printed motion mechanisms allowed me to learn other teams’ mechanisms.
The responses to this question were mixed with 10,8% disagreeing and 24,3% of the responses
being neutral. The mean of all the responses was 3,91.
Q3: 3D printed motion mechanisms provided me to notice the mistakes made in 3D computer
modeling.
The responses to this question were largely positive in spite of mixed with 5,4% disagreeing and
10,8% of the responses being neutral and received third highest overall mean (4,27) and third
lowest standard deviation (0,871).
Q4: The knowledge of mechanism gained throughout the project allowed me to create product
design ideas easier.
The responses to this question were also mixed with 2,7% strongly disagreeing and 10,8%
disagreeing and received overall mean of 3,73.
Q5: Obligation to use the assigned mechanism limited my creativity in design process.
The responses to this question were largely neutral (37,8%) and received the lowest overall mean
(3,03).
Q6: I can utilize the knowledge of mechanism gained for further projects.
The responses to this question were largely positive with only 8,1% of the responses being neutral
and received the highest overall mean of 4,41 and the second lowest standard deviation of
0,644.
Q7: Teamwork allowed us to create diverse creative product design ideas.
The responses to this question were mixed with 5,4% strongly disagreeing and 13,5% disagreeing
and 13,5% of responses being neutral. The mean of all responses was 3,70 (the second lowest
in data set) and standard deviation was 1,175 (the highest in data set).
Q8: This project has increased my motivation to work as a team.
The responses to this question were again mixed with 5,4% strongly disagreeing and 18,9%
disagreeing and 18,9% of responses being neutral. The mean of all responses was 3,76 (the
second lowest in data set) and standard deviation was 1,238 (the highest in data set).
Q9: This project increased my motivation to product design studio.
The responses to this question were largely positive with only 8,1% disagreeing and 13,5% of
responses being neutral.
Q10: The project process was useful for me in general.
The responses to this question were again largely positive with only 8,1% of responses being
neutral. The mean of all the responses was 4,38 which is second highest in data set and
received a standard deviation of 0,639 which is the lowest in data set.
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420
Figure 9. Results of post-project questionnaire part 4
Table 9. Basic statistics of the results of post-project questionnaire part four
Total
(n)
Strongly
disagree
(%)
Disagree
(%)
Neutral
(%)
Agree
(%)
Strongly
agree
(%)
Total
(%)
Mean SD
Q1 37 2,7 5,4 8,1 32,4 51,4 100 4,24 1,011
Q2 37 0 10,8 24,3 27 37,8 100 3,91 1,037
Q3 37 0 5,4 10,8 35,1 48,6 100 4,27 0,871
Q4 37 2,7 10,8 27 29,7 29,7 100 3,73 1,097
Q5 37 8,1 24,3 37,8 16,2 13,5 100 3,03 1,142
Q6 37 0 0 8,1 43,2 48,6 100 4,41 0,644
Q7 37 5,4 13,5 13,5 40,5 27 100 3,70 1,175
Q8 37 8,1 5,4 16,2 43,2 27 100 3,76 1,164
Q9 37 0 8,1 13,5 40,5 37,8 100 4,08 0,924
Q10 37 0 0 8,1 45,9 45,9 100 4,38 0,639
6. CONCLUSION
Although it is reported that knowledge of mechanical designing and principles is an important item
for industrial designers [6], the studies on teaching of mechanical mechanism to ID students are limited. In
spite of its importance, mechanics-based courses are generally taught through traditional lecture-based style
in ID departments also in Turkey. In addition, there is no integration between mechanics-based courses and
design studio courses, which makes difficult for students to apply the knowledge of mechanism to the design
projects.
This paper has proposed and presented a new teaching model combining of three main phases:
Improving theoretical knowledge of mechanism and possible applications, in depth practical knowledge of
specific mechanism and application of mechanism into design a process (action learning). Integration of this
teaching model to the design project aimed to improve ID students’ learning experience providing
transference of theoretical knowledge into practice. The evaluation of this teaching model focuses on project
observations and post-questionnaire to analyze objectively the appropriateness of it.
Observations of project process and submissions revealed that in all three phases of the project the
expected outcomes have been highly obtained. All phases fed each other and the knowledge of mechanisms
cumulated from the first phase to final phase. Research and technical drawings of mechanisms provided
2.7
0
0
2.7
8.1
0.0
5.4
8.1
0.0
0.0
5.4
10.8
5.4
10.8
24.3
0.0
13.5
5.4
8.1
0.0
8.1
24.3
10.8
27.0
37.8
8.1
13.5
16.2
13.5
8.1
32.4
27.0
35.1
16.2
16.2
43.2
40.5
43.2
40.5
45.9
51.4
37.8
48.6
45.9
13.5
48.6
27.0
27.0
37.8
45.9
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
The project process-related attributes
Strongly disagree Disagree Neutral Agree Strongly agree
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students with a sufficient theoretical knowledge for utilizing in the phase of practical knowledge. Practical
knowledge phase reinforced the knowledge of mechanism by transferring theory to practice with 3D
computer modeling, 3D printing and animating. 3D computer modeling enabled students to comprehend the
parts of the mechanisms and the relations between them. Having to model for 3D printing provided to learn
about the optimum wall thicknesses of the parts and tolerances between them. It also contributed to gain
concrete experience about manufacturing principles. These applications increased their practical knowledge
of 3D modeling and printing. Cumulative knowledge gained throughout the project facilitated the application
of mechanism to mechanical game design project.
The results of post-questionnaire indicated that the students thought that although the most
challenging phase was application of mechanism, it was also the second most effective phase on their
learning of mechanism. Therefore, application of mechanism to a design project is vital to gain sufficient
competencies for comprehending the function of the mechanisms. Accordingly, mechanics-based courses in
ID departments must be revised in terms of their contents. They should introduce the concept of problem-
based action learning (learning by doing) inside the learning system since this style emphasizes direct
utilization of the otherwise very abstract knowledge of ecientific theories. Apart from that, such courses
should collaborate with design studio courses within in a problem-based action learning environment. Thus,
the further step of this combined teaching model will be the extension of the applied model of action learning
model to problem based learning through simultaneous or consecutive mechanics related course and product
design studio.
The results of post-questionnaire also indicated that students were agreed with that the project were
effective in terms of their motivation to the course and useful for further projects. Thus, the first thing to do
in the product design studios is to motivate students' interest. An emphasis on case studies in practical design
greatly improves industrial design students’ abilities in applying mechanical design theory.
Overall results of the project established that this combined teaching model of mechanism improved
ID students’ learning outcomes and competencies in terms of transferring the gained theoretical and practical
knowledge to the action learning through creating a game design including the concrete function of the
mechanism inside the system.
Although this study focuses on teaching of mechanism, the general approach on implementation and
evaluation could be extrapolated to other ID courses.
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