Barnes, S., & Wiebe, E. N., & Branoff, T. J. (2011, June), The Effects of Worked Examples on CAD Performance: An Application of the Four-Component Instructional Design Model to CAD Instruction  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18590

\bibitem{asee_peer_18590}
  Barnes, S., \& Wiebe, E. N., \& Branoff, T. J. (2011, June), \emph{The Effects of Worked Examples on CAD Performance: An Application of the Four-Component Instructional Design Model to CAD Instruction}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18590

Spencer Barnes, Eric N. Wiebe, and Theodore J. Branoff.  "The Effects of Worked Examples on CAD Performance: An Application of the Four-Component Instructional Design Model to CAD Instruction".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18590 Internet.  26 Apr, 2024

\bibitem{asee_peer_18590}
  Spencer Barnes, Eric N. Wiebe, and Theodore J. Branoff.
  "The Effects of Worked Examples on CAD Performance: An Application of the Four-Component Instructional Design Model to CAD Instruction".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18590 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_18590
author = "Spencer Barnes, Eric N. Wiebe, and Theodore J. Branoff"
title = "The Effects of Worked Examples on CAD Performance: An Application of the Four-Component Instructional Design Model to CAD Instruction"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18590}
number = {10.18260/1-2--18590}
}

TY  - CPAPER
AB  - The Effects of Worked Examples on CAD Performance: An Application of the Four-Component Instructional Design Model to CAD Instruction          This presentation discusses enhancements to current instructional practices forengineering graphics and constraint-based modeling courses taught at the collegiate leveland introduces a novel application of an instructional design framework directed towardsthe design and dissemination of interactive CAD tutorials. With the adoption of onlinelearning management systems (e.g., Blackboard™, Moodle™, etc.) designed to supportblended (hybrid) learning environments, students are held more accountable for theirindependent learning and engage in less face-to-face instructional time with theirprofessors. Because of this, it has become evident that new pedagogical approaches toCAD instruction need to be developed. Several engineering graphics researchers andinstructors have made efforts to accommodate these challenges by designing generalCAD tutorials that attempt to leverage the power of blended learning environments butonly a few of these endeavors have yielded substantial learning gains over time.Conversely, the literature records no efforts to systematically approach these challengesand apply a substantive instructional design framework to CAD instruction. The researchpresented in this paper examines how worked examples in the form of tutorial videos,which demonstrate how solid modeling tasks should be completed, can serve as scaffolds(i.e., learning support). Part of teaching undergraduate engineering students aboutconstraint-based modeling is learning the concept of design intent and how to effectivelyapply it to virtual solid models of engineered parts. However, design intent is a complexand context-specific concept that is hard to convey to students. The Four-ComponentInstructional (4C/ID) Model was used as a potentially powerful framework forstructuring the design and administration of these tutorial videos that focus on modelconstruction and embedding design intent.          A total of 120 students enrolled in GC120-Foundations of Engineering Graphicswere divided between control and experimental treatments, with the experimental groupreceiving tutorial videos designed around the 4C/ID model. These two treatment groupswere analyzed for the ways in which the tutorial videos were used to support learningsolid modeling tasks and how this knowledge was subsequently transferred to novel solidmodeling tasks were analyzed in order to determine the best practices for creating andadministering CAD tutorials in hybrid learning environments. Considerations forfurthering the authors’ line of inquiry into constraint-based modeling instruction areaddressed as well. 

AU  - Spencer Barnes
AU  - Eric N. Wiebe
AU  - Theodore J. Branoff
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - The Effects of Worked Examples on CAD Performance: An Application of the Four-Component Instructional Design Model to CAD Instruction
UR  - https://peer.asee.org/18590
DO  - 10.18260/1-2--18590
ER  -