Library Of Student Authored Internet Videos For Just In Time Learning In Support Of The Capstone Design Experience
- Conference
- Location
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Chicago, Illinois
- Publication Date
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June 18, 2006
- Start Date
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June 18, 2006
- End Date
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June 21, 2006
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Mechanical Engineering
- Page Count
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12
- Page Numbers
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11.895.1 - 11.895.12
- DOI
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10.18260/1-2--869
- Permanent URL
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https://peer.asee.org/869
- Download Count
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368
Paper Authors
Edwin Odom University of Idaho
Edwin Odom is professor of Mechanical Engineering at the University of Idaho where he has been instrumental in expanding design infrastructure in the ME Machine Shop and CAD labs that support major design projects. Dr. Odom maintains an avid interest in the literature of creativity and management and is especially well-versed on the subjects of engineering mechanics and machine design. He was recognized for his role in development of the Idaho Engineering Works by a university teaching award in 1998.
Russ Porter University of Idaho
Russ Porter is the manager of the Mechanical Engineering Machine Shop. He oversees the development of shop guidelines and hands-on training for graduate students who mentor seniors in their capstone design projects. Russ is also active in consulting with design teams on the manufacturability of their solution concepts.
Steven Beyerlein University of Idaho
Steven Beyerlein is professor Mechanical Engineering at the University of Idaho, where he coordinates the capstone design program and regularly participates in ongoing program assessment activities. For these efforts he won the UI Outstanding Teaching Award in 2001. Over the last three years he has assisted Dr. Odom in creating the Mindworks laboratory discussed in this paper. Currently he is collaborating on an NSF grant with other members of the Transferable Design Engineering Education (TIDEE) consortium to develop valid and reliable instruments for measuring student performance in design.
Adrian Gomez University of Idaho
Adrian Gomez is completing his undergraduate degree in Mechanical Engineering during the current academic year. He was involved in producing a half-dozen videos in the Mindworks archive as a junior at the University of Idaho. Last summer he was a student in the lean manufacturing course described in this paper.
Lloyd Gallup University of Idaho
Lloyd Gallup is a graduate student mentor in the capstone design program at the University of Idaho. Last summer he also served as a mentor in the lean manufacturing course described in this paper. Lloyd is pursuing a master's thesis on effective use of axiomatic design in student projects.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Internet Library of Student-Authored Videos for Just-in-Time Learning in Support of the Capstone Design Experience Abstract
Over the last decade, capstone design courses have progressively required more sophisticated design and manufacturing processes as the entire product realization process has been incorporated into these courses. At the same time, the general population of engineering students has less hands-on shop experience than their predecessors, the number of required manufacturing-oriented courses has decreased, and the complexity of tools used for detailing designs and handling materials have become more specialized. To remedy this situation, the authors have implemented a learner-centered approach for creating and maintaining an internet archive of just-in-time videos that support the capstone design experience. The approach we have developed is responsive to competency gaps identified by the Society of Manufacturing Engineers and is aligned with five pillars of on-line learning advocated by the Sloan Foundation (learning effectiveness, accessibility, student satisfaction, faculty satisfaction, and cost effectiveness). The paper includes a methodology for video development that elevates skills of three distinct audiences within the capstone design program (undergraduate student users, undergraduate student authors, and graduate student mentors/faculty/professional staff).
Introduction
In today’s rapidly changing world, state-of-the-art approaches to design and just-in-time methods for learning relevant tools, techniques, and technologies are in great demand1,2. For many organizations, especially Universities, this problem is accentuated by a large annual turnover of those who participate in research and development. An approach to knowledge transfer that integrates physical, virtual, and human elements is likely to be most effective with a broad spectrum of learner/practitioners3. This begins with programs for training mentors and technical advisors in new technology areas. It can be enriched through special environments where knowledge resides in an easily accessible format that is regularly updated and expanded through efforts of a broad community4,5.
A new type of design laboratory, known as Mindworks, has been created to support just-in-time learning about machine design and local manufacturing capabilities that are frequently used in capstone design projects. This laboratory contains design artifacts, quick references, manufacturing videos, and mathematical models for solving common machine design problems. This unique space for learning and practicing design is documented extensively on the web at www.webs1.uidaho.edu/ele/mindworks. Mindworks resources have evolved through project work in a required Machine Design class as well as elective classes in Lean Manufacturing and Advanced Machine Design. The mission of these courses is to support better decision-making and higher levels of technical excellence in the capstone design course. The archive of student- authored internet videos described in this paper is just one dimension of the Mindworks laboratory.
Odom, E., & Porter, R., & Beyerlein, S., & Gomez, A., & Gallup, L. (2006, June), Library Of Student Authored Internet Videos For Just In Time Learning In Support Of The Capstone Design Experience Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--869
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