Conference Session

Spatial Visualization

Collection

2012 ASEE Annual Conference & Exposition

Authors

Diarmaid Lane, University of Limerick; AJ Hamlin, Michigan Technological University; Norma L. Veurink, Michigan Technological University; Niall Seery, University of Limerick

Tagged Divisions

Engineering Design Graphics

about orthographic projection. Studentsurveys and classroom observations were recorded by the teachers.High levels of student motivation were observed during both phases and the studentsevidenced a clear understanding of the picture plane and its relationship with perspectivedrawings. The paper also reports that a number of ergonomic improvements which weremade to the sketching equipment (subsequent to ‘Phase One’) were beneficial and that theseenabled more controlled and reflective exploration of complex geometries. The manner inwhich students completed the activity during both phases of the study varied. Some studentsperformed the exercise in a slow, controlled and reflective manner, resulting in sketcheswhich were precise, with significant

Conference Session

Assessment in Graphics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Burke, University of Limerick

Tagged Divisions

Engineering Design Graphics

. Students did not submit the diaries until one week hadelapsed following each task. This allowed reflection on the task subsequent to its completionin addition to providing the researcher feedback on their thoughts whilst working in their owntime. The diary included questions relating to the difficulty and enjoyment experienced aswell as what they felt might have helped to enable them to perform better at the task.Task 1The first four hour session of Task 1 entailed instruction on surfacing techniques and relevantfeatures in SolidWorks. The session was held in a computer lab where each student had aworkstation running SolidWorks 2011 and the instructor operated SolidWorks from the frontof the room on two large projector screens. A sample design of

Conference Session

Assessment in Graphics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Niall Seery, University of Limerick; Diarmaid Lane, University of Limerick; Donal Canty, University of Limerick

Tagged Divisions

Engineering Design Graphics

and the ability to produce analytical solutions with deductive reasoning, andpresent data, ideas and concepts. The role of internal dialogue or dialectic is a more implicitconcept that supports the development of an ability to synthesize ideas, see relationship andsynergies and utilize external representations as a means of refining cognitive process. Thisdialectic approach supports students using graphics as a medium for innovation, evaluation,reflection and enquiry.Assessment and learningAssessment must capture a broader conception of understanding and tacit abilities while stillbeing valid and reliable. To capture what counts as educational attainment becomesincreasingly difficult when we change the nature or construct of what it is that

Conference Session

Assessment in Graphics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alice Y. Scales, North Carolina State University; Terri E. Varnado, North Carolina State University

Tagged Divisions

Engineering Design Graphics

[p. 2].Figure 2 displays a structure for active learning that shows how the elements of active learningstudents perform creates the building blocks of active learning strategies4.   Elements talking and listening writing reading reflecting ↓ Learning Strategies small groups cooperative work case studies outside speakers discussion teaching problem solving journal writing

Conference Session

Assessment in Graphics Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas Delahunty, University of Limerick; Niall Seery, University of Limerick; Raymond Lynch, University of Limerick; Diarmaid Lane, University of Limerick

Tagged Divisions

Engineering Design Graphics

robust foundation of domainspecific knowledge is required to become an effective problem solver 6. Often thisdistinguishing factor separates novice from expert problem solvers. In addition, Mayer (citedin Montague et al 4) highlights metacognitive strategies as another key to successful problemsolving. Metacognition or the ability to reflect on the way and how one thinks requiresstrategic and situational/contextual knowledge 7. Students need to possess knowledge ofstrategies to employ but also understand when and where to employ these strategies relevantto the problem in hand. Metacognitive skills directly contribute to effective knowledgetransfer 8 as it allows one to regulate the use of previously learned knowledge and skillsdepending on the