June 14, 2015
June 14, 2015
June 17, 2015
Engineering Design Graphics
26.656.1 - 26.656.18
Enhancing a Blended Learning Approach to CAD Instruction Using Lean Manufacturing Principles The Department of Engineering and Design at Western Washington University has implemented a blended learning methodology in its introductory Computer‐Aided Design course. This methodology improves learning using a combination of techniques which improve the efficiency of delivery of course content while maximizing value‐added student activities where interactions with the instructor and TAs are prized. These techniques include a “flipped classroom” model, on‐line video instructional materials, efficient content modularization and customizability, automated feedback, integrated assessment mechanisms and team‐based in‐class activities. A high proportion of class time is structured to support creative project work where students appropriate CAD skills by applying them to creative problem solving. It is the opinion of the authors that this blended learning methodology has the potential to provide a just‐in‐time delivery of instruction which can be customized to meet an individual student’s need. While traditional assessment techniques are designed to measure student course outcomes, and under the ABET accreditation model show fulfillment of overall program outcomes, they do little to measure the efficiency of instruction. Since there is an undeniable connection between the delivery mechanism and how well a student learns, it can be postulated that the ability to measure the performance of this mechanism and to adjust this in a systematic way, needs to be an integral part of any strategy for improving student learning. In this paper we present an approach that looks to the body of work in Lean Manufacturing to provide the framework and principles for studying the performance of the blended learning mechanism we have adopted. The Toyota Production System identifies Muda (unnecessary work), Muri (overburden) and Mura (unevenness) as the three contributors to waste in manufacturing. The goal of Lean Manufacturing is to control and ultimately eliminate these three sources of waste. This view of manufacturing can be applied to the delivery mechanism used in instruction. For example, Muda can manifest itself in repetitive instruction needed to keep students with different learning abilities in step. Muri can result from increasing class sizes where the instructor and TA are spread thin in their coverage of student needs. And, Mura can be created by the traditional approach to instruction where it is available only at scheduled times and in a specific location. Mitigating these inefficiencies can be viewed as developing a Lean Education philosophy in the same way that lean principles have been applied to other disciplines outside of manufacturing such as in the health care, construction, distribution and service industries. This paper will review the blended learning approach developed for this introductory CAD course. Each activity performed and technique used by the instructor, TAs and students will be described and evaluated in terms of the lean principles discussed in the previous paragraph. A comparison with the previous approach to delivering this content and information from student surveys will be provided. This will show that this new approach has improved the efficiency of instruction and learning in keeping with moving towards a Lean Education philosophy. Further, it will be shown that the evidence suggests an improved ability on the part of students to meet course outcomes, as a consequence.
Yip-Hoi, D. M., & Welch, J. G. (2015, June), Enhancing a Blended Learning Approach to CAD Instruction Using Lean Manufacturing Principles Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23994
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