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Exploring the Impact of Peer-Generated Screencast Tutorials on Computer-Aided Design Education

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Computer-Based Tests, Problems, and Other Instructional Materials

Tagged Division

Computers in Education

Page Count

17

Page Numbers

26.737.1 - 26.737.17

DOI

10.18260/p.24074

Permanent URL

https://peer.asee.org/24074

Download Count

177

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Paper Authors

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Dongdong Zhang Prairie View A&M University

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Dongdong Zhang is currently an Assistant Professor in the Department of Mechanical Engineering at the Prairie View A&M University. He graduated from University of Missouri-Columbia with a Ph.D. degree in Mechanical Engineering. His research interests include: Micro- and Nano-Fiber Reinforced Composites Processing Simulation, Transport Phenomenon in Polymer Composites Processing; Finite Element Analysis (FEA), Computational and Numerical Algorithms; Computer-Aided Design and Manufacturing (CAD/CAM); Engineering Education

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Xiaobo Peng Prairie View A&M University

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Bugrahan Yalvac Texas A&M University

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Bugrahan Yalvac is an associate professor of science and engineering education in the Department of Teaching, Learning, and Culture at Texas A&M University, College Station. He received his Ph.D. in science education at the Pennsylvania State University in 2005. Prior to his current position, he worked as a learning scientist for the VaNTH Engineering Research Center at Northwestern University for three years. Yalvac’s research is in STEM education, 21st century skills, and design and evaluation of learning environments informed by the How People Learn framework.

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Deniz Eseryel North Carolina State University

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Deniz Eseryel joined North Carolina State University as a Chancellor’s Faculty Excellence Program cluster hire in the Digital Transformation of Education. She is an Associate Professor in the Department of Curriculum, Instruction, and Counselor Education specializing in Digital Learning and Teaching. She is also a Senior Research Fellow at the Friday Institute for Educational Innovation. The important but little understood question that has motivated her program of research is: How can we effectively and efficiently promote cyberlearning in complex knowledge domains such as STEM (science, technology, engineering and mathematics)? Towards this direction, she (1) investigates the development of higher-order thinking and complex problem-solving competencies following a comprehensive framework that includes cognition, metacognition, cognitive regulation, motivation, emotion, and epistemic beliefs; (2) develops innovative assessment methods that can benchmark progress of learning and the development of complex problem-solving competencies; (3) develops new and effective approaches to design state-of-the-art digital learning environments (such as intelligent tutoring, system dynamics modeling, simulations, virtual reality, and digital games) to facilitate complex problem-solving competencies; and (4) investigates effective ways to prepare teachers and administrators for digital transformation of education to support effective integration and seamless adoption of advanced learning technologies into education. In addition to her work focusing on STEM learning in K-20 educational settings, her research was also carried out in professional contexts including army, aircraft maintenance, air-traffic control, emergency response, environmental sciences, climate change, medical education, instructional design, architecture, construction science, mechanical engineering, industrial engineering, and systems engineering.

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Uzair Nadeem Prairie View A&M University Orcid 16x16 orcid.org/0000-0002-4814-7189

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I am a junior mechanical engineer at Prairie View A&M University. I currently tutor in UGS NX 7.5, a CAD based class that implements both hand and computer based drafting. My main duty is to lecture the CAD section of the class known as Intro to Mechanical Drawing along with the tutoring or any other related duties that entail.

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Atiq Islam Prairie View A&M University

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I was born and raised in Houston Texas. I have worked in the professional field for five years as a environmental technician at Southern Union. I am also currently attending Prairie View A&M University to pursue a Mechanical Engineering degree

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Deron Arceneaux Prairie View A&M University

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My name is Deron Arceneaux; I am a sophomore at Prairie View A&M University. I am a member of the National Society of Black Engineers, and a member of the American Society of Mechanical Engineers. In these organizations I participated in many community service events, I am a very active member in these organizations. I am also a teachers assistant for the Mechanical Engineering Drawing I, in this class we teach NX 7.5 CAD software.

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Abstract

Achieving Effective Learning Using Student-Generated Screencasts in Computer-Aided Design EducationScreencast tutorials have been widely used in the computer-aided design (CAD) education. Ascreencast tutorial is a digitally recorded playback of a computer screen output, which oftencontains audio narration, to visually present procedural information. Screencast enables the quickcreation/development of software tutorials and allows the instructors to update the learningmaterial frequently in order to keep up with the pace of software evolution. However, in currentCAD education, the screencasts are often created by the instructors. The students learn about theCAD software by watching the screencast and following the procedures. This conventional useof screencasts in learning has some deficiencies. The students are mostly kept in a passive role inthe learning process. They do not participate in designing the material that they learn.This paper presents the preliminary findings of an engineering education research project fundedby the National Science Foundation. In the project, an evidence-based pedagogy wasimplemented in the CAD education. Instead of using the instructor-generated screencasts,students were asked to make screencasts on their homework problems and share with all otherstudents in the freshman Mechanical Engineering Drawing class. Following an experimentalstudy design, students were grouped into two as control versus experimental. In the controlgroup, students received traditional teacher-centered instruction without designing their ownscreencast tutorials. In the experimental group, students designed their own screencast tutorialsthat provided them with the feelings of belonging and ownership to their learning tasks. Studentsshared these tutorials with one another that would potentially help them develop life-longlearning skills. The students’ learning outcomes were assessed, including their attitudes towardsengineering, their life-long learning skills, and CAD knowledge. A CAD modeling test was usedat the end of semester to assess students' CAD modeling skills. The engineering attitude surveyand the life-long learning scale were administered at the beginning and the end of semester.Students’ learning outcomes and the changes in these measures are presented.

Zhang, D., & Peng, X., & Yalvac, B., & Eseryel, D., & Nadeem, U., & Islam, A., & Arceneaux, D. (2015, June), Exploring the Impact of Peer-Generated Screencast Tutorials on Computer-Aided Design Education Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24074

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