Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Design in Engineering Education
Problem-based learning activities, such as physically reverse engineering competitors’ products or virtually dissecting products, can be integrated into graduate-level engineering curriculum to demonstrate to engineers, scientists and other technical professionals how to systematically disassemble and analyze an assembly, as well as its components. In the early 1990’s, the Institute of Electrical and Electronics Engineers (IEEE) first introduced these concepts of reverse engineering and product dissection, thus making them cornerstones of introductory engineering courses. Many studies have been conducted in introductory and undergraduate level engineering courses, finding that virtual product dissection can be used as a proxy for physical dissection in order to have an impact on learning and creativity. While these studies have been systematic in nature, they have only explored product dissection in undergraduate co-located classrooms. Therefore, this study aimed to investigate the deployment of product dissection modules in graduate-level engineering classrooms—both in an online (non- co-located) setting and in a residential classroom setup. This concept was introduced to graduate students in an engineering leadership and innovation management program course that focused on product innovation in a corporate setting. This study aimed to understand the usefulness of virtual product dissection in online classrooms through the implementation of an online virtual product dissection module where students completed individual reflections and written discussions. The results from this case study yield recommendations for the use of product dissection in non-co-located classrooms for graduate students and further engineering leadership development education. Additionally, we provide insights into the deployment of this module in an engineering graduate classroom, as well as in a corporate setting for professional development for production innovation. The results from the case study indicate that graduate engineering students gained self-efficacy from pre to post-dissection and that they found the dissection activity to be useful for both understanding how products work and for idea generation. In addition, the students indicated that they were able to draw inspiration from their dissected products when completing the alarm clock design activity. These results indicate that the virtual product dissection module is effective for use in a non-residential/online classroom. These results are in line with prior research that has shown that virtual dissection is an effective residential classroom tool.
Ragonese, A. M., & Starkey, E. M. (2020, June), Implementing Product Dissection in Virtual Classrooms Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34783
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