Project-based Learning: An Integration of Real World Project in a 3D Design Class

Kruse Michael Ranly; Feng Jao; Kiana Lynn Curtiss

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Conference: 2019 ASEE Annual Conference & Exposition
Location: Tampa, Florida
Publication Date: June 15, 2019
Start Date: June 15, 2019
End Date: June 19, 2019
Conference Session: Student Division Technical Session 2
Tagged Division: Student
Page Count: 7
DOI: 10.18260/1-2--33208
Permanent URL: https://peer.asee.org/33208
Download Count: 308

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Paper Authors

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Kruse Michael Ranly Ohio Northern University

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I am a 4th year student at the Ohio Northern University majoring in Manufacturing Technologies. I have been the Teacher's Assistant for the TECH 2311: Product Design class for the fall 2018-2019 semester. After school I wish to pursue a career in the manufacturing field preferably designing factory layouts to implement robotic lines.

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Feng Jao Ohio Northern University

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Feng Jao, Ph.D., is an Associate Professor of Technology at Ohio Northern University. She has been teaching courses in the area of Computer Applications and Information Technology. Her areas of interests include 3D CAD sketch, 3D printing, Hybrid Learning Instructional Design, Digital Media, Interactive Media, Instructional Technology Integration and network design. In addition, Dr. Jao is a certified Microsoft Office Master Instructor, and Cisco Certified Network Associate (CCNA).

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Kiana Lynn Curtiss

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Abstract

With the explosion of new practices in teaching pedagogies to prepare students to be better skilled in technical fields, it is essential to conduct a course to keep pace with the flood of innovations. In some circumstances and practiced traditionally, students learn from reading a textbook and working through its examples to conceptualize a subject domain. However; it is important to bring real world projects into classroom and allow students to experience a true problem solving task. This paper will present a real world project that was implemented in a 3D CAD product design class where students solved a project given from a company. This active project-based learning experience and curriculum design allows students to see beyond textbook examples, and permits them to build a strong foundation in communication skills, engineering design, project implementation, project analysis and assessment. It enables students to not only apply theories but also interacting with actual technology and enables them to learn from hands on experiences. Project based learning has always been a popular teaching pedagogy in curriculum design because it enables students to analyze and problem solve an authentic industrial task, they also learn from each other while learning valuable communication and teamwork skills. In the class TECH 2231 Product Design and Analysis offered at Ohio Northern University (ONU) Department of Technological Studies (DTS), the class was given such an opportunity to work on a real world situation. A company had approached the department with a task that they needed assistance with solving. The given project was to be completed as if the class was a group of competing “companies” pitching their ideas to the company that is looking for a feasible solution to the problem. Students were divided into groups as competitors and formed several fictitious companies where they were requested to submit proposals to solve the given task. A completed proposal includes various items such as mission statements, Gantt charts, patent research, cost analysis and prototyping development. Given this opportunity had really pushed the student groups to do their best as the real world company was going to take their design and implement it into a real life situation. Throughout the course of this real world project, students learned outside of box thinking which exceeds beyond the textbook instructions. In addition, they also learned how to delegate the work between themselves and other group members as well as what it would be like to compete for a company contract. This presentation will address the following highlights: • Project based learning experience • Task assigned from the industrial company • design processes, analyze user needs, evaluate the make decisions regarding the design, set objectives, constraints, development, alternative designs, feasibility, communicate design solutions, assessment, and cost analysis. • Student’s view of the project based learning experience

Citation
Format

Ranly, K. M., & Jao, F., & Curtiss, K. L. (2019, June), Project-based Learning: An Integration of Real World Project in a 3D Design Class Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33208

TY  - CPAPER
AB  - With the explosion of new practices in teaching pedagogies to prepare students to be better skilled in technical fields, it is essential to conduct a course to keep pace with the flood of innovations. In some circumstances and practiced traditionally, students learn from reading a textbook and working through its examples to conceptualize a subject domain. However; it is important to bring real world projects into classroom and allow students to experience a true problem solving task. This paper will present a real world project that was implemented in a 3D CAD product design class where students solved a project given from a company. This active project-based learning experience and curriculum design allows students to see beyond textbook examples, and permits them to build a strong foundation in communication skills, engineering design, project implementation, project analysis and assessment. It enables students to not only apply theories but also interacting with actual technology and enables them to learn from hands on experiences. 
	Project based learning has always been a popular teaching pedagogy in curriculum design because it enables students to analyze and problem solve an authentic industrial task, they also learn from each other while learning valuable communication and teamwork skills. In the class TECH 2231 Product Design and Analysis offered at Ohio Northern University (ONU) Department of Technological Studies (DTS), the class was given such an opportunity to work on a real world situation. A company had approached the department with a task that they needed assistance with solving. The given project was to be completed as if the class was a group of competing “companies” pitching their ideas to the company that is looking for a feasible solution to the problem. Students were divided into groups as competitors and formed several fictitious companies where they were requested to submit proposals to solve the given task. A completed proposal includes various items such as mission statements, Gantt charts, patent research, cost analysis and prototyping development. Given this opportunity had really pushed the student groups to do their best as the real world company was going to take their design and implement it into a real life situation. Throughout the course of this real world project, students learned outside of box thinking which exceeds beyond the textbook instructions. In addition, they also learned how to delegate the work between themselves and other group members as well as what it would be like to compete for a company contract. 
This presentation will address the following highlights:
•	Project based learning experience
•	Task assigned from the industrial company
•	design processes, analyze user needs, evaluate the make decisions regarding the design, set objectives, constraints, development, alternative designs, feasibility, communicate design solutions, assessment, and cost analysis.
•	Student’s view of the project based learning experience

AU  - Kruse Michael Ranly
AU  - Feng Jao
AU  - Kiana Lynn Curtiss
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Project-based Learning: An Integration of Real World Project in a 3D Design Class
UR  - https://peer.asee.org/33208
DO  - 10.18260/1-2--33208
ER  -