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Session 2230

Review of a Possible Model for Technology Aided Engineering Design Graphics

Gary S. Godfrey Northern Illinois University

Abstract This research project looks at the present state of 2-D Visualization. It uncovers 3-D Visualization learning issues using an analysis technique. Integration of solid modeling into the curriculum is refined using three advanced cognitive Instructional Design training techniques. The model of Cognitive Apprenticeship is examined. The theory of Contextual Module Analysis is put into practice. The tenets of Situated Learning and importance of workplace replication are explained. The resulting document is a model for Engineering Design Graphics addressing training issues.

Learning Opportunity/Background As engineering educators, we are responsible for the quality of education and making our students the “best-in-the-world” in the subject area’s of engineering, science, technology, and mathematics. The computer and calculator have provided us with technology tools to accomplish these tasks. New hardware and software allow us to remain relevant and to put into practice the latest innovations. These technology tools motivate the learner in a different manner than in a conventional class. These tools allow us to use realistic problems and to solve them in a more sophisticated manner.

The traditional method of teaching 2-D visualization skills in engineering design graphics classes employs various techniques and student activities. These techniques and student activities are shown in Table One. Table 1

2-D VISUALIZATION MODEL Type Technique Student Activitv

0>0 2-D Orthographic Produce orthographic drawing Add missing orthographic lines

p>() 2-D Isometric Pictorial Produce orthographic drawing Add missing orthographic lines

O>p 2-D Orthographic Produce pictorial drawing Add missing pictorial lines

p>p 2-D Isometric Pictorial Produce pictorial drawing

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Godfrey, G. S. (1996, June), Review Of A Possible Model For Technology Aided Engineering Design Graphics Paper presented at 1996 Annual Conference, Washington, District of Columbia. 10.18260/1-2--6267