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Role of Artifacts in Creating a Self-Renewing Design and Manufacturing Community of Practice

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Manufacturing and Machine Component Design

Tagged Division

Mechanical Engineering

Page Count


Page Numbers

24.1060.1 - 24.1060.11



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Paper Authors


Steven W. Beyerlein University of Idaho, Moscow

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Dr. Beyerlein is coordinator for the inter-disciplinary capstone design sequence at the University of Idaho. In addition to this responsibility, he teaches introductory CAD courses, advanced CAD courses, and manufacturing technical electives within the Mechanical Engineering program. He has published widely in the engineering education literature and has participated in several NSF grants that have produced a variety of assessment tools for engineering design courses.

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Edwin M. Odom University of Idaho, Moscow

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Dr. Odom teaches introductory CAD courses, advanced CAD courses, mechanics of materials, manufacturing technical electives and machine component design within the Mechanical Engineering program. He is involved with the inter-disciplinary capstone design program, experimental mechanics, and has participated in several NSF grants one of which formalized the Mindworks learning resource. Professor Odom is a co-leader of the Idaho Engineering Works (IEW).

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Jay Patrick McCormack Rose-Hulman Institute of Technology

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Jay McCormack is an associate professor of mechanical engineering at Rose-Hulman Institute of Technology.

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Dan Cordon University of Idaho, Moscow

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Clinical faculty member at the University of Idaho with teaching focus in design courses ranging from freshman introductory engineering design through the capstone experience. Technical research area is in the field of internal combustion engines and alternative fuels.

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Artifact-Centered Augmented Reality for Design and Manufacturing EducationCuriosity, critical thinking, and creativity are attributes of successful machine designers. Theseskills can be nurtured in engineering students through exploration of a diverse library ofartifacts that are manufactured in engineering shops. This paper examines how principles ofindustrial archeology (cataloging of man-made artifacts to understand their design intent and use)and museology (display of artifacts to engender audience interest and inquiry) can supplementhands-on learning activities such as mechanical dissection. By linking digital information withengineering artifacts via a sticker with a QR code, users have just-in-time access (via their cellphones) to design specifications, design features, and design realization details. Theauthors believe that wiki-based augmented reality associated with engineering artifacts is apowerful tool for generating engineering student engagement with key concepts in machinedesign and manufacturing. To this end, we have begun to explore how student-made prototypesand student-authored wikipages in our capstone design course and in manufacturing-relatedtechnical electives can be deployed as teaching tools across the curriculum.A capstone project in which students created a working model of a Skeleton Clock originallydesigned by W.R. Smith and a mini-project in which students built custom-designed yo-yos areused illustrate local implementation of artifact-centered augmented reality. Guidelines are givenfor layering artifact design data, physical principles embodied in the artifact, and artifactmanufacturing information. Attention is given to different learning styles in the textual, visual,and kinesthetic elements contained in the wikipages. Attention is also given to needs of differentaudiences, including high school students along with their parents and upper-level engineeringstudents in our program.The educative impact of these two case studies was assessed using an interview protocolprepared by a senior machine design faculty member. This was used to debrief users on theirdesign/manufacturing knowledge about the artifact as well as their experience interacting withthe artifact. An experimental group was given the artifact with a QR code affixed. A controlgroup was given the artifact without a QR code. Students were given up to ten minutes toexplore the artifact (and on-line wiki resource in the case of the experimental group), priorto oral debriefing. Students who explored artifacts augmented with QR codes spent more timeexamining the artifact and shared answers that reflected higher levels of understanding inBloom's Taxonomy. Efforts are now underway to create an expanded set of student-designedartifacts along with student-authored wikipages. The process of creating and updating thisartifact library for use across the curriculum is expected to foster a community of young machinedesigners who are curious, informed, and creative, but who also maintain a design formanufacturing mindset.

Beyerlein, S. W., & Odom, E. M., & McCormack, J. P., & Cordon, D. (2014, June), Role of Artifacts in Creating a Self-Renewing Design and Manufacturing Community of Practice Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22993

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