Experiences with an Innovative Approach to CAD/CAE System Teaching at Secondary Vocational Schools

Authors

  • Peter Kuna Department of Informatics, Faculty of Natural Sciences and Informatics, Constantine the Philosopher University in Nitra, Tr. A. Hlinku 1, 949 01 Nitra, Slovakia
  • Alena Haskova Department of Technology and Information Technologies, Faculty of Education, Constantine the Philosopher University in Nitra, Dražovská 4, 949 01 Nitra, Slovakia
  • Ján Haller Department of Technology and Information Technologies, Faculty of Education, Constantine the Philosopher University in Nitra, Dražovská 4, 949 01 Nitra, Slovakia
  • Jiří Hrbáček Department of Technical Education and Information Science, Faculty of Education, Masaryk University in Brno, Poříčí 623, 7603 00 Brno, Czech Republic
  • Tsafi Timor The Kibbutzim College of Education, Technology and the Arts, Mordechai Namir Rd 149, Tel Aviv, Israel

DOI:

https://doi.org/10.15503/jecs2024.1.265.281

Keywords:

CAD/CAE systems, vocational education and training , innovations in IT teaching, new trends in branch didactics, technical subject teaching

Abstract

Aim. In the paper the authors briefly describe a methodology they proposed to innovate engineering education at secondary vocational schools in the field of CAD/CAE systems, and subsequently in a more detail they analyse teachers´ experiences and opinions on the use of the proposed methodology, and to it designed teaching materials, in their teaching practice.

Methods. The proposed innovative way of the CAD/CAE system teaching is based on inverting the ratio of the time allowance between teaching technical drawing, and teaching modelling and simulation from 2:1 to 1:2. The stated inverting enables on the one hand to reduce by half the number of teaching lessons allocated to creation of technical documentation, and on the other hand to double the number of teaching lessons devoted to modelling and simulations.

Results. As a main output of the proposed innovative approach of the CAD/CAE system teaching two textbooks were created which can be used in teaching the subjects focused on technical drawing knowledge and skills acquisition at secondary vocational schools according to the newly proposed alternative way of teaching methodology of CAD/CAE systems.

Conclusion. The created teaching materials supporting the teaching of CAD/CAE systems according to the proposed methodology undergone through an experimental implementation process at a selected sample of vocational schools in conditions of real pedagogical practice. Evaluation of the obtained experiences was done in a frame of a panel discussion.

Downloads

Download data is not yet available.

Author Biographies

  • Peter Kuna, Department of Informatics, Faculty of Natural Sciences and Informatics, Constantine the Philosopher University in Nitra, Tr. A. Hlinku 1, 949 01 Nitra, Slovakia

    Graduate of Faculty of Education, Constantine the Philosopher University in Nitra (M.S. degree Mgr. in teaching of technology and informatics), and of Faculty of Engineering, Slovak University of Agriculture in Nitra (M.S. degree Ing. in control systems in production engineering). He defended his Ph.D. thesis within the Ph.D. study program Didactics of Technical Subjects. Currently he works at the Faculty of Natural Sciences and Informatics in Constantine the Philosopher University in Nitra. His research interests are focused on industry automation, industry informatics, software engineering, and application of virtual reality in industry practice.

  • Alena Haskova, Department of Technology and Information Technologies, Faculty of Education, Constantine the Philosopher University in Nitra, Dražovská 4, 949 01 Nitra, Slovakia

    Professor of Technology of Education.  She works at Faculty of Education, Constantine the Philosopher University in Nitra. Her primary interests are methodology of teaching, IT applications in education, development of educational environments and their use for specific purposes, evaluation of teachers’ competences, school leadership and optimization of school management. Currently she acts as the guarantee of the postgraduate (Ph.D.) study program Didactics of Technical Subjects and guarantees habilitation and inauguration procedure in the science branch Branch/Subject Didactics - Didactics of Technical Subjects. She is an author and co-author of 20 monographs, 10 textbooks and approximately 400 articles published in Slovakia and abroad. 

  • Ján Haller, Department of Technology and Information Technologies, Faculty of Education, Constantine the Philosopher University in Nitra, Dražovská 4, 949 01 Nitra, Slovakia

    Part-time Ph.D. student at Faculty of Education, Constantine the Philosopher University in Nitra, study program Didactics of Technical Subjects. Topic of his Ph.D. thesis is Learning portal for programming CNC technologies. At the same time, he works in the Private Secondary Vocational School of the Polytechnic DSA (Deutsch–Slowakische Akademien, a. s.) in the Slovak Republic, located in the Nitra Region, where he teaches professional subjects focused on the so-called computer engineering and automotive industry.

  • Jiří Hrbáček, Department of Technical Education and Information Science, Faculty of Education, Masaryk University in Brno, Poříčí 623, 7603 00 Brno, Czech Republic

    Specialist in the area of branch didactics. He works at Faculty of Education in Masaryk University in Brno. His primary interests are methodology of teaching, branch didactics of distance education, IoT technologies, construction and programming of robots, electrical engineering, electronics and digital technology for programmers, developers and teachers of robotic systems. Currently he holds a position of the guarantor of the postgraduate (Ph.D.) study program Didactics of technical subjects, Bc study program Technical and information education, and the subsequent MA program Teaching technical and informational education for elementary schools. He is an author of 12 monographs and approximately 320 teaching aids and articles published in the Czech Republic and abroad.

  • Tsafi Timor, The Kibbutzim College of Education, Technology and the Arts, Mordechai Namir Rd 149, Tel Aviv, Israel

    Head of a Training programme for Engineers and practical engineers and a lecturer at the Faculty of Education, in the Kibbutzim College of Education, Technology & the Arts. Her academic background is B.A in English Literature, Linguistics, French Language, Culture, and Special Education (from Tel Aviv University), M.Sc in Psychology (from Leicester University, UK), and Ph.D in Educational Management and Leadership with emphasis on the inclusion of individuals with special needs (from Leicester University, UK). She lectures on topics which pertain to teacher development during the induction phase, classroom management, leadership in education, pedagogy, special needs and learning disabilities. These are also her research interests. She is a psycho-educational diagnostician and the author of the book The Art of Diagnostic Teaching.

References

Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. Sage Open, 10(3), 215824402093870. https://doi.org/10.1177/2158244020938702

Asperl, A. (2005). How to teach CAD. Computer-Aided Design and Applications, 2(1-4), 459-468. https://doi.org/10.1080/16864360.2005.10738395

Barbero, B. R., Melgosa Pedrosa, C.,  Samperio, R. Z. (2017). Learning CAD at university through summaries of the rules of design intent. International Journal of Technology and Design Education, 27(3), 481-498.

Berselli, G., Bilancia, P.,  Luzi, L. (2020). Project-based learning of advanced CAD/CAE tools in engineering education. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 1071–1083. https://doi.org/10.1007/s12008-020-00687-4

Chester, I. (2007). Teaching for CAD expertise. International Journal of Technology and Design Education, 17(1), 23–35. https://doi.org/10.1007/s10798-006-9015-z

Covill, D., Katz, T.,  Morris, R. (2008). Teaching and assessing CAD using online demonstrations. In A. Clarke, M., Evatt, P., Hogarth, L., Lloveras, & L. Pons (Eds.), DS 46: Proceedings of E&PDE 2008, the 10th International Conference on Engineering and Product Design Education (pp. 681-686). Universitat Politechnica de Catulanya. https://www.designsociety.org/publication/28171/Teaching+and+Assessing+CAD+Using+Online+Demonstrations

Daly, S. R., Adams, R. S.,  Bodner, A. M. (2012). What does it mean to design? A qualitative investigation of design professionals’ experiences. Journal of Engineering Education, 101(2), 187–219. https://doi.org/10.1002/j.2168-9830.2012.tb00048.x

Garcı́a, R. R., Santos, R. G., Quirós, J. S.,  Álvarez Peñı́n, P. I. (2005). Present state of CAD teaching in Spanish Universities. Computers & Education, 44(3), 201-215.

Kuna, P., Hašková, A., Palaj, M., Skačan, M.,  Záhorec, J. (2018). How to teach CAD/CAE systems. iJEP - International Journal of Engineering Pedagogy, 8(1), 148-162. https://doi.org/10.3991/ijep.v8i1.8185

Kuna, P.,  Palaj, M. (2021). Programovanie vývojovej dosky Arduino: Zbierka úloh pre stredné odborné školy [Arduino Microcontroller Programming: Collection of Tasks for Secondary Vocational Schools]. PF UKF. https://priscilla.fitped.eu/books/Kuna_Palaj_Programovanie_vyvojovej_dosky_Arduino.pdf

Kuna, P., Palaj, M.,  Hašková, A. (2019). Alternative ways of teaching programming of lowcost control units (ARDUINO). In L. Gómez Chova, A., López Martínez, & I. Candel Torres (Eds.), EDULEARN19 Proceedings, EDULEARN19 – 11th International Conference on Education and New Learning Technologies (pp. 1627–1632). IATED Academy

Kuna, P.,  Skačan, M. (2021). Technická grafika: Zbierka úloh pre stredné odborné školy [Technical Graphics: Collection of Tasks for Secondary Vocational Schools]. PF UKF. https://priscilla.fitped.eu/books/Kuna_Skacan_Technicka_Grafika.pdf

Lantada, A., Morgado, P., Muñoz-Guijosa, J. M., Otero, J. E.,  Sanz, J. L. M. (2013). Comparative study of CAD–CAE programs taking account of the opinions of students and teachers. Computer Applications in Engineering Education, 21(4), 641-656.

Lie, R., Aranda, M. L., Selcen Guzey, S.,  Moore, T. J. (2019). Students’ views of design in an engineering design-based science curricular unit. Research in Science Education, 51(3), 663-683. https://doi.org/10.1007/s11165-018-9813-9

Lorenzo-Yustos, H., Lafont, P., Lantada, A. D., Navidad, A. F. F., Sanz, J. L. M., Muñoz-Guijosa, J. M., Muñoz-Garcia, J., 663-683 Otero, J. E. (2010). Towards complete product development teaching employing combined CAD - CAM - CAE technologies. Computer Applications in Engineering Education, 18(4), 661–668. https://doi.org/10.1002/cae.20270

Mandorli, F.,  Otto, H. E. (2013). Negative knowledge and a novel approach to support MCAD education. Computer-Aided Design and Applications, 10(6), 1007–1020.

Otto, H. E.,  Mandorli, F. (2018). A Framework for negative knowledge to support hybrid geometric modeling education for product engineering. Journal of Computational Design and Engineering. Society for Computational Design and Engineering, 5(1), 80–93. https://doi.org/10.1016/j.jcde. 2017.11.006

Sapidis, N. S.  Kim, M. S. (2004). Editorial to special issue: CAD Education [Special issue]. Computer-Aided Design, 36(14), 1429-1512

Sola-Guirado, R. R., Guerrero-Vacas, G.,  Rodríguez-Alabanda, Ó. (2022). Teaching CAD/CAM/CAE tools with project-based learning in virtual distance education. Educational Information Technology, 27(4), 5051–5073. https://doi.org/10.1007/s10639-021-10826-3

ŠIOV-Štátny inštitút odborného vzdelávania. (2022). Štátne vzdelávacie programy (ŠVP) - Odborné vzdelávanie a príprava, Duálne vzdelávanie State educational programs - Vocational education and training, Dual education. https://siov.sk/vzdelavanie/

Tang, Ch. P., Xue, Z., & Wang, Y. (2011). Innovative approaches and lessons learned in teaching CAD/CAE applications course. ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, 6, 607-616. https://doi.org/10.1115/DETC2010-28282

Ullah, A. M. M. S.,  Harib, K. H. (2018). Tutorials for integrating CAD/CAM in engineering curricula. Educational Sciences, 8(3), 151.

Watts, M.,  Ebbutt, D. (1987). More than the sum of the parts: Research methods in group interviewing. British Educational Research Journal, 13(1), 25–34. https://doi.org/10.1080/0141192870130103

Xie, C., Schimpf, C., Chao, J., Nourian, S,  Massicotte, J. (2018). Learning and teaching engineering design through modeling and simulation on a CAD platform. Computer Applications in Engineering Education, 26(4), 824–840. https://doi.org/10.1002/cae.21920

Ye, X., Peng, W., Chen, Z.,  Cai, Y. (2004). Today’s students, tomorrow’s engineers: an industrial perspective on CAD education. Computer-Aided Design, 36(14), 1451-1460. https://doi.org/10.1016/j.cad.2003.11.006

Downloads

Published

2024-06-13

Issue

Vol. 15 No. 1 (2024): Journal of Education Culture and Society

Section

EXPERIENCE

License

Copyright (c) 2024 Peter Kuna, Alena Haskova, Ján Haller, Jiří Hrbáček, Tsafi Timor

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

CC-BY

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.

How to Cite

Kuna, P., Haskova, A., Haller, J., Hrbáček, J., & Timor, T. (2024). Experiences with an Innovative Approach to CAD/CAE System Teaching at Secondary Vocational Schools. Journal of Education Culture and Society, 15(1), 265-281. https://doi.org/10.15503/jecs2024.1.265.281