TEACHING CAD WITH A PEDAGOGICAL SYSTEM RANGING FROM VIDEOS TO INDIVIDUAL TUTORING
This CAD course aims at lifting as many students as possible to a preferably high and welldefined level of competence. At the same time, the teacher's workload should be kept within limits that allow him or her to spend the major part of his or her capacity on supporting the individual student....
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| Format: | Article |
| Language: | English |
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SORGING
2021-04-01
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| Series: | Journal of Industrial Design and Engineering Graphics |
| Subjects: | |
| Online Access: | http://sorging.ro/jideg/index.php/jideg/article/view/119 |
| Summary: | This CAD course aims at lifting as many students as possible to a preferably high and welldefined
level of competence. At the same time, the teacher's workload should be kept within limits that
allow him or her to spend the major part of his or her capacity on supporting the individual student. In
order to reach this aim in spite of common unfavourable teaching conditions a complex pedagogical
concept of individual learning in large groups is developed.
Key elements of this concept are the following:
- Building up and maintaining the student´s motivation;
- Ensuring favorable conditions for a successful teaching performance;
- Orientating knowledge transfer at the storage system of the human brain;
- Clearly defining content and level of competence;
- Presenting contents and methods via hands-on projects;
- Systematically addressing geometrical topics at optimal stages [1];
- Using 150 short videos to convey principles, contents and methods;
- Utilizing a graded system of exercises for building up individual competence in all participants;
- Employing a comprehensive system of individual support for the students;
- Using teamwork for all individual learning phases.
This course has already been carried out several times with great success and has been further optimized.
Keywords: advanced instructions, blended learning, CAD education, didactic conception, individual
learning, learning processes, soft skills. |
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| ISSN: | 1843-3766 2344-4681 |