Abstract
An assignment analysis was carried out according to Bloom’s taxonomy for basic and advanced Engineering Graphics courses. Assignments for the first basic course cover the first three levels of Bloom’s taxonomy: remembering, understanding and applying, with some elements of creativity. Assignments for the advanced course cover the upper three levels of Bloom’s taxonomy: analysing, evaluating and creating. To stimulate student interest in purposeful learning it is essential to strike a balance between student engagement and the courses’ learning outcomes as determined by the curriculum. To achieve these goals the following course structure possibilities were analysed: creative elements in assignments; continuous and formative assessment with two-phase feedback; premium grading points; and external motivators. Dependence of the final grade on the prior subject matter knowledge of students was also analysed.
Highlights
Over the last few decades the teaching/learning process has been steadily evolving towards being student-oriented
There is a large amount of precise ISO and ANSI standards, amongst others, which must be followed in order to complete technical drawings
To stimulate student interest in purposeful learning and balance this with the courses’ learning outcomes, the following elements were introduced into the teaching/learning process: assignments aligned according to Bloom’s taxonomy; creative elements in assignments; continuous and formative assessment; two-phase feedback – individual and generalized; bonus points in grading procedures to reward impressive homework; lecturer support for and focus on those elements of the course which were interesting to students; drilling on ISO standards does not dominate the course; “external” motivators
Summary
Over the last few decades the teaching/learning process has been steadily evolving towards being student-oriented (or learning-centred). In addition to the final grades of our courses, close attention is paid to feedback from the learners’ perspective. In this context, the lecturer should very carefully design each particular course taking into account the outcomes stipulated by the curriculum, students’ preliminary knowledge and their different learning styles. Engineering graphics is a subject which all students learning science and engineering should take The extent of this learning depends on their particular field of study; prospective engineers should learn it in essentially a wider context so as to be able to compare with other specialities where the ability to read and understand technical drawings is required. Science graduates (physics, chemistry, materials science, etc.) from classic universities should be able to understand technical drawings and compile (simple) technical drawings and 3D models to express their ideas more precisely to professional engineers
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