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A Pedagogical Module Framework to Improve Scaffolded Active Learning in Manufacturing Engineering Education

机译：一种教学模块框架，以提高制造工程教育中的脚手架积极学习

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Recent interest in improving pedagogical approaches in science, technology, engineering, and mathematics (STEM) fields has stimulated research at many universities. Several educational methodologies are reviewed in the context of manufacturing and through the lens of sustainability. It is found that there is a need to identify and understand the STEM educational challenges, and to assess the usefulness of existing methodologies using case-based analyses. In particular, this research aims to support student learning in manufacturing engineering through real-time process evaluations. A pedagogical framework is presented that can assist engineering educators in developing learning modules in support of this goal. The framework encompasses four steps: define the learning outcomes, create instructional resources, create active learning resources, and create a summative assessment mechanism. The framework emphasizes engagement of manufacturing engineering students in psychomotor learning, which remains a challenge due to the high cost of instructional laboratories. The framework is applied to develop a participatory pedagogy for manufacturing courses through the use of computer numerical control of manufacturing operations, and real-time monitoring, visualization, and data analysis of machine energy use. The framework is demonstrated for upper-level undergraduate and graduate manufacturing engineering courses at two universities (i.e., Computer-Aided Design and Manufacturing at Oregon State University and Precision Manufacturing at University of California, Berkeley). It is found that the framework can effectively support learning module development in manufacturing engineering education.
机译：近期对改进科学，技术，工程和数学（Stew）领域的教学方法的兴趣在许多大学中受到刺激的研究。在制造和通过可持续性镜头的情况下，审查了几种教育方法。结果发现，需要识别和理解茎的教育挑战，并评估使用基于案例分析的现有方法的有用性。特别是，这项研究旨在通过实时过程评估支持在制造工程中的学生学习。提出了一种教学框架，可以帮助工程教育者在开发学习模块中支持这一目标。该框架包含四个步骤：定义学习结果，创建教学资源，创建主动学习资源，并创建一个总结评估机制。该框架强调了制造工程学生在精神波学学习的参与，这仍然是由于教学实验室的高成本仍然是一个挑战。该框架应用于通过使用制造操作的计算机数值控制和机器能源使用的实时监测，可视化和数据分析来开发用于制造课程的参与式教育学。该框架是在两个大学的高级本科和研究生制造工程课程中展示（I.，俄勒冈州立大学的计算机辅助设计和制造，伯克利加州大学的精密制造）。发现该框架可以有效地支持制造工程教育的学习模块开发。

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