EVALUATION OF FLIPPED TEACHING METHODS FOR COMPUTER AIDED DESIGN
DS82: Proceedings of the 17th International Conference on Engineering and Product Design Education (E&PDE15), Great Expectations: Design Teaching, Research & Enterprise, Loughborough, UK, 03-04.09.2015
Editor: Guy Bingham, Darren Southee, John McCardle, Ahmed Kovacevic, Erik Bohemia, Brian Parkinson
Author: Barrie, Jeff
Institution: University of Bath, United Kingdom
Flipped teaching' or 'Flipped classroom' strategies offer an alternative pedagogical approach to traditional classroom teaching. These inverted methods provide a more engaging learning environment, allowing practice and application to occur inside the class rather than outside. Market conditions, increased student numbers, limited resources and classroom space can put particular strains on computer-based activities such as Computer Aided Design (CAD) tutorials. As such, CAD is a critically vital tool for engineering and design students to learn, practice and use in projects. However, tutorial time restrictions, teaching availability and expertise often limit how much a student can achieve, and how much they can learn in the classroom. With changes to modern higher education providing drivers for new teaching methods, modern CAD packages may enable flipped teaching in the form of web-based learning, video-based tutorials and step-by-step activities. This paper explores these technology drivers and enablers in detail, as well as considering existing or potential barriers. Existing literature of flipped teaching in the field of design and engineering have been reviewed for best practice, as well as strengths and weaknesses of applying flipped methods to CAD. Fundamentally, the paper investigates the potential of flipped classrooms in engineering design and how CAD teaching and student practice can be improved. It explores the embracement of new learning technologies and environments as well as engaging with online and vendor-produced learning resources.