Abstract:

The Industrial Design and Product Development Engineering students at Jaume I University of Castellón (Spain) undergo comprehensive training in Technical Drawing and Computer-Aided Design (CAD) through four semester courses: Graphic Expression I and II (GE I and GE II) in the first year, and Computer-Aided Design I and II (CAD I and CAD II) in subsequent years. GE I focuses on form analysis, while GE II introduces standardization, aiming to produce quality drawings of designed products and components. They transition from hand sketching in GE II to using 2D and 3D CAD applications in subsequent years, culminating in modelling complex parts and assemblies in CAD II. The educational innovation group GIE CAD was formed to coordinate these courses, ensuring a consistent and progressive learning experience. In 2020, the degree underwent modifications. With the aim of improving student training in the field, relevant changes were implemented in CAD I. Parametric modelling of simple parts was introduced, expanding the subject to include not only 2D CAD drafting with AutoCAD but also 3D modelling of parts with Inventor. All of this was done while continuing to apply successful strategies such as coordinating the three subjects. However, despite all efforts, a significant weakness in student learning persists: the ability to obtain complete and correct technical drawings from quality solid models. In the first year (GE II), they learn standardization and all the necessary principles for producing normative drawings by hand sketching. In the second year (CAD I), the importance of obtaining quality drawings of parts and assemblies is emphasized, using 2D CAD drafting tools, and students are introduced to 3D part modelling, being able to obtain views and sections of products that are then finalized in 2D to produce the drawing. In the third year (CAD II), they further develop their skills in parametric 3D CAD, being able to model more complex parts and assemblies. As their interest in 3D usage grows, the importance of obtaining quality drawings from models seems to diminish. Therefore, this work aims to address Sustainable Development Goal 4 (SDG4) (Quality Education) by using self-learning workshops and peer evaluation involving the production of complete and correct normative drawings. This project proposes the use of Moodle workshops where students are tasked with creating models from drawings provided by a peer, making them aware that incomplete or incorrect drawings hinder accurate model reproduction, requiring them to supplement any missing information to generate the model. The technical drawings must be created from real objects. Each student received a grade from a peer regarding the quality of the technical drawing, and a grade for the capability to model parts from deficient technical drawings using the correct information and supplying the lacking or incorrect information to create a functional part model. Furthermore, students underwent a survey to check the perception of the current action to make them aware of the importance of creating technical drawings of quality. This action aims to enhance student training and positively impact the quality of drawings presented in the Final Degree Projects. Results obtained encourage us to follow in this path of making students aware of the importance of technical drawings, although some suggestions are provided for future actions.

Keywords:

Moodle workshops, Computer Aided Design, Technical Drawing of quality, Industrial Design and Product Development Engineering.