Abstract:

The traditional teaching of the subjects that composes Graphic Expression in Industrial Engineering is fundamentally based on various bibliographies, notes and text manuals in which pre-established (printed) solutions to specific problems are represented, that is, they do not offer us various configurations.

This situation limits the student's learning since he cannot observe how the solution of a posed problem evolves if the initial data (statement) are altered. In the hypothetical case that the student does not manage to understand the solution offered to him, he will easily abandon since he cannot change the structure of the problem to reach a more illustrative and practical vision of its resolution.

In the era of CAD we are able to use the various tools offered by the software to try to alleviate the problems detailed above, promoting an attractive and dynamic learning through which the student explores different possibilities to reach the resolution of the same problem. Through this program, we move from a static methodology to a more dynamic one, which makes both learning and teaching much more enjoyable and facilitates the understanding and development of creativity. With the use of these tools, we obtain much more visual answers to all possible doubts motivated by the degree of the restlessness of the student without limiting his/her capacity to explore.

Another approach is to encourage collaborative learning among students since they can work together to design their own solutions and share them, which favours and trains their capacity for response and investigation.

As an alternative, we will work with the parametric drawing tools provided by AutoCAD, where we can establish relationships between the different elements of the sketch, which will allow us to make modifications without losing the initial logic of the whole, thus allowing students to make both a statement and a totally dynamic solution.

In the current scenario caused by COVID19, there is concern about the exchange of information in online tests. In order to avoid this, we can use parameterization, since it allows us to modify the statement to obtain different similar exercises, with their corresponding solution, immediately, without changing the essence and difficulty of it, thus guaranteeing equity in the test and the results obtained.

The tool has been put into practice with the aim of contrasting the results obtained and determining the level of optimisation of the tool; the skills of these students have been measured by using a recognised test, the Differential Aptitude Test (DAT v5). The study has been carried out with a sample of 100 students analysing the dependence of the variables to be studied, this will allow the development of learning strategies based on the improvement of spatial skills of the future students. In addition, it will be the support to study the combined effects of these factors through an ANOVA analysis.

Finally, in this semester it will be used as a tool for the teacher in order to encourage multiple choice examinations. The results obtained will be contrasted with those of previous years by comparing a sample of 100 students.

Keywords:

Dynamic learning, parametric drawing, COVID19, collaborative learning, online tests.