ITEC 7481 is the foundational course for two different Georgia Career Pathways. Students may follow this introductory course with two years of Architectural Drawing and Design or they may choose the Engineering Graphics and Design Pathway. Standards and conventions established by the American National Standards Institute (ANSI) and ASME (formerly the american society of manufacturing engineers) are followed and learned the creation of drawings.
ITEC 7481 is the foundational course for two different Georgia Career Pathways. Students may follow this introductory course with two years of Architectural Drawing and Design or they may choose the Engineering Graphics and Design Pathway. Standards and conventions established by the American National Standards Institute (ANSI) and ASME (formerly the american society of manufacturing engineers) are followed and learned the creation of drawings.
ITEC 7481 is the foundational course for two different Georgia Career Pathways. Students may follow this introductory course with two years of Architectural Drawing and Design or they may choose the Engineering Graphics and Design Pathway. Standards and conventions established by the American National Standards Institute (ANSI) and ASME (formerly the american society of manufacturing engineers) are followed and learned the creation of drawings.
ITEC 7481 is the foundational course for two different Georgia Career Pathways. Students may follow this introductory course with two years of Architectural Drawing and Design or they may choose the Engineering Graphics and Design Pathway. Standards and conventions established by the American National Standards Institute (ANSI) and ASME (formerly the american society of manufacturing engineers) are followed and learned the creation of drawings.
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ITEC 7481: Summary of Online Learning Experience
Course/Unit Background Information
The Introduction to Drafting and Design Course (ID&D) is the foundational course for two different Georgia Career Pathways. Students may follow this introductory course with two years of Architectural Drawing and Design, or they may choose the Engineering Graphics and Design Pathway. Learners in this introductory course are encouraged to develop their problem solving abilities, critical thinking skills, and creativity as they gain experience with authentic project assignments that require them to follow the design process from beginning to end. Plans for anything that is made, manufactured, or built are a pure form of communication, and standards for the production of those drawings are international. In fact, engineering drawing has evolved into a language that is more precise and unambiguous than natural languages. (Engineering Drawing, 2014) The planning/drawing process begins with hand drawn conceptual sketches and ends with plans and specifications created with Computer Aided Design (CAD) software. Inventor from the Autodesk Design Suite in the primary CAD program learned by students in this course. Standards and conventions established by the American National Standards Institute (ANSI) and ASME (formerly the American Society of Manufacturing Engineers) are followed and learned the creation of drawings. This Unit of instruction represents the continuation of a Toy Design Project that was started in the first quarter in a Learning Unit titled Conceptual Design Sketching. In that unit students were assigned the problem of designing a wooden toy for toddlers to be built from a 16 inch piece of 1x6 pine. Heres a presentation that was used to introduce the students to the assignment: SlideSpeech Presentation. During a second quarter unit of instruction students will hand draw plans with orthographic and isometric views of parts from their wooden toy designs. This exercise will teach the skills that are frankly outdated and rarely used in the 21st century, yet mandated by the Georgia Department of Education, of drawing board drafting using T-squares, triangles and traditional drafting pencils. This is one of those assignments that most students hate because it is tedious and time consuming. Standards and conventions for sheet borders, title blocks, line types and dimensioning will be emphasized and assessed in this unit. This exercise will be remembered by learners as a stark contrast Larry D. Singleton, 2014
to the simplicity of producing such drawings in CAD to be taught in the
Creating CAD Plans Unit summarized herein.
Overview Standards for Georgia Course Number 48.54100 covered in this unit include: 1) 6.2 Create text using appropriate annotation commands, orientation, style, size, and placement in CAD, 2) 7.2 Control entity properties by layer, color, and line type, 3) 8.1 Demonstrate the ability to measure using a scale, 4) 8.2 Select proper drawing scale, 5) 9.1 Demonstrate definitions and procedures for file management techniques: copying, deleting, finding, saving, and renaming, based on operating/applications systems, 6) 9.2 Use an on-line help tutorial based on the application system, 7) 9.3 Demonstrate the ability to open a drawing file and create a drawing, 8) 9.4 Identify and use all major components of hardware associated with a CAD system. 9) 10.1 Produce geometric shapes such as straight lines, geometric angles, plane figures, circles and arcs, and irregular geometric figures, 10) 10.2 Demonstrate geometric construction techniques given size, orientation, and location specifications, 11) 10.3 Apply center lines to drawings in correct size and location, 12) 10.4 Apply correct dimensioning procedures, 13) 11.1 Draw an object that is described with two views, 14) 11.2 Draw an object that is described with three views, 15) 11.3 Select proper drawing scale, views, and layout, 16) 11.5 Draw an object containing circles and arcs, 17) 11.6 Correctly identify views of an object, and 18) 11.7 Create orthographic projections utilizing the necessary views. This may seem to be an unusually high number of standards to be taught in one unit. In fact, aside from Employability Skill standards, this list represents eighteen of thirty-six established for the course. This is the nature of Project/Problem Based Learning (PBL), and the reason that such strategies are the focus of my pedagogy. Many of those same standards were taught in the sketching phase of this project as well as the drawing board unit. Learning is greatly reinforced when practiced, and in this case, practiced in three different forms of producing drawings. After competition of this unit, students outcomes for each of the 18 standards listed above should be realized. Those outcomes will be listed in the various lessons administered in this unit. Context
Larry D. Singleton, 2014
Seventy 9th 12th grade students enrolled in the ID&D course during 4th, 5th, and 6th periods will receive this instruction in a pseudoblended format. Students who miss assignments due to absence from class are expected to make up work outside of regular school hours; however homework for students in Career Technical classes at our school is rare. The course is taught in a computer lab, and the 64 bit, 8GB workstations have 23 monitors and audio headsets with 30 x 30 of desktop space for each student. In my courses, students are expected to log in to the LMS and begin work as soon as the bell rings. This practice of online instructional delivery is essentially the same as blended except that my students receive the content during the beginning 15 20 minutes of class rather than at home the night before. When I have a verbal explanation to give students at the beginning of class, I record it and add the video to the LMS during lunch time. Students in 5th and 6th period watch and listen to the same instructions given to the 4th period students. I established this practice to simulate an online/blended environment. Generally when students have questions I simply refer them back to the written or video instructions shown on the LMS. Assessment Practices Every lesson in this unit will have some form of assessment to keep students on track and provide them with feedback on the progress and quality of their work. A wide variety of formative assessments and a couple of summative assessments will be used. The Course Sites by Blackboard platform allows the set up peer reviews, self assessments, and quizzes; all of which will be incorporated into this unit. A few of the instructional videos embedded in the lessons will have quizzes built into them with EdPuzzle.com. Those quizzes serve as a good formative assessment to determine the level of student engagement in the videos. Prior to the lesson when students will build foam prototypes of the toy plans theyve created, a unit on safety in working with the power tools to be used will be taught and assessed by multiple choice exam. Students will be required to score 90% or better to gain the privilege of working with the power tools. The final part and assembly drawings presented at the conclusion of the unit will be assessed by rubric for a major project grade. Accommodations In my limited teaching experience Ive never had any students that were classified as special education students. I assume that these are students that have paraprofessionals with them when they participate in regular classrooms. Because a majority of the learning in this course Larry D. Singleton, 2014
is project based, the possibility of simplifying projects to a level where
special education students could achieve success is a strategy that would be fairly easy to implement. By creating a copy of a course and modifying the assignments as required, special education students could actually access a course that is customized specifically for them. Accessibility & Universal Design The nature of the subject matter and course objectives would probably cause severe learning limitations for visually impaired students, however students will disabilities related to hearing or other physical limitations are often able to learn with adaptation of the proper assistive technology. Drawing and Design careers that involve a majority of time and skills devoted to work on computers offer a great opportunity for students with disabilities. Even those without use of their hands can manipulate a digitizer pad or even succeed with the latest eye directed computer control software and hardware. The Blackboard LMS platform has been designed and built to comply with ADA requirements, and students who are learning English as a second language can be provided with a version of the course LMS where all of the user interface components are presented in the students native language. Differentiation One of the things that I love about using an LMS for management of course materials, assessments and content delivery is the fact that some aspects of differentiation is built in. For example, tutorial videos that guide students through the steps in a process in a CAD program can be paused, rewound, and reviewed as many times as necessary for students who need the repetition of instruction. Another method of differentiation that PBL enables is in the area of student creativity. Every project assignment I make allows for individual levels of complexity and detail within a given set of parameters. Generally students with higher aptitudes for the subject create designs that are more difficult to conceive and draw. Students will lower aptitudes can limit their creations to something simple, or, in many cases just follow a simple example that I have provided and not be creative.
Reference
Larry D. Singleton, 2014
Engineering Drawing. (2014, September 19). Retrieved from Wikipedia:
What Is Your Learning Style?: A Theoretical Study On Various Learning Style Models and Assessment Techniques To Evaluate Students Learning Styles For The Multimedia Supported E-Learning Environment
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