TY - GEN

T1 - Constructive alignment of a flipped design automation lecture

AU - Gembarski, Paul Christoph

PY - 2021

Y1 - 2021

N2 - Design automation in mechanical engineering requires students not only to obtain competences in the application of computer aided design software and the creation of knowledge-based product models. Future knowledge engineers need e.g., communicational skills in order to acquire the relevant knowledge for later implementation in design automation systems, or skills for planning, modelling, and exploring a design solution space. In a flipped classroom setup, where the responsibility for the learning process and thus several degrees of freedom regarding topics and their weighting are transferred to the students, a later summative assessment needs to fulfil two basic requirements: First to reflect the individual learning progress of a student, second to discover if the higher learning goals of the course are met. Constructive alignment is a technique to relate teaching activities, learning outcomes and assessment to each other and to the competences that a learner should acquire. The present paper reports about the assessment for a flipped classroom design automation lecture. Starting from the educational objectives and the learning activities, two different assessment mechanisms are characterized: A semester project where two or three students works as a team of knowledge engineers to create a knowledge-based engineering system, e.g., a product configurator, and an oral exam where each student has the opportunity to report about his or her individual learning process and dispute this with the teaching staff.

AB - Design automation in mechanical engineering requires students not only to obtain competences in the application of computer aided design software and the creation of knowledge-based product models. Future knowledge engineers need e.g., communicational skills in order to acquire the relevant knowledge for later implementation in design automation systems, or skills for planning, modelling, and exploring a design solution space. In a flipped classroom setup, where the responsibility for the learning process and thus several degrees of freedom regarding topics and their weighting are transferred to the students, a later summative assessment needs to fulfil two basic requirements: First to reflect the individual learning progress of a student, second to discover if the higher learning goals of the course are met. Constructive alignment is a technique to relate teaching activities, learning outcomes and assessment to each other and to the competences that a learner should acquire. The present paper reports about the assessment for a flipped classroom design automation lecture. Starting from the educational objectives and the learning activities, two different assessment mechanisms are characterized: A semester project where two or three students works as a team of knowledge engineers to create a knowledge-based engineering system, e.g., a product configurator, and an oral exam where each student has the opportunity to report about his or her individual learning process and dispute this with the teaching staff.

KW - Constructive alignment

KW - Flipped classroom

KW - Knowledge-based engineering

UR - http://www.scopus.com/inward/record.url?scp=85121697513&partnerID=8YFLogxK

M3 - Conference contribution

BT - DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (E&PDE 2021)

A2 - Grierson, Hilary

A2 - Bohemia, Erik

A2 - Buck, Lyndon

T2 - 23rd International Conference on Engineering and Product Design Education, E and PDE 2021

Y2 - 9 September 2021 through 10 September 2021

ER -