Effectiveness of Problem Solving Software in Engineering Conceptual Design

2012 ◽  
Author(s):  
Zbigniew M. Bzymek ◽  
Yang Xu
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Conceptual Design ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Graduate Courses ◽  
Software Products ◽  
Software Packages ◽  
Problem Solving Process ◽  
The University

The process of generating the most attractive product concepts in engineering design is still one of the greatest challenges of the 21st century. There are several tools for supporting this extremely uncontrollable phase of engineering design. Except for the method, the problem-solving software is the very important tool. One of the most useful methods in teaching and learning, i.e. Brief Theory of Inventive Problem Solving (BTIPS), is discussed in other papers [1], [2], [3] and [4]. This paper is devoted to the software supporting the problem solving process. There is still no software suitable for a completely satisfactory automation of the conceptual design process. However there are some software packages that could be the most helpful in supporting the process and would greatly influence the quality of the final product, especially in cases of contradicting constraints. In this paper some results of the research on the use and effectiveness of Invention Machine (IM™) software products are described. Four packages are discussed and compared: the IM v. 2 for Windows, TechOptimizer v. 3.5, TechOptimizer v. 4.0 and Goldfire v. 6.5. Goldfire v. 6.5 evaluation is still in the process and is not completely finished yet. The first three packages were used in teaching several junior, senior and graduate courses at the University of Connecticut (UConn) for many years. The experience with Goldfire v. 6.5 is comparatively limited. In the research described in this paper the content and the teaching effectiveness of the software packages in teaching were studied. Data from student feedback was evaluated, conclusions were derived. On the basis of this - recommendations for the future use of the software are offered. This paper concentrates on some instrumental software qualities that could be used in teaching of solving problems of industrial products conceptual design. The user’s experience and its connection with the effectiveness of the packages used are discussed in the paper. Conclusions are derived at the end.

scholarly journals A COMPARISON OF BUSINESS CASE AND ENGINEERING DESIGN CASE STRUCTURES

2011 ◽  
Author(s):  
Oscar Nespoli ◽  
Andrea Hagedorn ◽  
Colin Campbell ◽  
Stephan Lambert
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Teaching And Learning ◽  
Business Management ◽  
Business Case ◽  
Design Knowledge ◽  
Management Knowledge ◽  
Design Case ◽  
Problem Solving Process

The structure of cases used in the teaching and learning of business management knowledge and cases being developed for the teaching and learning of engineering design knowledge are compared. General similarities are found that parallel a systematic problem solving process. Differences exist in terminology and the grouping of process stages.

Cognitive Functionality of Multimedia in Problem Solving

2008 ◽  
pp. 1233-1247
Author(s):  
Robert Zheng
Keyword(s):  
Information Retrieval ◽  
Problem Solving ◽  
Cognitive Load ◽  
Mental Representation ◽  
Cognitive Functions ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Problem Solving Skills ◽  
Teaching Problem ◽  
Problem Solving Process

Teaching problem solving can be a challenge to teachers. However, the challenge is oftentimes not due to a lack of skills on the part of learners but due to an inappropriate design of media through which the problem is presented. The findings of this study demonstrate that appropriately designed multimedia can improve learners’ problem solving skills because of the cognitive functions such media have in facilitating mental representation and information retrieval and maintenance, as well as reducing cognitive load during the problem solving process. Suggestions were made on how to apply interactive multimedia to teaching and learning.

scholarly journals Balancing University Teaching and Media Industry Needs: A Case Study of Teaching Finance and Economics News Translation

2019 ◽  
Vol 8 (3) ◽  
pp. 247
Author(s):  
Wan Hu ◽  
Xuquan Wang
Keyword(s):  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Teaching Method ◽  
Case Study Research ◽  
University Teaching ◽  
Media Industry ◽  
Key Stakeholders ◽  
The University ◽  
Industry Needs

This research uses case study research and employs a news translation module to analyse its synergic teaching method which includes a university teacher, an industry insider and translation learners. They, as the key stakeholders of the teaching and learning process, have their specific roles and continuously interact with each other. Through these interactions, actual trans-editing workflow is embedded into the university classroom. In order to examine the teaching effectiveness of such an innovative model, translation learners’ responses and commentaries are carefully taken into consideration. A wider implication of this research is that translator trainers may have their own reflections on innovating teaching strategies via the integration of academia and the professional world.

scholarly journals METODE PEMECAHAN BERBASIS MASALAH PADA PEMBELAJARAN MENULIS TEKS DESKRIPSI

2019 ◽  
Vol 5 (1) ◽  
pp. 1-17
Author(s):  
Sakila Sakila
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Study Data ◽  
Scientific Review ◽  
Collection Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Process ◽  
Write Text

Abstrak: Penulisan tinjauan ilmiah ini bertujuan untuk mendeskripsikan langkah-langkah penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi sehigga dapat meningkatkan kemampuan siswa pada pembelajaran dimaksud. Adapun masalah dalam penulisan ini adalah bagaimana langkah-langkah penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi. Untuk memecahkan masalah dan tujuan penulisan, digunakan metode deskriptif dengan metode pengumpulan data studi kepustakaan. Hasil penulisan memberikan gambaran langkah-langkah penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi diawali dengan orientasi peserta didik pada masalah, mengorganisasikan peserta didik untuk belajar, membimbing penyelidikan individual maupun kelompok, mengembangkan dan menyajikan hasil karya peserta didik dan terakhir menganalisis dan mengevaluasi proses pemecahan masalah. Dari hasil penulisan ini dapat disimpulkan bahwa penggunaan metode pemecahan berbasis masalah pada pembelajaran menulis teks deskripsi bagi siswa memungkinkan untuk mengembangkan keterampilan berpikir siswa. Sedangkan bagi pendidik menuntut dapat memahami secara utuh dari setiap dan konsep proses belajar mengajar. Model pembelajaran berbasis masalah menekankan pada proses penyelesaian masalah, melibatkan peserta didik dalam pembelajaran yang aktif, kolaboratif, berpusat pada peserta didik untuk menghadapi tantangan yang semakin komplek. Kata Kunci: metode, pemecahan, berbasis masalah, menulis, teks deskripsi Abstract : Writing this scientific review aims to describe the steps for using problem-based solving methods in learning to write description text so that it can improve students' abilities in the intended learning. The problem in this paper is how the steps to use problem-based solving method in learning to write description text. To solve the problem and purpose of writing, descriptive methods are used with the library study data collection method. The results of the writing provide an overview of the steps of using problem-based solving methods in learning to write text descriptions beginning with the orientation of students on the problem, organizing students to learn, guiding individual and group investigations, developing and presenting the work of students and finally analyzing and evaluating solution to problem. From the results of this paper it can be concluded that the use of problem-based solving methods in learning to write description texts for students makes it possible to develop students' thinking skills. Whereas for educators demanding to fully understand each and every concept of the teaching and learning process. The problem-based learning model emphasizes the problem solving process, involving students in active, collaborative, student-centered learning to face increasingly complex challenges.  

scholarly journals Selecting ICT based solutions for quality learning and sustainable practice

2007 ◽  
Vol 23 (2) ◽  
Author(s):  
Maree Gosper ◽  
Karen Woo ◽  
Helen Muir ◽  
Christine Dudley ◽  
Kayo Nakazawa
Keyword(s):  
Teaching And Learning ◽  
Selection Process ◽  
Software Selection ◽  
Language Program ◽  
Curriculum Redesign ◽  
Software Packages ◽  
Student Access ◽  
University Level ◽  
The University ◽  
Quality Learning

<span>This paper reports on a project involving software selection in the context of a curriculum redesign of a university level Japanese language program. The project aimed to improve learning outcomes, increase flexibility in student access, and increase flexibility in approaches to teaching and learning, through the use of a variety of software packages and digital resources. In doing so, an imperative was to ensure the solutions adopted were manageable within the existing organisational arrangements of the Department and the University. The selection process has led to the development of three instruments which form the CICTO Framework for Software Selection.</span>

Engineering Problem Solving: Learning and Practice

2012 ◽  
Author(s):  
Zbigniew M. Bzymek
Keyword(s):  
Problem Solving ◽  
Engineering Problem ◽  
Further Education ◽  
Engineering Practice ◽  
Graduate Course ◽  
Problem Solving Process ◽  
Definition Of ◽  
The University ◽  
University Of Connecticut ◽  
Engineering Problem Solving

The Engineering Problem Solving process has two aspects. It relies on the talent of the designer on the one hand and the efficiency of the problem solving tools on the other. Talent is an attribute of a person. It is very difficult to formalize the talent of an individual, and no satisfactory formalization has been achieved successfully. For this reason only the original designer’s talent and his/her knowledge and experience are available for use during the problem solving process. However, there are several choices and decisions that can be made concerning methods, algorithms, and software packages. After those choices are made the next steps in the problem solving process can be outlined. The problem solving method described in this paper is called a Brief Theory of Inventive Problem Solving (BTIPS) and was developed on the basis of TRIZ (Russian: теория решения изобретательских задач, teoriya resheniya izobretatelskikh zadatch) and TIPS (Theory of Inventive Problem Solving) and taught at the University of Connecticut (UConn). The application of this method starts with the accurate definition of the problem. The problem has to be properly separated from the environment. Further problem solving choices depend on the knowledge of the designer and include the right sequence of steps, definition of contradictions, choice of solution modules, algorithms, definition of designed systems and subsystems, and choice of elements and objects. There are several further paths to be selected and resulting decisions to be made. Those decisions and the processes following them are described in this paper. The recommendations for the proper path are given and the procedures are discussed. The derivation of the Ideal Solution is described and tests of the solution’s effectiveness and economy are given. The experience gained from teaching one Mechanical Engineering course, three MEM (Management Engineering for Manufacturing) courses at UConn, one graduate course at UConn, one graduate course at the University of Fairfield, and several special non-academic courses for practicing engineers is summarized. Some students’ opinions are analyzed and recommendations for further education and the practice of engineering problem solving are derived. The references to the existing teaching, research, practice, and development studies are quoted. This paper is devoted to the characteristics of BTIPS method. The companion paper [1] is devoted to the characteristics of the software that could be used with the method. TIPS (the Theory of Inventive Problem Solving) is a further development of Altshuller’s theory done by Invention Machine under the leadership of Valery Tsourikov [2]. BTIPS (Brief Theory of Inventive Problem Solving) is a simplified version of TIPS developed at the University of Connecticut (UConn) especially for teaching purposes, though it is also powerful when applied to engineering practice problems [3].

Research on Effect Chain Model with Prolog

2011 ◽  
Vol 421 ◽  
pp. 578-581
Author(s):  
Huan Huan Su ◽  
Chang Qing Gao ◽  
Bo Yang ◽  
Bing Lv
Keyword(s):  
Life Cycle ◽  
Expert System ◽  
Problem Solving ◽  
Conceptual Design ◽  
Expert Knowledge ◽  
Design Stage ◽  
Chain Model ◽  
Innovative Design ◽  
Problem Solving Process ◽  
Reasoning Mechanism

Conceptual design is the most innovative stages in the life cycle of product development, and effect is the solving tools of TRIZ based on knowledge. The use of effects to solve the problem of conceptual design stage can improve the efficiency of Innovative design and competitiveness of enterprises. The problem-solving process of effects applied was described in this paper. In PROLOG environment, the knowledge representation was used to write the effect as expert knowledge base, and then the reasoning mechanism was used to make a simple expert system of effect. It also can be used to help designers check and resolve the design issues more conveniently.

Observations of Problem-Solving by Engineering Students

1974 ◽  
Vol 18 (2) ◽  
pp. 172-183 ◽  
Author(s):  
W. P. Lewis
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Empirical Research ◽  
Engineering Students ◽  
Student Response ◽  
Tertiary Level ◽  
Problem Solving Skills ◽  
Educational Implications ◽  
The University ◽  
Academic Record

The educational objectives of professional courses at tertiary level are usually stated in terms of (a) imparting knowledge and (b) developing problem-solving skills. In engineering, however, little empirical research has been undertaken into the problem-solving skills of either students or professionals. The paper examines the responses of second and third year engineering students in the University of Melbourne to a number of open-ended exercises which tap problem-solving skills in engineering design. The results show two major features of interest. First, an extremely wide variety of student response was observed, and secondly, there was little correlation between the students' problem-solving skills and their academic record. The educational implications of these findings are discussed.

scholarly journals LEARNING ENGINEERING DESIGN THROUGH MULTIMEDIA CASE STUDIES

2011 ◽  
Author(s):  
David Effa ◽  
Steve Lambert ◽  
Oscar Nespoli
Keyword(s):  
Learning Styles ◽  
Engineering Design ◽  
Case Studies ◽  
Teaching And Learning ◽  
Real Life ◽  
Case Method ◽  
Current Implementation ◽  
Design Case ◽  
The University ◽  
Multimedia Case Studies

Providing appropriate context is a vital element for teaching and learning. An excellent way of achieving this is through case studies: a description of actual engineering projects carried out in industry. Engineering design case studies could provide students examples of many practical and accessible real-life principles which are representative of situations engineers face in their professional life. The Waterloo Cases in Design Engineering (WCDE) group at the University of Waterloo has been established to promote case methods by generating engineering design case studies, and implementing them throughout the engineering faculty [1]. While the majority of WCDE cases are text-based, cases with multimedia content have been shown to be an effective way of documenting and teaching best design practices. Multimedia cases can add depth and interest to classroom discussions, and better address different student learning styles [2]. Recently, WCDE has placed more emphasis on the power of multimedia, to take advantage of the unique message-carrying ability of video, simulation, and graphics, to enhance the already powerful case method. This paper highlights the current process for updating and enhancing the current implementation of the case method.

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