|TITLE||Teaching and Learning Methodologies in Graphical Communication and Engineering Drawing|
|LEVEL||05 - Postgraduate Modular Diploma or Degree Course|
|DEPARTMENT||Technology and Entrepreneurship Education|
|DESCRIPTION||This study-unit tackles specifically the pedagogical aspects of teaching and learning topics within the knowledge domain of graphical communication and engineering drawing. It starts by giving a brief overview of the anatomy of the visual apparatus and the mechanisms involved in visual perception, visual imagery and spatial representation. It proceeds to track the cognitive development of visual processes of the human being through time and provides teaching methods to foster and enhance such processes for the purposes of communication through technological graphic drawings and sketches, while also acknowledging the functions and effects that language may have on visual processes.
The unit also defines visual literacy and presents measurement techniques and guidelines that lead toward the achievement of enhanced visual literacy skills, especially those relevant for technological knowledge. The teaching and learning methods presented include traditional methods as well as those that are driven by more modern educational technology tools.
The aims of this study-unit are to:
- Present and analyse novice learners’ typical difficulties within the domain of graphical communication and engineering drawing.
- Present teaching methods that forward the development of visual literacy and graphical communication.
- Provide students with an opportunity to reflect and research new methods of presenting topics in the graphical communication and engineering drawing domains.
1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:
- List and discuss common perceptions, mental models or difficulties of novice students within the knowledge domains of graphical communication and engineering drawing.
- List, discuss and analyse well researched projects and methods which have been designed to address specific learning difficulties within the knowledge domains of graphical communication and engineering drawing.
- Link the challenges of learning topics and skills from the knowledge domains of graphical communication and engineering drawing with aspects of cognitive development or performance in other subjects, for example, mental visualization skills, mathematical skills, creative and artistic skills and motor skills and practical aptitude etc.
- Link the challenges of learning topics and skills from the knowledge domains of graphical communication and engineering drawing with diverse learning styles and gender differences.
- Analyse the semiotics of technical graphics and identify typical pitfalls which novice learners may encounter whilst communicating with the language of technical graphics.
By the end of the study-unit the student will be able to:
- Develop methods or instruments to measure the level of understanding / misunderstanding of students within a given topic in the knowledge domains of graphical communication and engineering drawing. Topics of interest include the following: a) the development of pictorial sketching skills, freehand accuracy, scale and proportionality, b) the treatment and generation of sectional views and auxiliary views, c) interpenetration between geometric solids, d) graphical statics, e) conversion of diverse graphical views e.g. orthographic to pictorial or elevations from developments of truncated solids, f) the development of rendering and shading.
- Use visualization and tangible media as tools to develop novel methods of teaching graphical communication and engineering drawing.
- Use educational technology to plan and manage better the teaching of graphical communication and engineering drawing.
Main Text/s and any supplementary readings:
Freksa, C. (1998). In Freksa C., Habel C. and Wender K. F. (Eds.), Spatial Cognition: An Interdisciplinary Approach to Representing and Processing Spatial Knowledge, Springer Berlin Heidelberg.
Freksa, C. (2000). In Freksa C. (Ed.), Spatial cognition II Springer Berlin Heidelberg.
Freksa, C. (2003). In Freksa C. (Ed.), Spatial cognition III Springer Berlin Heidelberg.
Duranovic, M., Dedeic, M., & Gavrić, M. (2015). Dyslexia and visual-spatial talents. Current Psychology; A Journal for Diverse Perspectives on Diverse Psychological Issues, 34(2), 207-222.
Jausovec, N., & Jausovec, K. (2012). Sex differences in mental rotation and cortical activation patterns: Can training change them? Intelligence, 40(2), 151-162.
Maeda, Y., & Yoon, S. (2013). A meta-analysis on gender differences in mental rotation ability measured by the purdue spatial visualization tests: Visualization of rotations (PSVT:R). Educational Psychology Review, 25(1), 69-94.
Marunic, G., & Glazar, V. (2013). Spatial ability through engineering graphics education. International Journal of Technology and Design Education, 23(3), 703-715.
Samsudin, K., & Ahmad, R. (2011). Training in mental rotation and spatial visualization and its impact on orthographic drawing performance. Journal of Educational Technology & Society, 14(1), 179.
Voyer, D. (2011). Time limits and gender differences on paper-and-pencil tests of mental rotation: A meta-analysis. Psychonomic Bulletin & Review; Psychon.Bull.Rev., 18(2), 267-277.
Wu, B., Klatzky, R. L., & Stetten, G. D. (2012). Mental visualization of objects from cross-sectional images. Cognition, 123(1), 33-49.
Piaget, J. (2006). The mechanisms of perception: Routledge.
Piaget, J., & Inhelder, B. (1956). The Child's Conception of Space. New York and London: W. W. Norton and Company.
Piaget, J., & Inhelder, B. (1971). Mental Imagery in the Child; A Study of the Development of Imaginal Representation. London and New York: Routledge.
Piaget, J., Inhelder, B., & Szeminska, A. (1981). The Child's Conception of Geometry. New York and London: W. W. Norton and Company.
|STUDY-UNIT TYPE||Lecture and Tutorial|
|METHOD OF ASSESSMENT||
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It should be noted that all the information in the study-unit description above applies to the academic year 2019/0, if study-unit is available during this academic year, and may be subject to change in subsequent years.