CAD training for digital product quality: a formative approach with computer‑based adaptable resources for self‑assessment
Ver/ Abrir
Impacto
Scholar |
Otros documentos de la autoría: Agost, Maria-Jesus; Company, Pedro; Contero, Manuel; Dorribo Camba, Jorge
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/7035
comunitat-uji-handle3:10234/8617
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
CAD training for digital product quality: a formative approach with computer‑based adaptable resources for self‑assessmentFecha de publicación
2021-01-04Editor
SpringerISSN
0957-7572; 1573-1804Cita bibliográfica
Agost, MJ., Company, P., Contero, M. et al. CAD training for digital product quality: a formative approach with computer-based adaptable resources for self-assessment. Int J Technol Des Educ (2021). https://doi.org/10.1007/s10798-020-09651-5Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://link.springer.com/article/10.1007/s10798-020-09651-5Versión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
As the engineering and manufacturing sectors transform their processes into those of a digital enterprise, future designers and engineers must be trained to guarantee the quality of
the digital models that are created ... [+]
As the engineering and manufacturing sectors transform their processes into those of a digital enterprise, future designers and engineers must be trained to guarantee the quality of
the digital models that are created and consumed throughout the product’s lifecycle. Formative training approaches, particularly those based on online rubrics, have been proven
highly efective for improving CAD modeling practices and the quality of the corresponding outcomes. However, an efective use of formative rubrics to improve performance
must consider two main factors: a proper understanding of the rubric and an accurate selfassessment. In this paper we develop these factors by proposing CAD training based on
self-assessment through online formative rubrics enriched with adaptable resources. We
analyzed self-assessment data, such as time spent, scoring diferences between trainee
and instructor or use of the adaptable resources, of fourteen diferent CAD exams. Results
show that resources are more efective when used without any incentives. The comparison of assessments by quality criterion can facilitate the identifcation of issues that may
remain unclear to trainees during the learning process. These results can guide the defnition of new strategies for self-training processes and tools, which can contribute to the
higher-quality outcomes and CAD practices that are required in model-bases engineering
environments. [-]
Derechos de acceso
© The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
Aparece en las colecciones
- INIT_Articles [750]
- EMC_Articles [819]