Overall Course Design Method Based on Working Process-—Illustrated by the Course of Mechanical Components Design

2011 ◽  
pp. 243-249 ◽  
Author(s):  
Jin-mei Zhang ◽  
Hong-jin Bai ◽  
Chong-you Feng
Keyword(s):  
Course Design ◽  
Design Method ◽  
Working Process ◽  
Mechanical Components

An approach of robust reliability design for mechanical components

2005 ◽  
Vol 219 (3) ◽  
pp. 275-283 ◽  
Author(s):  
Y M Zhang ◽  
X D He ◽  
Q L Liu ◽  
B C Wen
Keyword(s):  
Robust Design ◽  
Design Method ◽  
Random Variables ◽  
Design Parameters ◽  
Theoretical Formula ◽  
Reliability Design ◽  
Reliability Sensitivity ◽  
Mechanical Components ◽  
Reliability Based Optimization ◽  
Robust Reliability

The reliability-based optimization, the reliability sensitivity technique, and the robust design are employed to present a practical and effective approach of robust reliability design for mechanical components on the condition of known probabilistic characteristics of original random variables. The theoretical formula of robust reliability design for mechanical components is obtained. The respective program can be used to obtain the robust reliability design parameters accurately and quickly. According to the numerical results, the method proposed is a convenient and practical robust reliability design method.

Creating an intrinsic-motivation-driven course design method

2013 ◽  
Author(s):  
Geoffrey L. Herman ◽  
Kathryn Trenshaw ◽  
David E. Goldberg ◽  
Jonathan Stolk ◽  
Mark Somerville
Keyword(s):  
Intrinsic Motivation ◽  
Course Design ◽  
Design Method

Science to practice: Does gamification enhance intrinsic motivation?

2022 ◽  
pp. 146978742110668
Author(s):  
Matthew Jones ◽  
Jedediah E Blanton ◽  
Rachel E Williams
Keyword(s):  
Intrinsic Motivation ◽  
Online Survey ◽  
Course Design ◽  
Design Method ◽  
Empirical Support ◽  
Self Determination Theory ◽  
Locus Of Causality ◽  
Course Work ◽  
Zero Points ◽  
Anxiety Questionnaire

Self-determination theory (SDT) has empirical support in understanding and enhancing motivation in a variety of contexts, including education settings. Niemac and Ryan have highlighted that using SDT in course design can lead to stronger fulfilment of an internal locus of causality regarding course work. One course design method anchored in SDT is gameful learning—structuring tasks that support intrinsic motivation, primarily increasing autonomy over learning. A gamified classroom (GC) may offer more assignments and points than minimally necessary for students to earn a passing mark, allowing students choice in which projects to pursue. Further research is needed to examine the degree to which students’ motivations differ between a GC and a non-gamified classroom (NGC). The purpose of the current study was to determine if students in a GC were more intrinsically motivated than students in NGC. Students were enrolled in an undergraduate kinesiology course using a GC design ( n = 24) or NGC design ( n = 26) and completed an online survey – derived from the intrinsic motivation inventory and the test anxiety questionnaire—at the beginning and end of the semester. In the GC, students started with zero points, and were offered multiple assignments with scaffolded difficulty to reach their desired grade. The NGC used a traditional 100% grade range, with only required assignments and exams, and students lost points for inadequate or inaccurate responses. Following analyses, it was revealed that students in the GC had higher perceptions of autonomy and competence than students in the NGC. Where these differences exist over time, along with differences in other subscales, will be discussed further. Educators seeking to enhance student motivation and engagement may therefore look to gamification as an appropriate methodology.

scholarly journals Learning-Centered Teaching And Backward Course Design From Transferring Knowledge To Teaching Skills

2013 ◽  
Vol 9 (4) ◽  
pp. 329-338 ◽  
Author(s):  
Nitza Davidovitch
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Design Method ◽  
Teaching Skills ◽  
Learning Centered ◽  
The Status ◽  
Academic Courses ◽  
Academic Faculty ◽  
Paradigmatic Change

The article shall focus on the design of academic courses from a learning-centered approach, with an emphasis on the formulation of learning outcomes. Planning a course from a learning-centered approach helps create a dialogue between the academic faculty and students and creates congruence between learning outcomes (course goals) and instruction methods and assessment goals. The purpose of the article is to present the need for paradigmatic change and for a transition from planning content-centered courses to planning learning-centered courses. The need for paradigmatic change stems from technological transformations and from the status of knowledge as belonging to everyone. The article presents the significance of expressing learning outcomes in writing and the advantages and challenges of formulating learning aims. The article shall present a case study of a course in the "backward design" method that is consistent with the learning-centered paradigm. The challenges formed by this method will be discussed as well.

Based on the Digital Design of the Pneumatic Pick Force Analysis and Research of Key Parts

2013 ◽  
Vol 753-755 ◽  
pp. 1347-1350
Author(s):  
Chen Shen ◽  
Hua Liang Gui ◽  
Ming Ming Wu
Keyword(s):  
Mechanical Performance ◽  
Raw Materials ◽  
Design Method ◽  
Impact Resistance ◽  
Digital Design ◽  
Working Process ◽  
Air Power ◽  
Power Machinery ◽  
Resistance Performance ◽  
The Impact

Pick is a hand-held machine of the air power machinery, using compressed air as power, hit a rundown coal and ore body or other objects. In the working process of the pneumatic pick, pick cylinder under different loading easily lead to early obsolescence. In order to improve the impact resistance performance to pick picks, prolong the service life of pneumatic pick, based on the digital design method for pneumatic pick pick cylinder is modeled, and based on the simulated stress analysis, for the process improvement, improve its mechanical performance, reduce the waste of raw materials.

A Set-Based Design Method for Material-Geometry Structures by Design Space Mapping

2015 ◽  
Author(s):  
David W. Rosen
Keyword(s):  
Material Properties ◽  
Design Space ◽  
Design Method ◽  
Space Mapping ◽  
Process Conditions ◽  
Structure Property ◽  
Inverse Mapping ◽  
Bayesian Network Classifiers ◽  
Mechanical Components ◽  
Set Based Design

The objective of this work is a multiscale, set-based design method for mechanical components and their manufacturing processes and materials with interactive identification of feasible design regions. A unique aspect of the proposed method is the ability to adjust both material properties, through process planning, and part geometry, through exploration of various cellular structures (e.g., lattices, honeycombs), in order to achieve design goals. More specifically, the proposed design method can effectively explore the achievement of desired mechanical properties by controlling process conditions, material properties, and/or selecting appropriate feature configurations. Material process-property relationships and cellular structure structure-property relationships are modeled to create a comprehensive multiscale design space mapping database. Bayesian network classifiers enable real-time “inverse mapping” that identify feasible regions of the unit cell, feature, and process spaces, thus providing immediate feedback to the designer regarding the feasibility of the current component design. The design method is demonstrated on a class of mechanical components that are manufactured by electron-beam melting (EBM) in Ti-6Al-4V.

scholarly journals Function first or form first—a comparison of two design methods for undergraduate basic course

2020 ◽  
Vol 189 ◽  
pp. 03038
Author(s):  
Xie Guanyi ◽  
Duan Huifang
Keyword(s):  
Interior Design ◽  
Architectural Design ◽  
Course Design ◽  
Design Method ◽  
Design Methods ◽  
Formal Logic ◽  
Form And Function ◽  
Functional Logic ◽  
High Level ◽  
And Function

Talking about form and function in the architecture, two major traditions in design are always inevitable. They are two methods of architectural design: the first one is used by Beaux-Art system which takes form and order as the core; the second one is of Bauhuas system which focuses on function. Architecture is closely related to the interior, so are there also two design methods in the field of interior design? Through analysis of interior design textbooks in different academies, it was found that most existing design methods are based on function. Function-based design methods have a series of operable standard methods for function, but also have the problem of high level of functional logic and low level of formal logic. Does interior design also have a design approach starting from form and order and unifying function logic and formal logic? By transplanting the “kit-of-parts approach” in architectural design into interior design, applying the two design methods in undergraduate course of environmental design and comparing the two course design results, it was verified in this paper which design method is easier to balance form and function in basic design course.

scholarly journals Applying Affordances Scale as a Design Method – Case Virtual Reality Course Design

2021 ◽  
Author(s):  
Jani Holopainen ◽  
Antti Lähtevänoja ◽  
Niclas Sandström ◽  
Anne Nevgi ◽  
Osmo Mattila ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Course Design ◽  
Design Method

Course Design of “Fabric Weave Design and Test Weaving of Small Sample” Based on Working Process Orientation

2011 ◽  
Vol 271-273 ◽  
pp. 1703-1707
Author(s):  
Yong Zhi Zhu
Keyword(s):  
Technological Process ◽  
Course Design ◽  
Implementation Process ◽  
Small Sample ◽  
Working Process ◽  
Process Orientation

This paper, according to the features of occupation-oriented course concept and project course, puts forward the technological process of project course design, elaborates the course setting, allocation and objectives, and discusses the implementation process, contents and standards of the overall course design.

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