How to Design using ProEngineer
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Discussion for How to Design using ProEngineer
Marcus Clark (Teacher (K-12))
How to Design using ProEngineer defines vocabulary terms such as axis and sketch, that are essential in the steps of designing. The tutorial provide options that guide information processing. Prompts for each steps are provided with an example of what the model robot, boat, and car should look like. The teacher understands how students vary in skill and abilitry level. Students have options of an easy robot, a medium level car, and hard boat, and an advanced level. Easy gives you step by step, medium gives minimum help, and hard gives no help.
Kristina B (Student)
There are NUMEROUS reasons why this tutorial creates an ideal learning experience for a wide range of learners. To start, this author clearly highlights the intended goals for the learner at the very beginning of the tutorial. She uses a separate slide to highlight big ideas and relationships that the learners should be able to accomplish/understand as a result of completing this tutorial. This is definitely a great thing for ALL learners to be aware of at the START of any lesson. Next, one FABULOUS feature of this tutorial is that it is designed with varying levels of challenge and support; it’s up to the learner to choose their own preferred pacing of the tutorial. “EASY” for “step-by-step help”, “MEDIUM” for “minimum help”, and “HARD” for “no help.” This author has clearly made the decision to provide varied ways for a wide-spectrum audience to interact with the materials and achieve the desired outcomes. There is even an “ADVANCED” tab where the author has chosen to integrate assistive technologies by providing the more experienced learners with links to more challenging situations found on youtube.com.
Moving on, if the learner chooses the “EASY” option, they are taken through a set of important vocabulary terms and concepts that are essential in understanding the basics of the CAD process. The words are broken down with visual information in diagrams- giving the learner options that illustrate the key concepts non-linguistically. If the learner starts at the “EASY” option, they are then on track to be guided through the “MEDIUM” and “HARD” options as well; because each of the three levels illustrate the creation of three different designs- a robot, a car, and a boat, the learner is being exposed to three design procedures, each of which gets increasingly more difficult, yet still scaffolds the learner for practice and performance. In each of the three options the biggest thing that attracts me as a learner is the way that the author has chosen to break down the learning procedures so that the larger, long-term objectives can more easily be met- this certainly heightens the salience of the goals for the audience.
At the end of the tutorial, the learner is expected to take an assessment that allows them to self-assess and reflect upon their newly acquired knowledge. The learner receives instant feedback with a detailed explanation for each “incorrect response” after providing an answer to each question- not only is this timely feedback imperative to the learner’s experience, but the explanations for WHY an answer is not correct (in comparison with just a simple “INCORRECT” slide) provide the learner with mastery-oriented feedback helping them to further reach their goals.
The final slide leaves the learner with the option of experiencing more advanced tutorials, again allowing the learner the option of taking on a more complex understanding of the material.
Very well done.