Mohd Fadzil Daud

Contextual Knowledge in Three Dimensional Computer Aided Design (3D CAD) Modeling: A Literature Review and Conceptual Framework

It has been observed that currently in institute of higher learning, Computer Aided Design systems have been taught in different disciplines with different focuses. Computer Aided Design software has been the prime tool to support Mechanical Engineering courses in higher institution throughout the world. As the technology changes rapidly, instructors must also keep the focus on the curriculum of the particular knowledge and skills that are required by industries. In order to create a new paradigm in the product development process, knowledge embedded inside individual cognitive play an important role in the achievement of competencies in Three Dimensional Computer Aided Design modeling system. Contextual knowledge is one of the basic knowledge involved in the individual cognitive development and it has been identified as one of the key capabilities for engineering students. This paper presents a review of literature on the perspectives of fundamental contextual knowledge from different disciplines and its applicability in Three Dimensional Computer Aided Design modeling. The related perspectives then will be used to guide the researcher to propose a new framework of contextual knowledge in Three Dimensional Computer Aided Design modeling. The findings of this study may enhance the understanding of the conceptual framework and essential contextual knowledge elements in Three Dimensional Computer Aided Design modeling systems. This paper helps inform the engineering education community about the presence of contextual knowledge in the Three Dimensional Computer Aided Design modeling in order to assist students to become a capable engineer.

Web 2.0 applications for engineering education: Faculty members’ perception, barriers, and solutions

Despite increasing the number of engineering departments and students in Iran, the quality of education is less than satisfactory. Regarding the huge potential of Web 2.0 applications, which is also known as Web 2.0 tools, Web 2.0 services, or social media, for improving the quality of teaching and learning, this study was undertaken to investigate the perception of the faculty members toward using these technologies for teaching and learning engineering, the ways they use these tools for educational aims, and the factors that influence. The systematic design of grounded theory method was followed to achieve the research objectives. In addition, the required data was collected through interview and questionnaire and NVivo 8 software was used to facilitate data analysis process. The results show that the faculty members use some of these applications occasionally for the sole purpose of obtaining information. The traditional teaching method, which is influenced by the instructors’ traditional mindset, traditional curricula, and organizational disregard for the quality of teaching, are the most salient factors. Also, instructors’ emotional barriers and limited access to these tools in Iran are subsidiary factors influencing the failure to use these tools for teaching engineering.