Comparing physical and cyber-enhanced product dissection: Analysis from multiple perspectives
- Autores: Deborah Moore-Russo, Katie Grantham, Kemper Lewis, Susan M. Bateman
- Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 26, no. 6, 2010, págs. 1378-1390
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Product dissection has evolved into a versatile pedagogical platform useful across the engineering curriculum. Simulation technologieshave recently broadened the opportunities to implement cyber-enabled product dissection, but its effectiveness on achieving educationaloutcomes must first be studied. In this paper, we carefully delineate the difference between physical, virtual, and cyber-enhanced (ablend of physical and virtual) dissection considering the advantages and limitations of each type of platform. We then study and reporton the impact of variations of cyber-enhanced dissection across two populations of sophomore engineering students at two universitiesusing a number of exercises and data collection methods. We found that students perceived the cyber-enhanced dissection exercises tobe relevant to the students’ own professional preparation, to facilitate easier dissemination, to better align with emerging industrialpractices, and to provide unique experiences not available in other courses the students had taken. Some potential drawbacks of cyber-enhanced dissection were also reported by students, including technology distracting them from the core educational objectives and over-reliance on historical data of unknown origin. Although there are important tradeoffs between physical and cyber-enhanced dissectionthat need to be considered, using a blend of physical and virtual instructional tools may provide an effective platform to teach a widerange of engineering concepts across a curriculum.
