=Paper=
{{Paper
|id=Vol-2744/short33
|storemode=property
|title=About Innovation Practice Within Geometric-Graphic Training (short paper)
|pdfUrl=https://ceur-ws.org/Vol-2744/short33.pdf
|volume=Vol-2744
|authors=Irina Stolbova,Konstantin Nosov
}}
==About Innovation Practice Within Geometric-Graphic Training (short paper)==
https://ceur-ws.org/Vol-2744/short33.pdf
About Innovation Practice Within Geometric-Graphic
Training*†
Irina Stolbova1[0000-0002-0546-9428], Konstantin Nosov2[0000-0002-3265-9091]
Perm National Research Polytechnic University, Perm, Russia
1 stolbova.irina@gmail.com, 2 designcon@ya.ru
Abstract. The article discusses major problems associated with "digitalization"
of higher professional education. The data on organization of the system of
"mixed learning" and filling of traditional geometric- graphic education with
electronic innovations are presented. The structural scheme of training is given
taking into account technological innovations. Examples of training design tasks
in the electronic learning environment for creating 3D models of geometric
objects intended for students to perform as part of independent work are given.
A positive effect was noted when students master new technologies, as well as
difficulties in implementing the online – learning process are shown.
Keywords: Digitalization, Geometric-Graphic Training, Mixed Teaching,
Design Assignments, 3D-Modeling, Online Technology
1 Introduction
Global digitalization of all spheres of society’s life radically changes the model of
design activity and, accordingly, leads to a change in the paradigm of engineering
training. In the modern system of vocational education, the curriculum of technical
disciplines should not lag behind the integrated workflow of accelerated production of
an object, which is an organic combination of computer technology, three-dimensional
modeling and engineering analysis, design, virtual engineering and modern
manufacturing methods [1]. The task of acquiring trainees' information and
communication technological skills and professional competencies based on modern
information technologies is being actualized.
Already, many universities are actively engaged in “digitization” of their educational
resources and predict the outcome of the updated teaching technology as improving the
quality of training [2]. At the same time, effectiveness of such technologies should be
determined not only by high-quality “digitization” of educational materials and
modernization of their content, but also by creation of a developed system of network
_____________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons
License Attribution 4.0 International (CC BY 4.0).
* Publication financially supported by RFBR grant №18-08-01484
2 I.Stolbova, K.Nosov
services that ensure availability of educational resources and allow constant monitoring
of student performance.
Currently, the transition to mixed learning is widely discussed, when in the
framework of traditional classical teaching distance educational resources are applied,
used by trainees independently in any place and at a convenient time. There is a steady
trend of increasing hours of students' independent work by reducing the classroom load.
However, the solution of issues of a rational combination of traditional education and
communication educational innovations is at the experimental level.
The expert data presented in [1] and relating, in particular, to training bachelors at
various stages of training for integrated engineering activities, show various
combinations of volumes of full-time (collective work under the guidance of a teacher)
and distance (independent work) training. For example, for successful training at the
design stage of technical objects (development of algorithms, implementation of design
documentation), the ratio of traditional learning and distance learning is fixed as 30%
to 70%, respectively. However, the question of how this ratio changes with the
development of a vocational training program from course to course, how various forms
of educational activity correspond to it (lectures, practical exercises, laboratory
practical work, students' independent work), remains open. In this regard, obtaining
additional practical data on organization of an innovative education system is of
interest. It is also necessary to take into account appropriateness of digital innovation
in implementation of various areas of subject-based learning.
2 The Need for Innovation in Geometric-Graphic Education
One of the types of subject teaching is basic geometric-graphic training (GGT) for
students of a technical university, the purpose of which is to form readiness of future
graduates for design and development activities. Dynamic development of design as a
type of engineering activity is explained by improving the capabilities of modern
computer technologies and CAD, updating the design engineer’s functionality,
increased requirements for the specialist’s design culture, a systematic approach to
engineering and technical support and digital support for all stages of the life cycle of
technical objects [3].
Graphic disciplines (descriptive geometry, engineering graphics, computer graphics)
at a technical university refer to general education and are the first professionally
oriented disciplines that students are taught in junior courses. Success in mastering
these subjects is an indicator of the professional competence of a future engineer, who,
along with the graphic language, owns modern graphic modeling software. In this
regard, it is necessary to improve the design training of future specialists in the field of
engineering and technology, to bring educational work closer to real practice of design
and development.
An effective tool for integrating the theoretical foundations of geometric modeling
and modern CAD tools is project training, which implements a competency-based
model of graphic education [4]. The innovativeness of the new technology lies in the
improvement of practical training based on a harmonious connection between theory
About Innovation Practice Within Geometric-Graphic Training 3
and practice, when practical tasks prompt the student to constantly “obtain” the required
information through the electronic learning environment (EOS). For this purpose,
comprehensive tasks are developed that integrate various sections of the discipline and
imitate professional educational activities [5].
With the help of digital technologies, it is necessary to fill the learning environment
with a sufficiently wide and voluminous information material, as well as provide the
opportunity for each student to be included in the online process of using all available
resources, educational, reference, methodological and other information. Moreover, the
amount of information should be regulated by the requirement of its optimality for the
student’s request. The information provided should not confuse the student, but provide
the opportunity for free orientation and collection of necessary information, allowing
the student to independently determine the totality of conditions for implementing the
project plot [1].
3 Digital Environment of Project-Oriented Teaching
Currently, at Perm National Research Polytechnic University, the GGT course is
implemented as part of the integrated discipline Engineering Geometry and Computer
Graphics. The structural model of the GGT course of filling traditional education with
technological innovations is presented in Fig. 1.
Fig. 1. Scheme for implementation of GGT in digitalization
4 I.Stolbova, K.Nosov
As innovations, electronic educational resources are considered, including three-
dimensional modeling and project training [3, 4], allowing to bring the learning process
of students closer to their future professional activities. In the educational process, the
main directions are identified in which the unified programs of GGT are implemented.
They include: presentation of theoretical material; solution of practice-oriented tasks;
individual design tasks; development of training design documentation; automated
quality control of training.
The theoretical base of the geometric foundations of the discipline (lecture course),
provides students with acquisition of knowledge competencies. Traditional training is
supported by modern capabilities of computer technology, which are used in
preparation of illustrative electronic material. For independent work of students, an
electronic textbook is used.
For practical implementation of the basic theoretical knowledge received by students
and their acquisition of skills to solve practice-oriented problems, 2D and 3D
technologies are currently used. In this case, the prepared educational resource is in
demand - an electronic workshop, which presents a base of geometric problems with
creative content. A practical comparison of the capabilities of both technologies, as well
as comparative analysis of the advantages and disadvantages of each of them in solving
applied geometric problems, can be useful for students at this stage [5].
An important component of the digital learning environment is organization of
monitoring the success of mastering the curriculum. Digitalization, based on broad
capabilities of modern information and communication technologies, provides
innovative opportunities for assessing educational results. Automation of control of
students’ knowledge and skills in the self-training mode and control measures allows
organizing end-to-end monitoring of student performance at all stages of mastering the
discipline, systematizing students' independent work, as well as increasing students'
motivation and interest in high-quality acquiring the program. A large amount obtained
in the course of monitoring educational results can be processed automatically, which
allows timely development of corrective impacts on the current situation within the
framework of subject training in general, in student groups and the performance of a
particular student [6, 7].
A comprehensive assessment of the formation of subject competencies is carried out
on the basis of activity technologies, which can also be controlled using electronic
resources. For organizing practical orientation of the educational process, design tasks
for developing algorithms for geometric modeling of virtual objects that have real
prototypes in the field of their future professional activity are important. Work with
such specialized facilities contributes to initial formation of the professional
competencies of future graduates already at the initial stage of mastering the
educational program of a certain training direction [8].
The readiness of students for design activity is formed when performing a
comprehensive design task that integrates various sections of the discipline and
simulates real design activity. Organization of support for students' work at a project
requires a more complete set of technological communication and information tools
that would help them manage their design process based on the principle of
personalization. This final task for the training course is carried out as part of the
About Innovation Practice Within Geometric-Graphic Training 5
students' independent work, and information support for its implementation is carried
out through the electronic learning environment [5]. This section includes all the
required information and reference resources, including highly specialized libraries, a
control system for the progress of the assignment, as well as an operational consultation
channel for communication with the teacher if the student has difficulties in design.
Table 1 presents an example of meaningful options for design tasks with
methodologically different approaches. These variants of execution of project tasks
allow to take into account students' preferences, their level of geometrical knowledge,
personal creativity and degree of formation of digital competence.
Table 1. Methods for implementing design tasks.
Execution Terms of Reference. Initial data Design result
option
According to a given drawing of a Created component models
general view of the “Valve”
product, create models of
components and a model of the
product as a whole Product Model
1
According to the specified models Product Model
of the components, design the
product “Clamping device”
2
Associative drawing
The contents of the assignment may take into account the direction of training. For
example, for mechanical students, it is planned to develop an assembly unit based on
3D technology design documentation, which is an analogue of a clamping device for
machining parts.
6 I.Stolbova, K.Nosov
4 GGT in Conditions of Self-Isolation
The new stage of transition to digital technology training came under the regime of
isolation in order to prevent COVID infection. During this period, full online training
in the discipline "Engineering geometry and computer graphics" was organized for
1,056 full-time and part-time university students. Table 2 shows the list and purpose of
electronic resources used in implementing the discipline program online.
Table 2. Application of electronic resources as part of online learning
№ Type and name of software Application in distant education technologies
1 The site of the department Placement of teaching materials for self-study by
http://dgng.pstu.com/ students - tasks, methods of solution, reference
CMS Moodle web interface at books, test tasks in all sections and questions for
https://do3.pstu.ru certification in the discipline
2 Web interface in the e-conference Holding a web conference with students for
BigBlueButton on the site consulting and receiving assignments in the form
https://bigbluebutton.pstu.ru of interview.
3 Online service on the site Creating and editing PDF files from many
https://lightpdf.com different formats.
4 Online service on the site Cloud data storage for uploading, storing and
https://disk.yandex.ru transferring large files and directories.
5 Software for Windows - PicPick Creating and editing screenshots with the ability
to comment on image elements.
6 Software for Windows - XnView Viewing and simple editing of the image.
7 Software for Windows – 7-Zip Packing and unpacking large files and directories
for sending by email and cloud services.
8 Software for Windows - CAD Students fulfilling assignments regarding the
KOMPAS-3D creation of 3 D - models and associative drawings
with the possibility of design documentation in
accordance with ESKD standards and conversion
of graphic work into images and PDF files.
9 Software for Windows - Mozilla An Internet browser for connecting to the above
Firefox web interfaces and online services.
10 Software for Windows - Mozilla Messaging with attachments, by email, between
Thunderbird teachers and students. Convenient for receiving a
large number of files for subsequent verification.
11 Software for Windows - Viber Messaging (including with file attachments)
online between teachers and students. Convenient
for online consultations and student group alerts
of upcoming training sessions and other events.
The most time-consuming learning process is associated with remote verification and
finalization by students of individual graphic tasks performed in the KOMPAS-3D
program. For example, only for student groups of the Faculty of Electrical Engineering
About Innovation Practice Within Geometric-Graphic Training 7
(183 persons) for 2.5 months isolation the teachers obtained from students, generated
and sent back, with notes and remarks about 2000 files (both single-and multi-page).
Files from students were accepted in the format of images (*.jpg, *.png), in the format
PDF and in format of KOMPAS-3D (*.m3d, *.a3d, *.cdw, *.spw). To check and fill
out the corresponding notes on the drawing, sketch or specification, the files were
opened in the corresponding software, and the tools and notes were applied with this
software.
With such an organization, we note the great efficiency with which a student receives
information on checking his assignments and additional consultation. Compared with
classroom work, the volume of exchanged information increased 3-4 times. But this, in
turn, translates into an additional burden on the teacher.
In general, GGP Online revealed the following negative moments:
1. Inability of some students to install the required software (CAD KOMPAS-3D
and editor/virtual printer PDF format files).
2. Multiple cases when students provide graphic works copied from other students.
3. Cases of unauthorized persons or other fellow students performed verification
tests and laboratory work carried out remotely at a specific and limited time have
been identified. Identification of such work leads to the need of a "face to face" video
conference with identity proof.
4. The increase of the current educational information and the need to check it from
the PC screen for almost the entire working day is fraught with the occurrence of
professional diseases by teachers conducting GGT online.
According to the authors, for further perfection of online education and
development of electronic resources of subject teaching it is necessary:
• To change the calculation methodology and redistribute the load for teachers
conducting online training, taking into account specifics of the subject area;
• To improve the methodology of remote monitoring of the planned educational
results in the online acquisition of the discipline;
• To improve the system of remote communication and student identification
during planned control activities;
• To expand the bank of test tasks in the discipline and options for individual tasks
or the variability of their performance;
• To enhance automatic control by software sites with hosted assignments and tests
on identification of IP User URLs, comparison with the previous entry, ban of
addressing to complementary pages, etc.
• To develop methods of analyzing and monitoring the "plagiarism" and "copy-
paste". As an option, to create software expert system with the ability to analyze a
large amount of various information (Big Data).
• To identify key (reference) points of the learning process online in order to avoid
its profanation with a mandatory personal interview of a teacher with a student,
which can be in a classroom, as well as remote, via video link, with proof of identity.
8 I.Stolbova, K.Nosov
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