Ivan Chester Teaching for CAD Expertise TEACHING FOR CAD EXPERTISE Ivan Chester Centre for Learning Research Mt Gravatt Campus Griffith University Brisbane,

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Presentation transcript:

Ivan Chester Teaching for CAD Expertise TEACHING FOR CAD EXPERTISE Ivan Chester Centre for Learning Research Mt Gravatt Campus Griffith University Brisbane, Queensland 4111, Australia

Ivan Chester Teaching for CAD Expertise The current instruction Commands based Didactic Largely ignores strategic knowledge but acknowledges that expertise is dependent on strategic knowledge Based largely on research in 2D

Ivan Chester Teaching for CAD Expertise The problem Current software 3D and parametric Lack of understanding of expertise in 3D CAD Limited conceptualisation of strategic knowledge How to teach for expertise Assumptions about the relationship between CAD and spatial ability

Ivan Chester Teaching for CAD Expertise Research with CAD Experts Difficulty in identifying true experts Knowledge elicitation techniques Outcome - Reconceptualisation of 3D CAD expertise 1.Declarative command knowledge 2.Specific procedural command knowledge 3.Strategic (metacognitive) knowledge

Ivan Chester Teaching for CAD Expertise Strategic CAD Knowledge Parsing Predicting Analysing Choosing algorithms Checking/monitoring Reviewing

Ivan Chester Teaching for CAD Expertise Elements of the intervention Concurrent command & strategy training Improving spatial ability Visualisation Sketching Manipulation (on-screen) Metacognition Expert modelling Scaffolding Group problem solving Self explanation

Ivan Chester Teaching for CAD Expertise Empirical Study Methodology Subjects Data collection Prior experience (questionnaire) Conclusion of intervention (Week 7 - video capture) Post treatment (Week 14 – exam and self explanation)

Ivan Chester Teaching for CAD Expertise Results Immediate post-intervention No difference planning time, working time or successful models Difference in expert strategy use (p=0.000) Relationship with prior experience Prior computer experience – lower working time Prior 2D CAD instruction – lower expert strategies Lower prior experience – higher expert strategy use Post-treatment No difference – embedding and post instruction of strategic knowledge both effective

Ivan Chester Teaching for CAD Expertise Expertise examples

Ivan Chester Teaching for CAD Expertise Scaffolding

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