Innovative Courses
1. Implementation process of innovative teaching courses
In the past, traditional factory internship courses covered turning, milling, drilling, and cutting techniques. Faculty members mainly help students understand the working principle, operation method and processing flow of the processing equipment through the actual operation of the equipment. The three-hour course per week allows students to experience the operation and use of the equipment firsthand, and gain relevant experience and principles through the use process. However, since the equipment is placed in the University's internship factory, students can only come into contact with it during class time. It is indeed a bit difficult for students who want to learn in depth. Therefore, this course proposes innovative teaching. The purpose is to connect the intelligent processing equipment purchased by the internship factory in Academic Year 2021 to form a local area network through digital means, and add digital barcodes (QR Codes) to the intelligent processing equipment. Students can use by connecting to the digital teaching image via digital barcode, and they can immediately repeat the exercises and operations through the digital image teaching. In addition, the virtual software of simulated intelligent processing equipment has been added to the internship factory. The simulation of virtual images provides solid practice and training. Finally, through the two-way communication between software and equipment through the network, the virtual image is realized. Interested students have more time to understand the operation and principle of the equipment in virtual images, and those who have only a limited understanding of the equipment have more interest through virtual operation. In the future, this step will continue to use the rolling micro-correction method to achieve the desired effect. The main purpose is to shorten the gap between learning and application, provide internship opportunities for students so that they can get in touch with the workplace early and accumulate practical experience, so that students' employability after graduation can meet the needs of the workplace. After studying this course, students will not only improve their core employability and professional skills, but also learn about workplace attitudes, willingness to accept challenges, concentration and time management skills, and enhance their self-confidence, achieving the true purpose of this course.
2. Specific results of
implementing innovative teaching models, teaching material development, and
effectiveness evaluation methods.
The method and steps of innovative teaching in the classroom and digital teaching materials production are as follows:
Before the class starts, the self-compiled lesson plan will be announced on ISU Moodle. In addition, the class video will be edited and uploaded after the class for students to review.
In the 1st to 9th weeks, we will have a basic concept course of three-axis CNC machine tools.
From Week 10 to Week 14, the course will use the software of the simulated three-axis CNC machine tool to teach students from tool setting, tool length compensation, workpiece origin setting, program writing to simulation. Students will also be given assignments to simulate the process. In addition, in order to allow students to practice simulation operations after class, we have coordinated with the simulation software to release the student online learning rental model to help students have more spare time for simulation practice. . This simulation software almost transplants the real three-axis CNC machine model one-to-one into the software, including the controller, operation panel, basic fixtures, and workpieces. It is close to Metaverse and will integrate gestures and teaching system, to achieve the goal of applying the metaverse to teaching in key development courses.
3. Specific contribution
to improving student learning outcomes
(e.g. pre- and post-tests, teaching survey results, evaluation questionnaire results, and analysis designed for the course)
This innovative course divides students into 6 groups for teaching. The course content is divided into 11 topics to explain the following:
1. Introduction to CNC machine tools; 2. CNC machine structure; 3. CNC machine cutting tools; 4. Basic introduction to CNC machine tool programming; 5. Setting of CNC machine tool coordinate axes; 6. Absolute and incremental coordinates of CNC machine tools; 7. Composition of SIEMNS CNC machine tool programs; 8. SIEMNS CNC machine tool G functions; 9. SIEMNS CNC machine tool M functions; 10. SIEMNS CNC machine tool S function; 11. SIEMNS CNC machine tool F function; 12. SIEMNS CNC machine tool T function; 13. Basic format of CNC machine tool program header (tail); 14 . SIEMNS CNC machine tool setting; 15. SIEMNS CNC machine tool length compensation (positive and negative tool length compensation); 16. SIEMNS CNC machine tool workpiece origin setting; and 17. Basics of simulation software operation and functional unit.
There are 20 assignments in total, which include the content of the abovementioned topics, and students can use the computers at the University or the online student model after coordinating with the simulation software). Course assignments are arranged from easy to difficult, which proves that the student participation rate, teaching effectiveness and student absorption rate are high (~80%). The seventh assignment is to cut the contour manually, which tests students' carefulness and patience in operation. It can be seen that the new generation of students emphasizes efficiency, so this question will be considered as an extra point. For the final report, six 2D drawings are used to allow students to draw lots fairly through software. Students integrate the learning projects of the entire semester and simulate the topics they draw. Finally, they create their own report. Using the method of filling in requirements to allow students to easily produce, there is less controversy and pressure in the production process, and they can also learn how to produce production planning and report formats in the future in the industry. After students went through the baptism of the final report, the final results showed that the submission rate was 100%, the complete completion of the topic accounted for about 83%, and the perfect presentation of the format (according to the given format) accounted for about 80%. The teamwork of students in making this report (as shown in the group photo on the last page of the report) accounted for about 83%. This proves that this innovative course deepens and broadens the learning content of the original course and cultivates students' higher-level learning and cognitive abilities. In addition, through guided and simulated methods, students can also be trained to develop cross-disciplinary abilities in "listening, speaking, reading, writing, thinking, and practice."
In addition to improving core employability and professional
technical skills, students will also learn workplace attitudes, concentration,
time management skills, and enhance their self-confidence, thus achieving the
true purpose of this course.
