Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251178
H. Zeynal, Z. Zakaria, M. Anisseh, S. Mansoorzadeh
Implementation of Continuous Quality Control (CQC) over engineering education is lucrative but arduous for academic decision-makers. Among various approaches to address CQC, the Outcome-Based Education (OBE) system has found universal acceptance. The accurate measurement mechanism, transparency of outcomes (programs/subjects) definition, revamping troublesome education process, are salient advantages of adopting OBE system. However, the OBE implementation strategy plays a crucial role to eventual satisfactory level. In this work, practical case of Buein-Zahra Technical University (BZTE) is studied. Simulation results reiterates the fact that strategic and efficient implementation of OBE-BZTE allowed increasing flexibility and manageability of education process. Results, further, exhibited that the improvement plans over top program Outcomes (PO) and lower Course Outcomes (CO) are advantageously possible depending on input and output quality controls.
{"title":"Strategic implementation of outcome-based education system in Buein-Zahra Technical University of Iran","authors":"H. Zeynal, Z. Zakaria, M. Anisseh, S. Mansoorzadeh","doi":"10.1109/ICEED.2017.8251178","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251178","url":null,"abstract":"Implementation of Continuous Quality Control (CQC) over engineering education is lucrative but arduous for academic decision-makers. Among various approaches to address CQC, the Outcome-Based Education (OBE) system has found universal acceptance. The accurate measurement mechanism, transparency of outcomes (programs/subjects) definition, revamping troublesome education process, are salient advantages of adopting OBE system. However, the OBE implementation strategy plays a crucial role to eventual satisfactory level. In this work, practical case of Buein-Zahra Technical University (BZTE) is studied. Simulation results reiterates the fact that strategic and efficient implementation of OBE-BZTE allowed increasing flexibility and manageability of education process. Results, further, exhibited that the improvement plans over top program Outcomes (PO) and lower Course Outcomes (CO) are advantageously possible depending on input and output quality controls.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115980765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251201
M. Muhamad, H. Hussin, M. Ali, H. Z. Abidin, Y. Husaini
This paper features a comprehensive learning for Integrated Circuit (IC) Design course to enhance students' understanding. Learning IC Design require students' to be proficient in Electronic Design Automation (EDA) tools. EDA computerization is a class of programming devices for outlining electronic frameworks, for example, coordinated circuits. The apparatuses are utilized in a plan stream that chip fashioners use to outline and examine whole semiconductor chips. Teaching EDA software requires frequent lab demonstration and always time consuming. It is difficult to be repeated if the students missed it. This will affect students understanding on the next topics and hence affects influence the overall performance. Therefore, the use of video and interactive software tools in teaching and learning is the modern alternative way to let students to appreciate the process involved in practical and excite students' capability to engage in teaching and learning. Significant improvement is shown on the students' performance by comparing before and after implementation of comprehensive EDA learning. The results of the comparative study show the effectiveness of the proposed model. There is significant improvement in terms of the students that scored higher grade and reduction in percentage of students that obtained lower grade for this course.
{"title":"Enhancing students' understanding for IC design course through online video learning","authors":"M. Muhamad, H. Hussin, M. Ali, H. Z. Abidin, Y. Husaini","doi":"10.1109/ICEED.2017.8251201","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251201","url":null,"abstract":"This paper features a comprehensive learning for Integrated Circuit (IC) Design course to enhance students' understanding. Learning IC Design require students' to be proficient in Electronic Design Automation (EDA) tools. EDA computerization is a class of programming devices for outlining electronic frameworks, for example, coordinated circuits. The apparatuses are utilized in a plan stream that chip fashioners use to outline and examine whole semiconductor chips. Teaching EDA software requires frequent lab demonstration and always time consuming. It is difficult to be repeated if the students missed it. This will affect students understanding on the next topics and hence affects influence the overall performance. Therefore, the use of video and interactive software tools in teaching and learning is the modern alternative way to let students to appreciate the process involved in practical and excite students' capability to engage in teaching and learning. Significant improvement is shown on the students' performance by comparing before and after implementation of comprehensive EDA learning. The results of the comparative study show the effectiveness of the proposed model. There is significant improvement in terms of the students that scored higher grade and reduction in percentage of students that obtained lower grade for this course.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126364503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251199
Saksit Srimarong, T. Achalakul
There are many Learning Management System in the market nowadays. However, there are none that specifically design to serve Outcome-based Education. King Mongkut's University of Technology Thonburi developed a system called KMUTT Learning Environment (LE). It has been used as a Learning Management System and Outcome-based Education tool. The low performance and adoption issues of the system cause the updated version named LEB2 to be implemented. This study attempts to find the usability problems in LEB2 before it will be released to the university community. The usability study in this research involves three aspects of usability; effectiveness, efficiency, and satisfactory. The study found that effectiveness and efficiency of the LEB2 system are below standard. And, satisfactory of the LEB2 system is also in marginal of unsatisfactory. The discussions and suggestions were given for further improvement.
{"title":"Usability evaluation of outcome-based education tool","authors":"Saksit Srimarong, T. Achalakul","doi":"10.1109/ICEED.2017.8251199","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251199","url":null,"abstract":"There are many Learning Management System in the market nowadays. However, there are none that specifically design to serve Outcome-based Education. King Mongkut's University of Technology Thonburi developed a system called KMUTT Learning Environment (LE). It has been used as a Learning Management System and Outcome-based Education tool. The low performance and adoption issues of the system cause the updated version named LEB2 to be implemented. This study attempts to find the usability problems in LEB2 before it will be released to the university community. The usability study in this research involves three aspects of usability; effectiveness, efficiency, and satisfactory. The study found that effectiveness and efficiency of the LEB2 system are below standard. And, satisfactory of the LEB2 system is also in marginal of unsatisfactory. The discussions and suggestions were given for further improvement.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130995683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251155
N. Enzai, N. Ahmad, S. Mohamed, S. S. Rais, M. A. H. A. Ghani, N. Ismail
CDIO approach is an educational framework which has been introduced to address the technical exposure deficiencies in higher education engineering courses. Realizing the significance of CDIO, Faculty of Electrical Engineering, UiTM Terengganu applied the CDIO components in microprocessor course taken by its students through group mini project assignments. Mini projects of 50 students were assessed with respect to CDIO components. Their assessment results are looked into to analyze the effectiveness of CDIO incorporation implementation. The findings have shown that most students are capable to obtain good results with respect to CDIO evaluation criteria.
{"title":"CDIO implementation in microprocessor course through mini project assignment","authors":"N. Enzai, N. Ahmad, S. Mohamed, S. S. Rais, M. A. H. A. Ghani, N. Ismail","doi":"10.1109/ICEED.2017.8251155","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251155","url":null,"abstract":"CDIO approach is an educational framework which has been introduced to address the technical exposure deficiencies in higher education engineering courses. Realizing the significance of CDIO, Faculty of Electrical Engineering, UiTM Terengganu applied the CDIO components in microprocessor course taken by its students through group mini project assignments. Mini projects of 50 students were assessed with respect to CDIO components. Their assessment results are looked into to analyze the effectiveness of CDIO incorporation implementation. The findings have shown that most students are capable to obtain good results with respect to CDIO evaluation criteria.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125530743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251188
F. Zaman, A. Yasin, H. Z. Abidin
The term 21st century learning is commonly used to describe several core competencies such as critical thinking and problem-solving skills embedded in student-centered learning approach adopted in schools and universities. This paper gives an overview on such approach adopted in teaching computer programming course for undergraduate level at Faculty of Engineering, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia. These approaches include active and meaningful learning, and use of current technology and applications in both learning and assessment. Moreover, we investigate the perception of 53 students on this course in a survey, with focus on their understanding of the course contents, and their adoption on the new 21at century approaches in learning. From survey conducted, among the findings includes that the students firmly believe hands- on practice are more effective in helping them comprehend the course better. They also suggest that the current approach on 21st century learning adopted are very appropriate for the course. Besides, 28% of respondents suggest that the use of technology in teaching and learning of computer programming course is in fact very helpful.
{"title":"An overview on students' understanding and adoption of 21st century learning methods in computer programming course","authors":"F. Zaman, A. Yasin, H. Z. Abidin","doi":"10.1109/ICEED.2017.8251188","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251188","url":null,"abstract":"The term 21st century learning is commonly used to describe several core competencies such as critical thinking and problem-solving skills embedded in student-centered learning approach adopted in schools and universities. This paper gives an overview on such approach adopted in teaching computer programming course for undergraduate level at Faculty of Engineering, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia. These approaches include active and meaningful learning, and use of current technology and applications in both learning and assessment. Moreover, we investigate the perception of 53 students on this course in a survey, with focus on their understanding of the course contents, and their adoption on the new 21at century approaches in learning. From survey conducted, among the findings includes that the students firmly believe hands- on practice are more effective in helping them comprehend the course better. They also suggest that the current approach on 21st century learning adopted are very appropriate for the course. Besides, 28% of respondents suggest that the use of technology in teaching and learning of computer programming course is in fact very helpful.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133683681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251189
Zurina Yasak, M. Alias
The learning hierarchy technique Is a powerful learning analysis technique that can be used to identify lower level pre-requisites for an expected learning outcome. Knowledge gained from the application of this technique is in the form of comprehensive learning needs for that particular outcome which can used to design appropriate learning environment which will lead to greater potential for achieving the outcome. However, this technique is not widely practiced by Technical and Vocational Education and Training (TVET) instructors unless they have been specifically trained in instructional design methodologies. This paper provides an example of how the learning hierarchy technique has been successfully applied in the design of teaching and learning activities and materials for a course unit in TVET.
{"title":"Designing learning materials in TVET: Application of the learning hierarchy technique","authors":"Zurina Yasak, M. Alias","doi":"10.1109/ICEED.2017.8251189","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251189","url":null,"abstract":"The learning hierarchy technique Is a powerful learning analysis technique that can be used to identify lower level pre-requisites for an expected learning outcome. Knowledge gained from the application of this technique is in the form of comprehensive learning needs for that particular outcome which can used to design appropriate learning environment which will lead to greater potential for achieving the outcome. However, this technique is not widely practiced by Technical and Vocational Education and Training (TVET) instructors unless they have been specifically trained in instructional design methodologies. This paper provides an example of how the learning hierarchy technique has been successfully applied in the design of teaching and learning activities and materials for a course unit in TVET.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128685906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251190
Yoshiki Sato, A. Hazeyama, Shoichi Nakamura, Y. Miyadera
Main goal of our study was to resolve the difficulties in Problem/Project Based Learning (PBL) in high school or university level. To obtain good achievement in PBL, it is quite important for facilitators to effectively guide students. However, it is often the case that inexperienced teachers do not know the way of facilitation. To overcome this problem, we developed "PBL workflow model" so that teachers can make precise facilitation in accordance with each learning theme and learners' situations. To design the model, we initially categorized multiple works that build PBL on the basis of our previous practices of PBL and clarified the main issues in it. We then identified the relationships between the factors involved with PBL through careful investigations. Finally, we designed the model that illustrates the association of work groups, issue groups, and facilitation groups. Consequently, our methods enable teachers to conduct facilitation in accordance with more detailed situations in PBL than those of by existing methods. Moreover, our methods enable both of two conflicting policy (i.e., compliance with PBL standard while ensuring freedom of learning activities).
{"title":"Design of a PBL workflow model suitable for learners situations","authors":"Yoshiki Sato, A. Hazeyama, Shoichi Nakamura, Y. Miyadera","doi":"10.1109/ICEED.2017.8251190","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251190","url":null,"abstract":"Main goal of our study was to resolve the difficulties in Problem/Project Based Learning (PBL) in high school or university level. To obtain good achievement in PBL, it is quite important for facilitators to effectively guide students. However, it is often the case that inexperienced teachers do not know the way of facilitation. To overcome this problem, we developed \"PBL workflow model\" so that teachers can make precise facilitation in accordance with each learning theme and learners' situations. To design the model, we initially categorized multiple works that build PBL on the basis of our previous practices of PBL and clarified the main issues in it. We then identified the relationships between the factors involved with PBL through careful investigations. Finally, we designed the model that illustrates the association of work groups, issue groups, and facilitation groups. Consequently, our methods enable teachers to conduct facilitation in accordance with more detailed situations in PBL than those of by existing methods. Moreover, our methods enable both of two conflicting policy (i.e., compliance with PBL standard while ensuring freedom of learning activities).","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122269334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Activity Theory has a specific use as a tool that shows the structure of the activities between people and mediation under particular context. In this paper, the researchers use it as a framework for the design of the collaborative learning activities under creative problem solving process using Computer-Supported Collaborative Learning as mediated tools. It is also used as a unit of analysis framework to examine and to get a better understanding of the interactions among the students, instructors and librarians through Computer-Supported Collaborative Learning environment. Indepth interview and participants' observation are used as main qualitative approach to collect data in order to explain the way the participants use the tools, and how the tools support and affect them in their collaborative learning to achieve the goals.
{"title":"Building a learning community among faculty, librarians and students using computer-supported collaborative learning: An activity theory approach","authors":"Sasipimol Prapinpongsakom, Praweenya Suwannatthachot, Jiracha Vicheanpanya","doi":"10.1109/ICEED.2017.8251169","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251169","url":null,"abstract":"Activity Theory has a specific use as a tool that shows the structure of the activities between people and mediation under particular context. In this paper, the researchers use it as a framework for the design of the collaborative learning activities under creative problem solving process using Computer-Supported Collaborative Learning as mediated tools. It is also used as a unit of analysis framework to examine and to get a better understanding of the interactions among the students, instructors and librarians through Computer-Supported Collaborative Learning environment. Indepth interview and participants' observation are used as main qualitative approach to collect data in order to explain the way the participants use the tools, and how the tools support and affect them in their collaborative learning to achieve the goals.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130009034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251197
Saiful Hadi Masran, Mohd Fairuz Marian, F. Yunus, Mohd Bekri Rahim, Jamil Abd. Baser
This study was designed to investigate the effectiveness of using an interactive CD in implementation of Occupational Safety and Health course in FPTV UTHM. The main objective of this study is to identify whether the teaching method using an interactive CD can increase the level of student achievement and to identify the feedback from the usage of an interactive CD. The design study is social science in the form of quasi-experiment. There are two groups of students undergoes a pre-test and posttest which were treatment group and control group. There are two instruments used in this study, two sets of objectives achievement test questions consisting of 10 multiple-choice questions and a set of questionnaire Likert scale of five points. Statistical Package for the Social Sciences (SPSS) Version 21 are used to facilitate the process of analyzing the data. The result shows that the method of teaching using an interactive CD were effective and improve student achievement than traditional methods.
{"title":"Effectiveness of using an interactive media in teaching and learning: A case study","authors":"Saiful Hadi Masran, Mohd Fairuz Marian, F. Yunus, Mohd Bekri Rahim, Jamil Abd. Baser","doi":"10.1109/ICEED.2017.8251197","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251197","url":null,"abstract":"This study was designed to investigate the effectiveness of using an interactive CD in implementation of Occupational Safety and Health course in FPTV UTHM. The main objective of this study is to identify whether the teaching method using an interactive CD can increase the level of student achievement and to identify the feedback from the usage of an interactive CD. The design study is social science in the form of quasi-experiment. There are two groups of students undergoes a pre-test and posttest which were treatment group and control group. There are two instruments used in this study, two sets of objectives achievement test questions consisting of 10 multiple-choice questions and a set of questionnaire Likert scale of five points. Statistical Package for the Social Sciences (SPSS) Version 21 are used to facilitate the process of analyzing the data. The result shows that the method of teaching using an interactive CD were effective and improve student achievement than traditional methods.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117044595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This assistant teaching system is based on advanced mobile AR technology applied in the practical teaching of course design of mechanical manufacturing. The assistant teaching system implements the function of superimposing the digital information over the real world, rotating and zooming the 3D model, showing the cross-sectional model and so on. In combination with the actual teaching requirements of course design of mechanical manufacturing, the function of arranging the process routes of the typical parts in course design of mechanical manufacturing process is designed. The assistant teaching system assists teachers to carry out some teaching work to alleviate the teaching burden of teachers. The practical application shows that the innovative mobile augmented reality teaching promotes students to understand the teaching content flexibly and enhance the quality of manufacturing technology course design. At the end of the paper, the typical part “CA6140 lathe fork” is used as an example to introduce the function and operation of the system.
{"title":"Application of an assistant teaching system based on mobile augmented reality (AR) for course design of mechanical manufacturing process","authors":"Xudong Pan, Xiaolei Sun, Huifeng Wang, Shengdong Gao, Najun Wang, Zhuo Lin","doi":"10.1109/ICEED.2017.8251191","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251191","url":null,"abstract":"This assistant teaching system is based on advanced mobile AR technology applied in the practical teaching of course design of mechanical manufacturing. The assistant teaching system implements the function of superimposing the digital information over the real world, rotating and zooming the 3D model, showing the cross-sectional model and so on. In combination with the actual teaching requirements of course design of mechanical manufacturing, the function of arranging the process routes of the typical parts in course design of mechanical manufacturing process is designed. The assistant teaching system assists teachers to carry out some teaching work to alleviate the teaching burden of teachers. The practical application shows that the innovative mobile augmented reality teaching promotes students to understand the teaching content flexibly and enhance the quality of manufacturing technology course design. At the end of the paper, the typical part “CA6140 lathe fork” is used as an example to introduce the function and operation of the system.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124555113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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