[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589433-105":3,"doc-detail-589433-en":81,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","improving-a-capstone-design-course-through-mindmapping","Improving A Capstone Design Course Through Mindmapping","","The paper presents a redesign of a full-year capstone design course, “Mechanical and Manufacturing Engineering Design Methodology and Application,” aimed at strengthening students’ ability to apply design methodology in practice. The authors introduce a short inquiry-based “mini-project” supported by web-based teaching modules to create an early, compressed experience of an open-ended team design challenge. 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We redesigned the course to more effectively prepare students for the “application” aspect of design. The approach was essentially to implement a short inquiry-based learning exercise that was augmented by web-based teaching modules. This blended learning approach gave the students an immediate sense of team dynamics and project management skills necessary to complete this short exercise (and their year-long project) . This paper discusses the design, testing, application and results of this two week design project and focuses specifically on mindmapping freeware. There will also be a discussion of how this project will be made accessible via an e-learning engineering design portal, which houses many projects such as the one described above.  \nKeywords: Mindmapping, design, blended learning  \n1. INtRODUctION  \nLike other capstone design courses, our full-year “Mechanical and Manufacturing Engineering Design Methodology and Application” course is intended to provide students with an opportunity to learn design methodology and associated skills. In this course, students gain basic knowledge and concepts through lectures and tutorials on a variety of subjects important to the design process. The primary “vehicle” used for student learning at the heart of the course are team projects, where students gain experiential learning via a team-based, open-ended design project.  \nAs implied by its title, this course focuses on both design methodology and design application. The first aspect of the course, design methodology, involves gaining an understanding of the Product  \nSPRING 2010 1  \nADvAncEs in EnginEEring EDucATiOn  \nimproving A capstone Design course Through Mindmapping  \nDevelopment Process (PDP), the fundamentals of project management, and aspects of design theory (e.g., design for manufacture, design for the environment, robust design) . Currently, this material is taught in the standard format of lectures and tutorials and is assessed using written tests.  \nThe second and larger aspect of the course, design application, involves the application of design methodology to a team-based, open-ended design project. For example, projects from 2004/2005 include the design of a minefield mattress, a solar-powered bike, a material handling system, and aski binding testing apparatus. Assessment of this aspect of the course is primarily through reports and design reviews (i.e., meetings between the student team, their sponsors, and their advisors) that are strategically placed throughout the academic year to correspond with each phase of the design process.  \nThe problem that we have encountered is that students ofen enter the course with the expectation that it is about “doing a project” or become so deeply involved in their projects that they fail to see “the forest for the trees”. More specifically, they often fail to see how the design process applies to the solution of general design problem, and specifically their project, and potentially miss the main message of the course.  \nAs a result, the key issue addressed in this paper is how to more effectively enable students to put theory into practice and use the course methodology when moving on to the “application”aspect of the course. In particular, it is important that students are provided with a more meaningful presentation of the design process before they embark on their major project than they would obtain from lectures and tutorials alone.  \nTo address this issue, we devel","cbCaikS00LqdZ9vW","https://ap.wps.com/l/cbCaikS00LqdZ9vW","pdf",6612148,26,"English","# Introduction\n## Course focus: design methodology and application\n## Bridging design theory to project practice\n# Inquiry-based mini-project and e-learning support\n## Mindmapping software as an e-learning tool\n# Pilot and lessons learned\n## Mindmapping in the first-year design course\n# Future access via an engineering design portal","[{\"question\":\"What change did the authors make to the capstone design course?\",\"answer\":\"They redesigned the course to better prepare students for the “application” aspect of design by adding a short inquiry-based learning exercise supported by web-based teaching modules.\"},{\"question\":\"What is the purpose of the “mini-project” in the course?\",\"answer\":\"It provides a compressed version of an open-ended design project early in the term, before students form preconceived ideas about the design process.\"},{\"question\":\"How does mindmapping software fit into the learning approach?\",\"answer\":\"Mindmapping freeware is used as an e-learning tool to support the mini-project, and the paper discusses its design, testing, application, and results.\"}]","Improving A Capstone Design Course Through Mindmapping | PDF",1792067272,66,{"code":4,"msg":82,"data":99},[100,104,108,112,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":113,"slug":145},19,"General","general"]