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ERIC Number: EJ999225
Record Type: Journal
Publication Date: 2012
Pages: 5
Abstractor: ERIC
Reference Count: 4
ISSN: ISSN-0046-2012
Using the Continuum of Design Modelling Techniques to Aid the Development of CAD Modeling Skills in First Year Industrial Design Students
Storer, I. J.; Campbell, R. I.
Engineering Design Graphics Journal, v76 n3 p32-36 Fall 2012
Industrial Designers need to understand and command a number of modelling techniques to communicate their ideas to themselves and others. Verbal explanations, sketches, engineering drawings, computer aided design (CAD) models and physical prototypes are the most commonly used communication techniques. Within design, unlike some disciplines, visualisation tools, whether 2D or 3D, are an essential part of the communication process, particularly with clients. Many of these tools have modelling techniques at their heart. Students first encounter these techniques at school, typically as part of their Design and Technology education, where they tend to be delivered as part of a linear design process with project work progressing through the techniques one after the other. This rather artificial way of working is driven more by the need for assessment than a desire to reflect professional practise. As such, many students enter higher education with a limited view of how these techniques should be used in combination. In addition, the range of modelling techniques presents a steep learning curve for the students at the beginning of their studies. To continue to treat them as stand-alone tools with no integration between them merely adds to the difficulty. The authors report on efforts at Loughborough Design School (LDS) to provide an easier route to mastering these modelling techniques and using them to support each other. (Contains 3 figures.)
Engineering Design Graphics Division, American Society for Engineering Education. 1818 N Street NW Suite 600, Washington, DC 20036. Tel: 202-331-3500; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Intermediate Grades; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)