Implementacija pristupa obrnute učionice u kursu 3D modeliranja

Abstract

3D modeliranje u SolidWorks-u se predaje na Mašinskom fakultetu Univerziteta u Beogradu (Srbija) više od jedne decenije. Kao i svaka nova veština koju treba savladati, softverski paket SolidWorks zahteva dobro prilagođenu metodologiju podučavanja. Najbolji mogući način podučavanja bio bi individualni mentorski rad. Jedan profesor po studentu, koji bi bio apsolutno fokusiran na završetak zadatka studenta, i pružio najbolje rezultate . Nažalost, zbog nedostatka nastavnog osoblja i velikog broja studenata, ovaj pristup nije moguć. Umesto toga, jedan profesor bi predstavio zadatak iz 3D modeliranja grupi od 80 studenata. Oni bi pratili celokupnu prezentaciju i tek kada se završi celokupna prezentacija, studenti bi se podelili u četiri učionice sa po 20 računara i vežbali predstavljene zadatke. Tokom poslednje decenije primećeno je nekoliko velikih problema u ovim nastavnim metodama. Primenjen je novi pristup nastavi. Ovaj rad predstavlja novu metodologiju nastave i postignute rezultate u poboljšanju nastavnog procesa.

More than one decade 3D modeling in SolidWorks is taught at the Faculty of Mechanical Engineering at the University of Belgrade (Serbia). As every new skill that has to be mastered, SolidWorks software package demands well-tailored teaching methodology. The best possible way of teaching would be one-on-one tutoring. One teacher per student, who would be absolutely focused on student's task completion, would provide the best results. Unfortunately, due to the lack of teaching staff and vast number of students this approach isn't possible. Instead, one teacher would present the 3D modeling task of interest on the video presenter to a group of 80 students. They would follow the whole presentation and only when the whole presentation ends, students would split into four classrooms with 20 computers each, and practice the presented tasks. During the last decade few major problems in these teaching methods were recognized. A new teaching approach was implemented. This paper presents a novel teaching methodology and achieved results in the teaching process improvement.