Learning CAD at university through summaries of the rules of design intent

The ease with which 3D CAD models may be modified and reused are two key aspects that improve the design-intent variable and that can significantly shorten the development timelines of a product. A set of rules are gathered from various authors that take different 3D modelling strategies into account. These rules are then applied to CAD strategic-knowledge learning methodology and included in 3D CAD modelling exercises for students following the degree in mechanical engineering at the University of Burgos (Spain). The experiment was conducted in two groups with a total of 75 students. The design-intent rules were introduced in the different exercises that the teacher explained in both the theoretical and the practical classes. In addition, a summary of the different design rules in each of the practical exercises was explained in the practical classes in only one of the groups. The experimental results, reported in this paper, tested the influence of these summaries on overall improvements in 3D modelling and on the design-intent variable, which is subdivided into four sections: skeleton, structures, alterations and constraints. The use of the summaries of the design intent rules led to statistically significant improvements in 3D modelling in the experimental group, in comparison with the group of students to whom those summaries were not explained.     

How do different background variables predict learning outcomes?

This article is a part of a research project aimed to find out how different background variables are related to learning outcomes in school subject Sloyd as found in the national evaluation of the Finnish National Board of Education. Results from this larger research project were previously published in this journal, where pupils’ readiness for Self-Regulated Learning were reported. Since then, pupils’ experiences of classroom techniques, attitudes towards the subject, leisure time interests and learning within the two domains of the subject (Technical Domain and Textile Domain, as the subject is usually divided in Finland) have been studied and results have been published in different journals. In this article, a new Structural Equation Model concludes the previous results. The new model highlights two paths of how the use of different learning orientations can predict successful learning outcomes. These paths can be followed using two pedagogical models: the Exploratory Production Approach and the Domain Specific Approach. Experiencing Learner-Centred Learning predicts positive attitudes and success in Exploratory Production activities. Experiencing Collaborative Learning predicts success in domain specific learning outcomes. Success in Exploratory Production predicts successful learning outcomes in both domains. The conclusion is that regulatory knowledge, “why”, is related to production activities and it is processed prior to domain specific knowledge, “what” and “how”. To develop the subject and pedagogy for schools and teacher training, it is not important to follow an approach defined by the domains (technical or textile). It is more important to teach pupils how to manage in the modern technological world and to understand why they need to be able to improve their life-world through Exploratory Production activities.     

Geosocial Lives in Topological Polis: Mohamed Bouazizi as a Political Agent

Geopolitical events and developments can hardly be detached from the mundane lives where people confront politicised and politicising matters, share meaningful experiences, build attitudes, and take action. To contribute to understanding how large-scale geopolitics connect with the everyday, this article draws attention to political subjectivity as the condition of possibility of political agency and polis as the geosocial context of political life as experienced, conceived, and practised. Empirically, the paper engages with the tragic end of Mohamed Bouazizi’s life and scrutinises his role in the events and developments generally known as the Arab Spring. Our analysis contests both the dominant interpretation that postulates political import to his acts, and the alternative account that underscores his apolitical stance. Instead, we propose that the international politicisation of Mohamed Bouazizi’s agency unfolded as an accomplishment of many individual and collective actors, including Bouazizi himself in his struggle to cope with emergent aspects of his everyday life.     

The Impact of Career Capital on Expatriates' Perceived Marketability

We examine how the development of three types of career capital (knowing how, knowing whom, and knowing why) during an international assignment affects the perceived marketability of organizational expatriates. Using the perceived marketability perspective and long‐term follow‐up data, we show that knowing how is seen as the most transferable type of career capital, while the development of other aspects of career capital has little impact on perceived marketability. We also show that career capital development is more recognized in the external market than by current employers. Our findings expand our understanding of long‐term career marketability among people who have completed international assignments. © 2015 Wiley Periodicals, Inc.