Milling Machine
Aperçu des sections
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Target audience:
The mechanical engineering sector requires strong specialist skills spread over at least three EQF levels: 3, 4, 5.
The scenario is addressed to participants involved in training activities at level 3 and 4, both in VET and technical schools.-
If you wish to share your experience in using this OER or you wish to suggest additional resources, please list them here by replying to this forum
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According to Revised Bloom's Taxonomy (Anderson and Krathwohl, 2001), the learning scenario offers a simplified structure articulated in 5 areas:
- Remembering: Retrieving, recognizing, and recalling relevant knowledge acquired in the theoretical part of class about the production of mechanical parts from 2D drawing by using CNC milling machines.
- Understanding: Understanding what are the key steps in the CAD - CAM process to achieve results that meet the required specifications.
- Applying: Correctly apply procedures at different levels
- Analyzing: Analyzing step by step the results and obstacles encountered at different stages of the process to identify improvements and optimize the procedure
- Evaluating: Through peer review make critical judgments on the work done by peers in order to consolidate competence on the production of mechanical parts by using CNC milling machines. -
In order to realise this scenario, it is necessary that students are already prepared from a theoretical point of view, and that they possess adequate digital skills. In this way, specialist skills can be integrated into the overall process and transversal skills can be developed, thanks to a problem-based approach, collaborative work and feedback from teachers and peer groups.
Students involved should be able to:
use 3D modeling techniques
use CAM software
create the work cycle for making a mechanical part
use a CNC machine
The mechanical part to be produced should not be too complex, so that the pedagogical focus does not shift from digital and transversal skills to technical ones.
As for the trainers’ pre-requirements, we suggest to implement the activities suggested in this learning scenarios to those who already master basic digital skills in the DigCompEdu as referenced above.
It is therefore essential to undertake, beforehand, the IDC-VET self-assessment tool, to ensure consistency with this requirement.
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As outlined above, assessment is implemented at each phase above via different methods and approaches aimed at ensuring both validation of competencies, exploitation of digital tools and skills, engagement of learners and peer-learning.
Tutors are accompanied to exploit digital skills to implement assessment of learning via several methods and tools, including:
Evidenced-based evaluation
Peer-review
Checklist
Advanced evaluation method (Rubric)
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This learning scenario is proven to be very attractive to learners as it propose multiple hands-on activities which are interconnected. We propose to alternate both group as well as individual assignments and tasks as to improve engagement and retention among learners, as well as to co-develop multiple skills, including the ability to work in teams.
The learning scenario is problem-based and should be focused on identifying and solving technical issues related to concrete products or goods which may appeal to participants.
The key dimension here is how the tutor may blend own digital skills into own teaching and assessment strategies.
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Info specific to this learning scenario can be found on the web, via the following links:
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CNC Workflow
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5 AXIS metalworking process
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