Course development

• I removed one optimization task (Solid Edge Design Optimization tool). I replaced it with the Topology Optimization (Solid Edge Generative Design), useful to help students focus on interfaces and practice another way of thinking when additive manufacturing now is an option to traditional manufacturing. But the challenge of additive manufacturing was reflected in the task. • I used the Canvas speed grader for the peer review, which worked, but some students did not know if they had uploaded it correctly. • I updated the project assessment protocol. • I changed back to peer-reviewing a final project, summative feedback, not a draft of the project report as in last course round. • I am aware that some have felt it was hard to select a product to model. I planned to put some extra time into this. They got more in detail formative feedback from me when selecting the product, I suggested tools that they had not mentioned to make use of, and I wrote whether they could have a chance for the higher grades or not with the selected products. I got more variation in products modelled in the project task, and the students could use more relevant tools in solid edge.

1) I integrated PowerPoint slides with live demonstrations in my lectures. The students wanted more live demonstrations as one improvement from last course analysis, written by the previous course responsible and examiner. 2) I moved the peer review assignment. Instead of peer-reviewing a final project, they reviewed a report draft and the model approach. The purpose was to help the students finalize their project, i.e. students start their writing process earlier on and are forced to formulate a purpose and planned methodology. Also, get inspired by the approach by their peers. 75% (49 students out of 64 registered) finished the project. For comparison, my last time as a course responsible in spring 2016, only 42% (31 out of 73 registered) finished their project. But there may be other reasons for this increase, e.g. the distance education due to closed campus might have helped – this course is easily taken at a distance. 3) I added one task in assignment 1 to make them practice using the Solid Edge Design Optimization tool. From a parametrized part, one can, for example, minimize the mass of a part by changing the carefully selected dimensions with constraints. Some of the students, in their project, used this tool as a downstream activity. I also introduced the Topology Optimization tool.