Cognitive Modelling Strategies For Optimum Design Intent In Parametric Modelling (Pm).

It is generally agreed that despite today's computers and CAD software having become extremely powerful, they are of limited use to engineers and technologists who do not fully understand fundamental graphics principles and 3-D modelling strategies. Increasingly technological education in our second level schools (high schools) is becoming more aligned to the real-world needs of business so as to better prepare students for entry into a more skilled and technically oriented workplace. In this context there is a real need to develop a coherent and systematic taxonomy for parametric modelling within a coherent and sound pedagogical framework. The research entails developing a coherent theoretical framework and problem-solving heuristic for best practice in CAD pedagogy for the effective use of Parametric Modelling systems. The work encompasses cognitive psychology, instructional systems design, cognitive modelling and identifying and developing essential prerequisite skills tutorials. A pedagogic framework to define cognitive part modelling tasks and their co-ordination and sequencing is developed as an essential requirement for optimum PM productivity. Training in the efficiency of thought required to drive efficiency of action for effective PM underpins the developed strategic approach. The findings indicate that more efficient use of PM systems are achieved if users have the capacity to generate cognitive models and the ability to decompose geometric elements, and cognitively assemble these in the context of achieving design intent. The findings will inform a final tutorial intervention package in establishing a best practice, strategic approach and in developing on-line tutorial interventions for all aspects of PM. The paper discusses an area of research that is directly relevant to the pedagogical needs of today’s engineers and designers. In this regard 3D CAD users need to develop a mental model of PM systems in which the syntactic knowledge of the specifics of a system is supported by semantic knowledge of the tools available for creating and manipulating geometry in any system. The preparedness and capability of students to accomplish meaningful design using PM systems is directly related to their ability to visualise and deconstruct objects and to cognitively assemble them.