Volume 04 Issue 11-2024
158
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
158-166
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article focuses on integrating innovative activities with information technologies in engineering graphics classes
in higher education institutions. It highlights the role of information technologies as essential tools for enhancing the
efficiency of education and their intensive implementation in the learning process, which can lead to significant
positive changes in the education system.
KEYWORDS
Graphics, projection, innovation, intensive, didactics, portfolio, AutoCAD, Autodesk.
INTRODUCTION
Automated educational programs using technical tools
and information technologies for teaching engineering
graphics are gradually being developed in the higher
education institutions of our country. Methods for
using various types of information technologies in the
educational process are also evolving.
In practice, instructors should have the option to
choose between linear or branching types of
information technologies or use them simultaneously.
Linear information technologies allow students to
process and master all the educational material
sequentially,
while
branching
information
technologies enable students to choose an individual
learning path, depending on their level of
preparedness. In both cases, the interaction between
the student and instructor is facilitated through
specialized tools, programmed learning materials, and
computers. The advantage of this approach lies in the
ability to constantly and comprehensively monitor the
level and quality of students’ mastery of the
curriculum. Furthermore, this method eliminates the
Research Article
USE OF INFORMATION TECHNOLOGIES IN ENGINEERING GRAPHICS
CLASSES IN HIGHER EDUCATION INSTITUTIONS
Submission Date:
November 09, 2024,
Accepted Date:
November 14, 2024,
Published Date:
November 19, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-32
Tadjiyeva Feruza Muxtarovna
Associate professor at Nizami Tashkent State Pedagogical University at Department of Engineering and
Computer Technologies, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
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International Journal of Pedagogics
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VOLUME
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OCLC
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Publisher:
Oscar Publishing Services
Servi
issue of matching the speed of learning to the
individual capabilities of students, as each student
works at their own pace. Another advantage is the
time saved by instructors on delivering information,
which can instead be allocated to monitoring and
assessing material comprehension.
The widespread implementation of information
technologies requires appropriate material support.
Currently, it is challenging to fully supply general
education schools and vocational colleges with
programmed textbooks, sets of graphic tasks, and
test-based
control
assignments. A
significant
drawback of this teaching method is the additional
strain it places on students’ memory.
To use computers effectively in engineering graphics
classes, the following requirements must be met:
•
Students must possess basic computer
skills.
•
Before performing drawings on a
computer, students should at least have basic
knowledge of projection literacy.
•
Drafting lessons should not be turned
into computer graphics lessons (the distinction
between these subjects must be maintained).
Let us consider the methodological aspects of students
creating drawings using graphic software. Currently,
many graphic systems like AutoCAD, TopCAD, JCAD,
3D-GRAF, KD-
Master, КОМПАС, ВАРИКОН, and
Тефлекс are widely used in various fields of scientific
and engineering activities. Among these, AutoCAD is
the most popular in the education system. AutoCAD
has also become the standardized system for
automating project and drafting work in many
companies and organizations both domestically and
internationally.
According to researcher A. Eshmurodov, improving the
quality of graphic education during lessons
significantly contributes to the learning process
through a precise, targeted, and methodologically
sound system of knowledge delivery. The effective use
of modern teaching tools and materials, including
didactic games and computer technologies, plays a
crucial role in increasing the effectiveness of teaching
drafting skills.
The process of informatization in modern society
requires individuals to have the ability to use personal
computers. The success of applying computer
technologies in teaching engineering graphics
primarily depends on how these technologies can
improve traditional and well-established teaching
methods and academic subjects. Visual aids, such as
presentations,
assist
instructors
in
delivering
educational material, developing students’ skills in
observing and analyzing object shapes, and ensuring
comprehensive
understanding
while
increasing
students’ interest in the topic.
Presentations serve specific purposes at all stages of
the lesson, particularly in performing graphic and
practical tasks. During the creation of presentations,
instructors can
use
various software
tools,
demonstrating
their
own
creativity.
Spatial
visualization and the ability to imagine and analyze
shapes play a critical role in all areas of creative activity.
The drafting process, along with spatial visualization,
supports understanding the relationship between
elements and further design development.
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OCLC
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Publisher:
Oscar Publishing Services
Servi
In modern computer usage, quick conceptualization
and immediate visualization of ideas are essential.
Therefore, individuals need to develop the skill of
transferring their mental concepts onto paper
alongside spatial visualization abilities. One of the key
determinants of success in this area is the pedagogical
literacy of both students and instructors.
The graphic assignments given to students are
primarily designed for students in pedagogical higher
education institutions who specialize in technical and
drafting fields. These assignments are selected based
on the type of graphic representations required in
specific professional areas. For example, architectural
and construction fields may focus on geometrical
patterns or girih motifs frequently used in decorative
arts, as well as designs for construction projects. This
raises the question: “Why choose the AutoCAD
software?” AutoCAD, developed by Autodesk, is
considered the international standard for automated
design.
According to researcher G. X. Hamidova, AutoCAD is a
sophisticated and widely used software for automated
design that delivers high precision in creating various
types of drawings and schematics. It enables users to
fully realize their creative potential. Modern graphic
software, such as AutoCAD, provides numerous
advantages, including the ability to perform both 2D
and 3D drawings with exceptional precision. For 3D
modeling, the software offers features such as:
1.
Adequate tools for creating surfaces
and axes for rotations.
2.
The ability to view objects in three
dimensions.
3.
Shadowing
and
highlighting
for
rendered objects.
4.
Precise placement of objects for
production purposes.
5.
The ability to view objects from
multiple angles in 3D space.
Through these features, AutoCAD facilitates the
creation of complex drawings and enhances the
efficiency of the drafting process. For instance, to
create a 3D model, surfaces and axes can be defined
and then used with the “Revolve” command to draw
objects. Similarly, “Solid Edition” commands enable
precise trimming. These tools exemplify how modern
software has transformed the drafting process,
offering a versatile platform for teaching and learning
in engineering graphics.
“Commands of the “Solid Editing” Panel and Their
Usage
1.
“Union” (Объединение. The Union co
mmand
combines separate 3D objects into a single entity. This
creates a unified model from individual parts. To use
this command: Select the Union command.Choose the
objects to be combined. Confirm the selection by
pressing Enter. See Figure 1. 2.
“Subtract”
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OCLC
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Publisher:
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Servi
(Вычитание). The Subtract command removes
unnecessary portions from one object that intersect
with another. This is done by subtracting one object
from a primary object. To use this command: Select the
Subtract command. Choose the main object to retain
and press Enter. Then, select the object to be
subtracted and press Enter again to confirm. See
Figure 2. 3.
“Intersect”
(Пересечение)
The
Intersect command retains only the overlapping
portions of two objects that intersect. To use this
command:
Select the Intersect command. Choose
both objects. Confirm the selection by pressing Enter.
See Figure 3.
Figure 1 Figure 2
Figure 3
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OCLC
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Publisher:
Oscar Publishing Services
Servi
The above-mentioned capabilities of 3D modeling on a
computer show that computer-generated 3D drawings
have numerous advantages compared to paper-based
3D drawings. These include the convenience of
drawing, high quality and precision, editing
capabilities, and, of course, the ability to control
parameters through modeling. On paper, technical
objects with particularly complex surfaces often have
approximate geometric parameters, a problem
resolved in computer-based 3D modeling. Today, most
automated design systems used in modern
manufacturing are in English, making it essential to
develop skills for working with such systems in the
future. Therefore, the English terminology and
functions of 3D modeling tools are studied through
foreign literature based on AutoCAD software [1].
In global educational development, the significance of
developing independent, logical thinking and
imagination skills is unparalleled in determining a
nation’s progress, socio
-economic prospects, and
future. The success of higher education systems in
developed countries (USA, UK, Germany, Japan, South
Korea, India, China, Russia, Ukraine, etc.) is largely
defined by preparing graduates with competencies in
independent work, graphical literacy, reading and
creating drawings, and designing (components,
buildings, landscape design, etc.). Distance and
independent learning in graphic disciplines, including
“Descriptive Geometry and Engineering Graphics,” and
acquiring graphical knowledge through multimedia
tools contribute to the spatial imagination of students
and enhance the effectiveness of graphical education.
The application of multimedia computer technologies
in teaching “Descriptive Geome
try and Engineering
Graphics” to develop students’ spatial imagination is of
great importance.
In Europe and the USA, researchers such as M. Sroka,
B. Radovan, T. Jelena, H. Stachel, and others, in CIS
countries V. V. Kondratova, J. J. Djanabayev, S. V.
Panyukova, and in Uzbekistan A. K. Khamrakulov, Ch.
T. Shokirova, N. D. Yadgarov, D. S. Saidakhmedova,
have provided scientific recommendations on using
multimedia computer technologies in “Descriptive
Geometry and Engineering Graphics” courses at
various levels of higher and vocational education.
Special attention has been given to the principle of
visualization in these recommendations. Today, in the
computer graphics discipline, studied as part of
descriptive geometry and engineering graphics, there
are possibilities to create high-quality assignments in a
short period. The AutoCAD graphic software is
considered the most optimal tool for this purpose.
Creating assignments on topics in this software is more
convenient than with other programs. For instance,
using AutoCAD, one can develop projects on topics like
finding the third view from two views, tangency, line
types, axonometric projections, surfaces, sections, and
cuts. Although various programs can be used to
develop tiered graphical assignments, AutoCAD offers
significant advantages due to its wide-ranging
capabilities. Models created in 2D can easily be
transformed into 3D with a few necessary steps,
allowing dimensions, coloring, and similar tasks to be
completed effortlessly. Utilizing this software for
creating tiered assignments in “Descriptive Geometry
and Engineering Graphics” is highly efficient [2].
An analysis of scientific literature reveals that using
information technologies in engineering graphics
classes in higher education institutions makes the
educational process more effective and interactive.
Information technologies can be applied in the
following areas:
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1.
Digitization
of
study
materials:
Presenting textbooks, manuals, and other materials in
electronic format provides students with easy access
to necessary resources.
2.
3D modeling software: Using programs
like AutoCAD, SolidWorks, or SketchUp, students learn
to create three-dimensional models, an essential skill
for engineering graphics courses.
3.
Interactive
learning
platforms:
Organizing lessons and managing assignments
through platforms like Moodle or Google Classroom
simplifies the teaching process.
4.
Video lessons and online resources:
Students can use platforms like YouTube or Khan
Academy to gain additional knowledge and study
independently.
5.
Simulation software: Simulation tools
(e.g., ANSYS or MATLAB) help students understand
real-world scenarios while solving problems.
6.
Collaborative tools: Programs like
Google Docs or Microsoft Teams allow students to
work on projects collaboratively.
7.
Digital
portfolios:
Students
can
compile their work digitally, creating portfolios for
future employers.
The effective application of these technologies can
significantly improve students’ knowledge and skills in
engineering graphics. Educators, by using modern
methods, can make lessons more engaging and
productive.
Our research indicates that using information
technologies in engineering graphics classes helps
students create, analyze, and present graphical
representations with modern methods. Interactive
learning: Developing interactive educational materials
through
information
technologies
encourages
students to participate actively. Teacher preparation:
Educators must learn to integrate information
technologies into their lessons effectively, leading to
high-quality education. The role of information
technologies in engineering graphics classes is crucial
for preparing students for the modern labor market.
These methods also foster creativity and help translate
theoretical knowledge into practical skills.
Today, modern information technologies are present
in nearly every aspect of our lives. They play a
significant role in the advancement of education,
enabling activities like online research, education,
scientific
investigations,
business
automation,
multimedia application development, and more.
However, challenges remain in teaching engineering
graphics, such as:
1.
Lack of methodological support for
organizing a modern information-based educational
environment, as well as insufficient skills and
qualifications of educators in using modern
information technologies to solve subject-related
issues and enhance graphical literacy.
2.
Insufficient
knowledge
among
engineering graphics educators about modern
information
technologies
and
their
effective
application in teaching. Existing teaching materials and
manuals do not fully meet current requirements.
In general, establishing an electronic library for our
discipline or enriching the existing ones would be
beneficial for future generations and young
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Publisher:
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Servi
professionals.
A
modern
information-based
educational environment provides new opportunities
for educators, requiring them to utilize advanced
information
technology
tools
proficiently.
Consequently,
the
continuous
professional
development of “Engineering Graphics” educators,
preparing them to work in information-based
educational environments, is essential.
Examining the challenges of the subject allows us to
propose innovative solutions. The introduction of new
teaching technologies in our educational system places
significant responsibility on educators, requiring them
to master modern information and pedagogical
technologies thoroughly. Currently, the active
implementation of computers and information-
communication technologies in the learning process,
especially during practical and laboratory sessions
involving computer-based activities, the use of
multimedia tools, virtual labs, interactive exercises,
pedagogical software solutions, and the development
of their usage methodologies form the foundation for
practical implementation [3].
In today’s competitive world, the growing demand for
teaching “Computer Graphics” as a subject has led to
its application in various fields. Therefore, it is
important to explore the methodological foundations
of using computer technologies effectively and instill
purposeful approaches to achieving results through
their application in newly emerging fields. Pedagogical
and psychological tools should also be applied and
scientifically justified. The “Computer Graphics”
discipline primarily focuses on working with drawings
and images, which are vital in information technology.
Scientific and theoretical analysis has identified the
main factors and sources for developing information-
methodical support for students’ academic activities
based on corporate network technologies. Numerous
pedagogical researchers have contributed to the
integration of computer graphics software into the
educational process. E.I. Mashbits, one of the pioneers
in this field, emphasized that integrating computers
into education is an irreversible process, requiring
contributions from scientists, educators, and software
developers. Researchers in Uzbekistan, such as U.Sh.
Begimkulov, have also conducted significant studies on
creating electronic resources for higher education,
managing
educational
processes
using
these
resources, and developing a unified information-
educational environment.
The application of information and communication
technologies in the educational process increases the
quality of information exchange, enhances automation
opportunities, and improves educational processes.
In engineering graphics classes, using modern graphic
software, 3D modeling tools, and augmented and
virtual reality technologies has become increasingly
essential. These tools reinforce technical knowledge,
enhance design and planning skills, and prepare
students for successful careers.
To align higher education institutions with global
standards, the following measures are crucial:
•
Developing and integrating modern e-
learning tools alongside traditional teaching methods,
•
Supporting and advancing educational
processes through ICT-based tools,
•
Standardizing and certifying electronic
educational resources, and
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•
Preparing
highly
competitive
professionals capable of using ICT effectively.
By fostering a modern academic environment, higher
education institutions can improve learning outcomes
and prepare students for future challenges.
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