Competency-based learning in the teaching of Geometrical Product Specifications (GPS)

Abstract

The application of the standards system of the Geometrical Product Specifications (GPS) within technical product documentation is associated with challenges. The reasons for this can be seen in the dynamics of standardization, its complexity and the small number of current teaching approaches.In this paper, the learning outcomes and competencies in the field of ISO-GPS are analyzed based on a study on the current state of teaching at universities with mechanical engineering degree programs throughout Germany. A total of 115 universities and 743 potentially relevant courses were identified, with responses from 85 universities being evaluated. What details on learning outcomes are formulated in the module handbooks? Which subject areas of the GPS are they linked to? Which competencies are considered necessary by lecturers or students? In addition to a list of learning outcomes, a competency wheel is presented that includes the learning objective taxonomy, associated verbs and potential methods of teaching. A comparison of the actual and the target status is described. Overall, the study is intended to provide the basis for the assessment and (further) development of teaching approaches for GPS. Selected examples of competencies from the competency wheel are used to illustrate concepts for teaching.

Keywords: Competency-Based Learning, Engineering Design, Geometrical Product Specifications (Gps), Learning Objective Taxonomy, Teaching-Approaches

DOI: 10.54941/ahfe1005394