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CAD/CAM Training
CADCIM Technologies offers effective and affordable online
training on Computer Aided Design and Manufacturing (CAD/CAM) delivered
via internet at any time, any place, and at any pace to individuals,
students of colleges, universities, CAD/CAM training centers, and
corporate businesses.
The CAD/CAM Engineers at CADCIM Technologies take advantage of the
benefits of the Internet to turn the concept of virtual teaching into
reality. The online training initiative of CADCIM Technologies
answers the challenges of globalization and new technologies by
addressing specific CAD/CAM training needs of colleges, universities,
training centers, and corporate businesses, through customized and
cost-effective online training.
Training for
Individuals, Only $29/hour.
Training for Students in a Classroom Setting, Only $2500/semester.
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The classes will be
taught by CAD/CAM Engineers who have authored textbooks that are used in
various colleges, universities, and training centers in North America,
Europe, and other countries in the world.
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Our faculty will
grade the assignments, projects, and tests of every student in the
class. At the end of the semester, we will provide grades and a complete
portfolio of each student to the faculty member who is in-charge of
administering the class. Click on the following link to see how the
records are maintained for each student.
http://www.cadcimtech.com/Purdue/ss1234.html
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Relieved from the
duty of routine teaching, the faculty will get the time to explore further
aspects of the teaching activities.
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The customized
training program is dedicated to the pursuit of imparting excellence in
knowledge through dynamic sessions aimed at assisting the faculty to
simplify teaching.
Training
We can provide basic and advanced training on the following software
packages:
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CATIA,
Pro/Engineer Wildfire, SolidWorks, Autodesk Inventor, Solid Edge, UG-NX,
Autodesk Revit, AutoCAD, AutoCAD LT, Customizing AutoCAD, Mechanical
Desktop, EdgeCAM
Working Methodology
The team of experts at CADCIM Technologies will use the Internet to access
the faculty’s computer through remote computer access software like GoToMyPc,
to provide subject specific lectures, which can be projected on a large
screen for the students to view. For audio, MSN Messenger or Yahoo Messenger
will be used. The working methodology will include
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Delivering
lectures
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Diagnosing
previous subject knowledge
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Identifying individual needs and performance gaps
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Designing,
developing, and implementing interactive, pedagogical lessons and successful
e-learning solutions
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Providing
test feedback through assignments and tests
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Providing
tutorial services
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Calculating grades and providing final grades to faculty
Hardware/Software
Requirements
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Pentium IV
processor, 512 MB RAM, 40gig hard drive
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Internet
access (DSL or faster)
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Solid
Modeling Package installed on your computer
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Remote
computer access software such as GoToMyPc (access to which is free for the
first 15 days, and then entails a fee of $ 9 per month)
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MSN
Messenger or Yahoo Messenger
Our
Faculty
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Visionary
curriculum specialists, educators, authors, and technologists
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Skilled
teaching teams
Free
Demonstration
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For free
demonstration, please write to
sales@cadcim.com
About
CADCIM Technologies
The team
at CADCIM Technologies, under the leadership of
Professor Sham Tickoo, Purdue University Calumet, USA,
consists of engineering professionals, experienced authors, and editors who
have extensive experience in CAD/CAM, manufacturing, design engineering, and
education. CADCIM Technologies is one of the world’s leading providers of
quality CAD/CAM textbooks. It also provides free teaching and learning
resources to faculty and students. Working with the mission of providing
reliable, cost-effective and competitive engineering solutions to the
manufacturing industry, the company has established an unrivalled market
worldwide through its textbooks on CAD/CAM software such as UG NX, CATIA,
Solid Edge, SolidWorks, Pro/ENGINEER, Pro/ENGINEER Wildfire, Edge CAM,
Autodesk Inventor, Autodesk Revit, and AutoCAD LT. Apart from being well
appreciated for the simplicity of content, clarity of style, and the
in-depth coverage of subject, the textbooks published by CADCIM have been
translated in many languages including Italian, Japanese, Chinese, and
Russian.
Contact Information
email sales@cadcim.com
Website
www.cadcim.com or
www.cadcimtech.com
Phone (219) 614 7235
Fax (270) 717 0185
Mailing address
CADCIM
Technologies
525 St. Andrews
Drive
Schererville, IN 46375, USA
Why Online Training
Read the following paper about the research done in the area
of Virtual Training or click on the following link:
http://www.csun.edu/sociology/virexp.htm
__________________________________________________________________________________
Virtual Teaching in Higher
Education:
The New Intellectual Superhighway or Just Another Traffic Jam?
Jerald G. Schutte, California State University, Northridge, email - jschutte@csun.edu
Abstract
An experimental design was carried out during the Fall, 1996 in which 33
students in a Social Statistics course at California State University,
Northridge were randomly divided into two groups, one taught in a
traditional classroom and the other taught virtually on the World Wide Web.
Text, lectures and exams were standardized between the conditions. Contrary
to the proposed hypotheses, quantitative results demonstrated
the virtual class scored an average of 20% higher
than the traditional class on both examinations. Further, post-test
results indicate the virtual class had significantly higher perceived peer
contact, and time spent on class work, but a perception of more flexibility,
understanding of the material and greater affect toward math, at semester
end, than did the traditional class. Click on the following link to
read the complete paper
Since 1994, the World Wide Web and related Internet resources (e.g.,
e-mail, chat, and news groups) have become an increasing viable component in
higher education pedagogy. This has led to significant interest in the
implementation of Internet based virtual teaching. Yet little, if any,
experimental evidence has been generated to demonstrate the effects of
virtual versus traditional class format on student performance. What has
appeared is largely qualitative or devoid of empirical analysis altogether
and argued as simply a remedy or antidote to the deficiencies of the
traditional classroom. If quantitative, the data tend to be based on a
single class and hence, no experimental comparison, or self selected samples
of two or more classes. Considering the amount of money being expended in
higher education on infrastructure, software, training and technological
pedagogy, this lack of experimental evidence is unconscionable.
An attempt was made to address these deficiencies by engaging in an
experimental design in which students from the same class were randomly
assigned the first day to either virtual or traditional classroom. These
conditions were used to test the effects of face-to-face vs. virtual
professor-student interaction, on the test performance of students. The null
hypothesis was that face-to-face interaction makes no difference in student
test performance. The research hypothesis asserts that it does. In
particular, it is argued that such face-to-face interaction with the
professor is fundamental to the learning process and that without it
students suffer. The parallax view contends that a lack of face-to-face
interaction with the professor leads to greater interaction between students
and that this collaboration results in higher student test results. The
following methodology was implemented to test this consideration.
Methods
Instrument: Subject variation by condition was assessed through
the use of a pre-test questionnaire asking, among other things, student
demographics and experience with computers, math and statistics. Post-test
assessment consisted of student scores on the midterm and final as well as
information culled from the post-test questionnaire.
Sample: Student enrollment at California State University,
Northridge, Sociology 364, for the Fall of 1996, was increased from the
traditional 25 to 40 students to accommodate this experiment. On the first
day of class 34 of the pre-enrolled students and three new students attended
this once a week Saturday class. This total of 37 students was divided using
a systematic random sampling of the enrollment sheet, such that 19 students
appeared in the traditional class and 18 appeared in the virtual classroom,
initially. Although two students added several weeks into the semester, and
were placed in the traditional class, they were not included in the analysis
since they were not there for the entire semester (a fact which only would
have lowered their condition’s average). Moreover, two students from each
class failed to complete the semester’s work. Therefore, this analysis is
based on the remaining 33 students (17 in the traditional class, 16 in the
virtual class).
Procedure: The first day of class students were asked to fill out
the pre-test questionnaire prior to assignment to conditions. Students were
then given a preassigned number indicating which room they were to adjourn
to. Traditional students were sent to a regular classroom while the virtual
students stayed in the lab. Each section was given identical instructions by
the instructor as to the scope, content and expectations for their
performance in the class.
Subsequently, students in the virtual class were given instructions by
the lab assistant on the requisite technology necessary to accomplish the
virtual format of instruction. This technology included instruction in
accessing e-mail, World Wide Web, mIRC and Hypernews. Additional instruction
to facilitate on-line connections was given. To assure student competency,
the virtual class met for a second week to review the previous week’s
instruction, thereby maximizing their ability to carry out the class in the
virtual setting.
The traditional class met every Saturday during the next 14 weeks as
scheduled from 9:00 am to 1:30 pm.. The virtual class met only twice after
the first two weeks--during the 7th and 14th week to take the midterm and
final examination. The traditional class solved common weekly problem
assignments submitting them in each week. The virtual class had four
assignments each week: 1) e-mail collaboration among randomly assigned
groups of three students in which they generated weekly statistical reports
and sent them to the instructor using e-mail; 2) hypernews discussion in
which a weekly discussion topic was responded to twice a week by each
student; 3) forms input via the WWW which allowed for student submission of
the same homework problems being solved by the traditional class; and 4) a
weekly moderated Internet relay chat (mIRC) in which student discussion and
dialogue were carried out in real time in the virtual presence of the
professor. Traditional office hours were held for both the virtual and
traditional students on Saturday afternoons (separate hours for each
section).
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