Revising theTeaching of Technical Drawing:
new technologies creating new paradigms
Túlio Márcio de Salles Tibúrcio
Dept. of Architecture and Urbanism
Universidade Federal de Viçosa
Viçosa-MG, Brasil
tmst83@hotmail.com
Abstract - New information and communication technology
introduces new educational paradigms in the teaching and
learning process. New computer software are leading to a
transition from paper to electronic media in the technical
drawing field. This research focuses on a technical drawing
course where computer software are being used more effectively
in order to transforming it into a distance learning course. The
methodology includes a diagnosis of the course, a review of the
material used in the course and an assessment by students to
obtain their insights and satisfaction. The course was redesigned
and tested for structuring a new method for teaching the
technical drawing course. Results show the dissatisfaction of most
students with the methods using the tracing paper. In the
electronics module, there was great motivation of the students.
The analysis of the changes made in the course enabled to correct
paths and set guidelines for the implementation of the distance
learning module.
Keywords: technical drawing; information and communication
technologies; distance learning education; educational paradigms.
I. INTRODUCTION
A. The Insertion of New Technologies
There are many changes occurring in contemporary society,
mainly due to interactions with new technologies. On the social
aspect, the changes are even perceived, impacting on personal,
economic and social life relationships. The result of these
changes can be observed on changes in the profile of
professionals, on the emergence of new professions, on the
transformations in the professional field and experiences in
business organization, production methods, labor relations,
education and financial government policy [1]. Thus, there is a
need to adapt the techniques of teaching and learning, where
technology and computers can be more accurately considered
as a very important pedagogical tool.
Computers have been used in various areas of knowledge
and, in particular, in schools as an instrument of teaching and
learning [2]. The graphic computing brings great contribution
to the design process and graphic representation, raising
questions about the necessary changes in the curricula of the
programs that use them. Within this context, the technical
design and other courses on graphic representation also face the
978-1-4673-2427-4/12/$31.00 ©2012 IEEE
Lúcia Patrícia Monnerat
Dept. of Architecture and Urbanism
Universidade Federal de Viçosa
Viçosa-MG, Brasil
lpmonnerat@yahoo.com.br
impact. The technical drawing is composed of a set of methods
and procedures necessary for the development and
communication of designs, concepts and ideas. The
computerization of the graphic representation changed the
teaching of technical drawing, linking the capacity of
expressing and imaging to the acquisition of knowledge on
new technologies related to the area.
B. New Educational Paradigmas
New educational paradigms emerge to meet a new
technological society and require the insertion of new
curriculum and innovative teaching methodologies in schools
[3]. New media and new information and communication
technologies – nTICs – are embedded in the academia raising
questions about the pedagogical practices used currently and
their effectiveness for the teaching and learning process. The
technical drawing has been noticeably influenced by new
software designed for media representation, modeling and
simulation. An undergoing transition from paper to electronic
media is perceived. This article presents a theoretical model,
based on the principles of Software Engineering, Human-
Computer Interaction and ADDIE (Analysis, Design,
Development, Implementation e Evaluation), to structure a
methodological process to create a new teaching method for a
course on technical drawing. This model [4] was divided into
3 phases as in Figure 1.
PHASE 1
User requirements
PHASE 2
System requirements
PHASE 3
Technical-Graphic-Pedagogical Planning
Figure 1. Phases of the Theoretical Model
Source: Monnerat e Tibúrcio 2012 [4]
 This methodological process was developed and applied in
the course ARQ 100 – Technical Drawing, offered by the
Department of Architecture and Urbanism at the Federal
University of Viçosa (UFV). It aimed to update and adequate
the course to the technological innovations through more
effective use of computer software for drawing. This goal
raised questions related to which tools would be necessary for
the updating to be more efficient. Surveys and studies have
been made regarding the course and educational aspects
related to it. Another concern was the possibility to transform
the course into a distance learning model.
II. CONTEXT OF THE STUDY
This section discusses concepts of Technical Drawing,
Instructional Design, ADDIE, Education and Computer,
Software Engineering (ES) and Human-Computer Interaction
(HCI) as grounding for this research
A. Technical Drawing
The Technical Drawing is an area of knowledge that aims
at the representation of the shape, size and position of objects
according to the different needs required by different types of
engineering and architecture. Teaching technical drawing can
be done more productively if mediated by new Digital
Technologies of Information and Communication – TDIC.
Especially the computer allows innovation in the teaching-
learning process and creates alternative forms of generation
and dissemination of knowledge. These paradigm shifts forces
the teaching of technical drawing to conciliate the development
of the expression and representation capacity with the
acquisition of new technology skills related to the area [5].
A major difficulty for students in technical drawing is to
understand the representation of an object in a two-dimensional
plane, whereas in reality it is three-dimensional (Figure 2). The
use of computer software facilitates this understanding as it is
possible to rotate the object and view it in different positions.
Figure 2. Perspective of an object and its main orthographic
views (VF-front view, VS-top view and VLE-left side view)
B. Education and Computer
One can say that the starting point of a learning material,
computerized or not, should be the accurate understanding of
the learning situation for which they are intended and the
nature of the content to be treated as well as the audience. In
the case of computerized learning material, there are four
different dimensions to be considered in the process of
producing it [6].
- Interactive Dimension: involves the organization of
the material with the use of different teaching resources,
creating a dynamic learning process;
- Didactics Dimension: involves the nature of the
proposed content and its transformation of scientific version to
a version suitable for teaching;
- Cognitive Dimension: consider learning as a link
between new information and prior knowledge;
- Ludic Dimension: involves the use of user-
controlled interactions.
C. Instrucional Design
Filatro (2009) [7] defines instructional design as the
intentional and systematic teaching action and that involves
planning, development and application of methods, techniques,
activities, materials, events and educational products in specific
teaching situations, in order to promote the human learning
based on known principles of learning and instruction. That
means the instructional design can be defined as the process
(set of activities) to identify a learning problem (a need), to
design, to implement and to evaluate a solution to this problem.
There are several models or processes of instructional
design. The best known and most widely accepted is the ISD -
Instructional System Design. The central idea of this process is
to divide the development of educational activities in phases
and to sequence them. According to [7] this division into
phases is also known as the ADDIE model, which will be
discussed in the next section.
D. ADDIE
As mentioned above ADDIE - Analysis, Design,
Development, Implementation and Evalution - is a model of
instructional design characterized by five stages, according to
its own acronym. The phases are classified as: Analysis,
Design, Development, Implementation and Evaluation. These
stages are grouped into Conception Phase (the first 3 stages)
and Execution Phase (the last 2), shown in Figure 3.
LEARNING PROBLEM
Analysis Identification
Conception
Design Specification
Development Production
Implementation Action
Execution
Assessment Reflection
Figura 3. Instrucional Design Process Diagram of Phases -
Source: Adapted from Filatro (2009) [7]
E. Software Engineering (ES) and Human-Computer
Interaction (HCI)
According to [8] Software Engineering is an area of
knowledge of computing focused in the specification,
development and maintenance of software by applying
technologies and practices of project management and other
courses, aiming organization, productivity and quality. The
life cycle of a software should follow the steps of problem
formulation, analysis, design, implementation and operation
and maintenance testing.
Baecker and Buxton apud Thakkar (1990) [9] define HCI
as "a group of processes, dialogues and actions through which
a human user employs and interacts with a computer" (page
01). It is a multidisciplinary field involving the need for
expertise in the areas of computing, psychology, human
factors, linguistic and, in the case of developing an approach
to teaching, knowledge in education and in the correlated area
of the course to be worked on. When speaking about interfaces
also speaks about interfaces design. This process is so
important that it is currently treated as a subfield of computer
science. The HIC should work the interaction and
communication between the computer and the human being.
III. METHODOLOGY
In the construction of the proposed approach three phases
were fulfilled, summarized in Figure 4, following a process of
consistent with the practices of ES, IHC and ADDIE.
The methodology used includes quantitative and
qualitative methods. First, a diagnosis of a technical drawing
course, which is taught for different courses at the institution,
offered by the Department of Architecture and Urbanism at a
public university was done. This diagnosis included survey
and review of the material used in the course and an
evaluation with students in order to obtain their insights and
satisfaction. The course was redesigned and tested for
structuring a new method for teaching the course of technical
drawing, going through a transition that comes out three times
from paper media to electronic media until being offered in
distance mode.
A. Phase 1: User Requirements
In Phase 1 user requirements were collected. According to
[10] users requirements "are statements in natural language and
also in diagrams on the functions that the system should
provide and the restrictions on which it must operate" (page
45). The identification of the profile of users can be done
through qualitative and quantitative approaches, depending on
the perspective adopted. These approaches can be adopted
together, and each one brings a different answer, but not
exclusive. Thus, according to the subject treated and to the
needs of assessment of a method, one should use the two
approaches.
Phase 1 Users Requirements
- Surveying the point of view of the student (user)
regarding the course;
- Surveying the reasons for including the subject in
the curricula of the programs;
- Analysis of the adopted methodology;
- Analysis of problems in the development of the
course.
Phase 2 System Requirements
- Identify software and other graphical tools for
use in the course;
- Identify in the learning platform the necessary
adjustments to be made for the inclusion of new
material;
- Study the requirements of the software being
used
Phase 3 Technical-Graphic-Pedagogical Planning
Phase 3.1- Context Conceptual Model
- Description of the proposed system;
- A set of ideas and concepts: defining the theme
and content;
- Ordering the learning logic based on users
requirements
Phase 3.2 - Prototyping
- Make the text clear, obvious and substantial;
- The information must be clear, accessible,
accurate and well organized;
- Study and propose methods and media to be
used.
Phase 3.3 - Interface Creation
- Link;
- Use of examples and exercises: approximation of
the student experience and its context;
- Layout: enrich the text
Figure 4. Representative diagram of the steps followed in the
production of the proposed approach.
Source: Adapted from Monnerat 2012[4]
In this research the evaluation and research of an existing
method was performed and the approach was carried out
through questionnaires. It allowed to assess the user
perception regarding the course and also with respect to future
changes. Through in locus observations it was possible to
evaluate the existing methodology and possibilities and needs
of changes and adjustments.
The questionnaire included questions about the course, its
embodiment, application in professional life, and the existing
infrastructure, among others. It was responded by all students
taking the course. With the application and analysis of this
questionnaire was able to evaluate the perception that it had
about course, it is extremely important because guided the
changes that occurred in the structure of the new teaching
method. A second questionnaire, with some questions
different from the first, was applied to teachers and
professionals in the treated area.
The in locus evaluation was carried out by monitoring the
course throughout the process, from classes until the evaluation
system. This step included the evaluation of existing materials,
distribution of workload, the program content, the distribution
of such content throughout the classes, the evaluation system,
among others. These surveys were fairly strict and precise and
from the analysis of these data the planning and conduct of the
later stages were done.
B. Phase 2: System Requirements
Regarding the system requirements - Phase 2, the most
appropriate computer software were researched both for
teaching and for their use by users of virtual learning platform
and of the laboratories infrastructure. All decisions and
choices made at this stage were based on the requirements of
the problem raised in the previous phase.
The evaluation of computer software has to take into
account various characteristics of them such as: the cost, ease
of obtainment, the labor market, the most used by
professionals, ease of implementation, sharing of files and
suitability to use.
Again it was performed a qualitative and quantitative
approach of the computer software which was done through
questionnaire. It included questions about the computer most
used and known software by the users, their uses for specific
areas, and the facilities or difficulties of obtainment, cost,
among others. This questionnaire was administered to users of
the computer software aimed at the area surveyed, in this case,
students and teachers of the architecture and urbanism
program at UFV.
To deploy a methodology based on computer and internet
it is necessary to survey the virtual platform to be created or
existing, which will support the provision of online learning
material and also the delivery of assessments. With these
requirements raised, the laboratory infrastructure was planned
and the technical support necessary for the proper
performance of the new methodology.
C. Phase 3: Technical-Graphic-Pedagogical Planning
After the requirements being identified, it started in the
next Phase 3, the technical, graphic and pedagogical planning,
which involved the Interactive, Didactics, Cognitive and Ludic
dimensions mentioned previously.
In order to develop this new phase it was necessary to
understand the context, i.e. the theoretical and practical
content being addressed. Firstly, it was developed a
conceptual model of context - Phase 3.1 - which involved the
Didactics dimension, where the content to be discussed was
surveyed and the logical ordering of learning was determined.
This phase described the proposed system, listing and ordering
a set of ideas and concepts necessary for the student, taking
into consideration the complexity of the educational
phenomenon that requires the development of cognitive,
motor and affective competences.
The next step was the prototyping in Phase 3.2
characterized by the proposition of the method, the materials
to be produced and the technological resources to be used. At
this stage, the concern was the interactive dimension of
computerized learning material, creating a first version for
experimentation. At the stage of prototyping one can make use
of various teaching resources, including also various media. It
should use all the resources that aid learning and teaching
according to the theme to be studied.
It is necessary to worry about the nature of the content
delivered and the approaches best suited to its assimilation and
contextualization. Then, taking into account the Cognitive and
Ludic dimensions that focus on the user as the agent to receive
information and learning, the creation of the interface of the
computerized learning material - Phase 3.3. This interface is as
the link between user and content, which includes examples,
exercises, content, and a good layout.
In the phase of creation of the interface, there were
concerns that it should facilitate learning, be easy to use, be
flexible from the point of view of the user and the designer;
and improve productivity, i.e., it should provides effective
means of teaching and learning. The language used must be
accessible and where possible, involve windows, menus,
buttons, icons, words, pictures, links, and more. According to
the need and to the context, it can use different languages for
development of a system.
The prototyping and developing the interface are not
independent steps. It is necessary that they pass through
experiments and practical applications which is the evaluation
of the usability prior to have a final product [7]. The usability
evaluation is a complex task which requires varied
approaches, including: accessibility, usability and
acceptability [12]. Each of these works under different
concepts. Briefly, usability evaluation must involve three main
issues: learning ability, effectiveness and adaptation.
IV. RESULTS
In the following sections it will be described how the
material was produced following the phases of the proposal
and how this material was used in this course.
A. Production of Material
Phase 1 - User Requirements
The first phase consisted of the elicitation of user
requirements. A survey was made regarding the course on
Technical Drawing, offered by the Department of Architecture
and Urbanism (DAU), for students of various programs
characterizing a heterogeneous group of students. It was
identified a lag of the used method in relation to the purposes
of this course in the curriculum of various programs.
In the process of extracting user requirements, the profile
of students was identified by monitoring the course and
through the application of a questionnaire. The questionnaire
included questions such as how to deliver the course, the
students' degree of difficulty with the course, the goals,
expectations and application of course during the program and
in professional life besides difficulties in performing tasks. It
also approached students' opinion regarding the material
purchased for the completion of the course (cost, handling,
transport, later use), the use of computer and asked students
about the learning of computer software for technical drawing,
instead of performing tasks (drawing) by hand. The graph in
Figure 5 illustrates students' responses to the question: Would
you have the interest, willingness and desire to learn computer
software for drawing? The vast majority (72%) responded
saying they would be interested in learning drawing software
to take a computer based course with the new method
proposed.
Interest on learning drawings
with computer
1% Indifferent
27%
Not
interested
72%
insterested
Figure 5. Chart showing students’ interest on learning drawing
with computer. Source:Adapted from Monnerat and Tiburcio
(2012)
A questionnaire was also applied to teachers from the
Department of Architecture and Urbanism at UFV, to verify
their opinion about the course, the way it is taught and what
suggestions they have for future remodeling. The textbook and
the lecture notes used in the course were analyzed, monitored
and evaluated.
This phase revealed some problems such as those listed
below:
- students’ difficulties in handling the drawing materials,
especially the T-square and triangles; and also in visualizing
the three-dimensional object represented in a two-dimensional
plane;
- lack of student interest on the course, because they
considered the way this course is delivered not useful for their
academic and professional life;
- students' difficulty in assimilating the content, which is
quite extensive, since each lesson presents a new content and
there is short time to work more effectively on the subject
presented in the previous class;
- classes and methodology not adequate for a reduced
workload;
- assessments not very consistent with respect to academic
and professional needs of the students.
Phase 2 - System Requirements
The second phase relates to the elicitation of requirements
for the system to be built. This phase was carried out parallel
to the first phase of the process. Software such as AutoCAD,
SketchUp and QCAD were surveyed and it was identified that
none of them had all the features to be used in the course.
AutoCAD and SketchUp were the ones that met the needs of
the course. Students could learn to handle the AutoCAD to
develop the content of the course and SketchUp would be used
by the teacher to teach the subject. An AutoCAD 2009 tutorial
containing the necessary information for students to learn was
produced. The UFV virtual learning environment, named
PVAnet, was also researched. This environment, designed as a
virtual classroom, allows students to learn and clarify their
doubts by accessing the system tools and resources.
Phase 3 – Technical-Graphic-Pedagogical Planning
This phase consisted of the technical-graphic-pedagogical
planning of the material available for the course and it started
after the requirements being surveyed. With the needs of the
users-students, of the teachers, of the course, of the physical
structure and techniques been identified it was possible to
propose a conceptual model of the teaching materials
produced. It was designed to provide students with a material
containing relevant information that can be accessed according
to individual needs. Thus, the material produced is similar to a
web page (Figure 6) with pictures, links and videos, making
learning closer to the student’s reality. It also made the
updating simpler and easy to adapt to technological changes to
come.
B. Utilization of the material
The process was carried out with an experimental
class during the second semester of 2010. At the end of the
semester a new questionnaire was applied to the students
enrolled in this class for gathering information about the way
the course was taught, the degree of interest aroused and also
the difficulties encountered. MONNERAT 2012 [4] discusses
the results.
As for example, the chart on Figure 6 shows the
students' responses to the question: “Do you think the
methodology favored learning? Justify”. The majority (68%)
answered yes, considering that the new approach facilitated
the learning process making it much more interesting. Those
who said not (4%) justified that had difficulties with learning
AutoCAD and those who answered more or less (28%) also
justified some difficulties with AutoCAD and that more
teacher assistants would help the teacher in class practices.
Do you think the methodology favoured
learning?
28% yes
No 1
4% More2 or less
68%
Figure 6. Chart showing students’ interest on learning drawing with
computer. Source: Adapted from Monnerat and Tiburcio (2012) [12]
The chart on Figure 7 illustrates the responses of
students to the question: “Do you think the infrastructure is
adequate to carry out the practical lessons of the course?
Why?” The vast majority (90%) answered yes and justified
that the infrastructure of the lab, with one computer per
student, periodic maintenance and agile computers facilitated
learning. The minority who said no or more or less, mostly
claimed it would be nice to have a teacher assistant in the
classroom. It has not much to do with infrastructure, but it is
nonetheless a contribution to the future adjustments.
Is the infrastructure adequate to
delivering classes?
1%
9%
Yes
No
More or less
90%
Figure 7 – Chart showing students’ interest on learning drawing
with computer. Adapted from Monnerat and Tiburcio 2012 [12]
From the analysis of the questionnaire and how the lessons
went by, the necessary adjustments were made in the material
produced and in the used methodology that was applied to all
classes of the course on the following year (semesters I/2011
and II/2011). Students used the tutorial and the online material
previously developed. This material was made available to
students during the semester, and for each class, both practical
and theoretical, it was designed a specific material content
required in the course. An example of the material is
developed online on Figure 8.
Figure 8. Example of a screen of the online material produced
for the first lecture. Source: Monnerat e Tiburcio 2011[4]
The online material has several links that students can
access for extra information about the topic being studied.
This tool is available in all produced materials, increasing
interactivity with the student's educational materials and
facilitating updates that can occur over time. For some lectures
there are video presentations of the course and videos that
capture the computer screen and teach commands of
AutoCAD software. Along with the tutorial, these videos help
students learning the software.
In the second semester (II/2011), besides the modifications
made, two lectures were delivered in distance learning
modality as a trial. At the end of the semester reassessment
was done. New adjustments were made and in the first
semester of 2012, the course is being offered in the blended
model, with only four regular classes from a total of 18. The
university gave the necessary support for the implementation
of this modality for the technical drawing course.
V. CONCLUSIONS
Results show along the development of this research the
dissatisfaction of most students to the methods using the paper
module. As for the electronic module there was great
motivation of students. The transition process enabled to
correcting paths and set guidelines for the implementation of
the distance learning drawing course. The creation of this
methodological framework help minimizing the time spent in
the development of a new teaching method using ICT for a
particular course. The use of Software Engineering and
Human-Computer Interactions processes was useful because it
allowed a systematic production of didactic material. The
methodology that was created serves as base for the
development of new teaching and learning methods for
courses on graphic representation and other areas as well.
 The approach increased students' motivation and interest
on the subject taught, due to the availability of online material
that adapts to individual differences, respecting the different
rhythm of learning, integrating differences and cultural
contexts. Moreover, students had contact with latest
techniques of design and drawings that have been effectively
used in practice by professionals.
This research contributes to a larger discussion about the
use of new information and communication technologies on
teaching and learning processes. It raises questions about the
space and infrastructure, about new methodologies and
pedagogies.
ACKNOWLEDGMENT
CAPES – Coordenação de Aperfeiçoamento de Pessoal Nível
Superior
UFV – Universidade Federal de Viçosa
Research Group INOVA – Inovações tecnológicas: Impactos
da tecnologia na produção da arquitetura e do urbanismo
(INOVA -Technological Innovations: Impact of technology on
the production of Architecture and Urbanism)
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