An instructor who creates models with his trainees and who kindly gave me pictures, reported the following incident to me:
A trainee, as proud as Bolle that he had created one of the models in the training workshop, went home with the finished model and enthusiastically showed the model to his parents. The parents could hardly believe that their son had produced and assembled this project himself. They were so excited that they praised their child (which is probably too rare anyway and thanked the instructor personally.
This story shows that the completion of a project task is not only fun, but also influences the extrinsic and intrinsic motivation of the trainees.
What idea are we pursuing with the project-related teaching materials from Stern Didactic?
The basic idea is as follows: Small projects should make the basic mechanical and mechatronic training more exciting. At the same time, the skills and abilities of the trainees should be consolidated and expanded. The projects should be processed as independently as possible so that the trainee can achieve the necessary professional skills. In addition to buggies, wind turbines and trucks, there are also electromechanical projects in the field of mechatronic training or for interdisciplinary training phases. The learning sets themselves contain all the necessary technical information in the form of technical drawings (production and assembly drawings) and parts lists so that the trainee can work independently.
To make it easier to get started, the content (technical drawings) are created with different degrees of difficulty or with different depths. At the beginning of the basic mechanical training, tolerances and drawing details are less relevant. First of all, skills are in the foreground: You should learn how to use files, drill and manual lathe or milling machine. The information required for production should be taken from the simple drawing and implemented independently. As the process progresses, the drawings become more complex and contain more information (tolerances and surface symbols. In this way, the knowledge of technical communication but also for manufacturing the required components is built up bit by bit. The highlight is the independent processing of the project. It stimulates intrinsic motivation . Everyone knows that - homemade is simply better! Here, too, it is like this: Making a beautiful model with your own hands fills you with pride in the work you have done and is priceless. As the above story shows, this feeling is created by extrinsic motivation Reinforced by trainers and parents.
From my point of view, this cannot be paid for with any money in the world! For me, too, this is both motivation and drive to advance dual training with further projects!
How did the project-related documents from Stern Didactic come about?
The idea for the project-related teaching materials came to me during my own training as a technical draftsman (more on this in the article on digital training). It took a while before I founded Stern Didactic and started creating such content. However, the idea slumbered in me much longer.
If you too want to share the moments of success of your training, then I am always happy to hear stories, pictures and creative additions to your projects!
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