**2.3.2 Example development of an E-learning course**

As an example, we will go into further detail upon an E-learning course in the area of cutting tools.

Its main aspects are:

	- development of creative thinking applied to the field of cutting tools;
	- knowledge of the role of cutting tools in the technological system;
	- gaining an understanding of the design and manufacturing principles of cutting tools;
	- ability to make the right choice of tools for different machining operations;
	- identification of the key issues in the manufacturing and management of modern cutting tools;
	- getting users familiar with the software for constructive and technological design of the cutting tools;
	- creative design via the internet.
	- the geometry of the elementary tools;
	- the parameters of cutting tools and the optimal choice for these parameters ;
	- surface generation;
	- cutting phenomena: chip formation, cutting forces, cutting tool wear, surface quality etc.
	- knowledge and understanding: Students will learn the role of cutting tools in the technological system; they will grasp the principles of construction and design of the cutting tools; they will know how to choose tools for various machining operations;
	- explanation and interpretation: the attaining of the technical general principles in the cutting tools area and ability to implement them; the discovery of known constructive solutions (tools), as well as the ability to develop new solutions by customizing generalized models;

3. The positioning of the new course to the other offered courses (topic, audience and importance within the program) to predict the cost of implementation, efficiency and

4. Completion and testing of the first versions of the course, including the ability to do the

5. The economic analysis, identifying the economic potential of the new product,

6. Developing and testing the new course based on specific methods and techniques, which results in a report of the chosen solution and a definition of its essential

7. Market testing, which validates the proposed strategies and corrects errors done in the

9. Launch of the course within the study program, which comprises its implementation and validation of the accuracy of the results obtained in the earlier stages of the

As an example, we will go into further detail upon an E-learning course in the area of

gaining an understanding of the design and manufacturing principles of cutting

identification of the key issues in the manufacturing and management of modern

getting users familiar with the software for constructive and technological design

cutting phenomena: chip formation, cutting forces, cutting tool wear, surface

 knowledge and understanding: Students will learn the role of cutting tools in the technological system; they will grasp the principles of construction and design of the cutting tools; they will know how to choose tools for various machining operations; explanation and interpretation: the attaining of the technical general principles in the cutting tools area and ability to implement them; the discovery of known constructive solutions (tools), as well as the ability to develop new solutions by

 development of creative thinking applied to the field of cutting tools; knowledge of the role of cutting tools in the technological system;

The previous knowledge necessary for browsing this course encompasses:

The specific skills that will be gained at the completion of the course:

ability to make the right choice of tools for different machining operations;

the parameters of cutting tools and the optimal choice for these parameters ;

monitoring;

characteristics;

preview stage;

cutting tools.

Its main aspects are: The objectives:

tools;

cutting tools;

surface generation;

quality etc.

of the cutting tools; creative design via the internet.

the geometry of the elementary tools;

customizing generalized models;

8. Promotion of the new product;

"product" development (reality test).

**2.3.2 Example development of an E-learning course** 

new course by the faculty team;

including effectiveness in learning, for students;


The application was focused on teaching the students creative design of cutting tools by using the Internet, and therefore the material lacks some specific elements (access to other web pages, specialty movies, group activities, work on the forum, etc.).

In figure 2 the main page of the cutting tool platform can be seen *(http://edesign.ulbsibiu.ro/moodle/ ).* 

Fig. 2. Main page of cutting tool platform

The beneficiaries of such a training, are students who have a "Cutting Tools" discipline in their curriculum (Manufacturing Engineering program), as well as users from companies, who want advanced constructive solutions for cutting tools used in manufacturing processes and who co-opt specialists from several locations (consulting centres, designers, cutting tool providers, teachers, etc.).

The teaching strategy of the course is described in a written presentation of general "information packages", but also by modules (depending on the type of cutting tools), with drawings, images, animations and movies that explain the construction, the functioning, as well as further subtleties of the cutting process. In addition, references are made to various sites of the major cutting tool companies.

Modern Methods of Education, Research and Design Used in Mechanical Engineering 597

The field of cutting tools is extremely dynamic and therefore continuous improvement is

In our example, at some point the professors involved added a number of new features to the product: animations, videos and a streaming facility, through which users can observe the activity of the CNC Realmeca-Compa-ULBS Laboratory and of the Smart Factory

In order for the supervisors of the project to receive feedback, the students respond to a number questionnaires about the activity that they have performed, about the quality of the

The tutorial is a tool often used nowadays in various fields in order to present a specific software product or business activities-products of a given company, etc. In making a

The user has the option of creating material-support improving message and audience

 for communication between economic organizations, in the vendor-client relationship; for the dissemination of information via public computers (electronic information

for development of tutorial-based applications, in closed systems, mixed or open (in the

The presentations are integrated with the Office software systems, being aligned with the principles of interaction and with the available instruments. They are geared towards solving the problems of communication and ensuring the possibility of personalization by

The notion of a tutorial emerged together with the development of IT technologies.

Laboratory of the Faculty of Engineering (ULBS) remotely.

programme, about the the collection and analysis of tests etc.

tutorial there are several concepts to be taken into account, such as: Entrain Multimedia presentations in business and education; Enlight concept of dynamic templates for online communication;

as an auxiliary tool for university courses or other teaching activities;

 for supporting communication in scientific sessions, symposia, workshops, etc.; for communication between employees at the level of economic organizations;

Enlife web concept training and E-learning

impact. Tutorials are used in different situations:

systems, electronic kiosks, info-kiosks);

Internet environment).

Turning tool

very important.

**2.4 Tutorials** 

Tool body Insert Clamping system

A B C

Afterwards, design algorithms are presented for different types of tools as well as separately, methods and creative design techniques.

An objective of the proposed on-line course is, as it has been pointed out, the comprehension of the creative design, on the Internet. Therefore, at the beginning, the designing of algorithms for each type of cutting tool is presented. This makes it possible to achieve the level of knowledge required in this area. The next steps are the study of creative techniques adapted to the Internet, ways of working in groups and, finally, team design, visualisation, on-line building of prototypes etc.

Regarding the assessment (for the presented case), complex online tests are used and gradually developed. After the bibliography and the specific materials (course) are completed and after reaching a certain level of competence, the E-learning system allows the formation of working groups with the participation of a professor, in order to design cutting tools using the Internet (e.g. on the forum).

The testing method provides a good balance between the objectives, their qualities and the time required for development. It also provides a high level of objectivity and repeatability.

A test sample used in the chapter on turning tools is given below, where knowledge is gradually targeted. The students identify at first the principles of operation and the construction of various parts of the turning tools. Only afterwards does he discover the constructive solution.

In order to develop complex tests with powerful imagery, the "Quizmaker" software was used. The program provides twenty kinds of questions with which tests can be built. These include dual-choice items, completion items, multiple choice items, etc. A picture, sound or video can be added to each question. Also, the score may vary from one question to another, and the percentage required for promotion may be changed. The default is 70%.

It is impossible to skip a question without giving an answer. It is possible to limit the time for each question or for the entire test.

You can choose to complete the test multiple times (as allowed by the creators of the test), and every time you start the answers will come in a different order. At the end of the test, the student can get a message informing him or her if he has passed. In the end he or she can see the correct and incorrect answers and print the results.

An example is presented next.

Choose the insert, the tool body and the clamping system in order to build a turning tool with changeable insert:

The field of cutting tools is extremely dynamic and therefore continuous improvement is very important.

In our example, at some point the professors involved added a number of new features to the product: animations, videos and a streaming facility, through which users can observe the activity of the CNC Realmeca-Compa-ULBS Laboratory and of the Smart Factory Laboratory of the Faculty of Engineering (ULBS) remotely.

In order for the supervisors of the project to receive feedback, the students respond to a number questionnaires about the activity that they have performed, about the quality of the programme, about the the collection and analysis of tests etc.
