Professional Author's Training Methods Computer-Graphic Modeling for Participants of the Advanced Engineering School

1. Introduction The task of training a specialist with a higher engineering education is a priority today and is widely discussed on various platforms.

One of the last major initiatives is the introduction of the federal project "Advanced Engineering Schools" in technical universities of the Russian Federation [hereinafter: WRITE]. Professor V.I. Shevchenko, Rector of the NRU MEPhI, at the beginning of 2022 linked this project with the demand for measures to transform the system of training specialized personnel: "A serious increase in the level of training of domestic engineering personnel is one of the most important tasks facing modern engineering and technical universities" ^[1]. A serious step on the part of government circles was made in April 2022. In the Decree of the Government of the Russian Federation No. 619, it was announced measures of state support for the development of PISH ^[2]. In order to implement them, a Grant Council was established to provide state support for the creation and development of PISH. At the end of June 2022, based on the results of consideration of competitive applications from scientific and educational organizations, the Council selected the first 30 winning universities from fifteen subjects of the Russian Federation, to which it was decided to allocate grants for the creation of advanced engineering schools. More than 40 large high-tech enterprises have expressed interest in participating in the federal project. "Engineering schools will shorten the path of a young specialist from obtaining theoretical knowledge to practice," said the Chairman of the Council V.N. Falkov. ? It is already clear how much this work is in demand" ^[3]. Perm Polytechnic University was included in the list of universities where work on the organization of PISH (directions "Engine Building", "Artificial Intelligence and digital technologies") has unfolded.

Based on our own pedagogical experience, within the framework of this article we will express an opinion on the risks that should be taken into account by creative teams of engineering schools in the process of achieving targets when implementing pilot educational programs within the framework of PISH.

Even at the beginning of the XXI century, the possession of computer graphics modeling skills at the level of a confident user was recognized as a key competence of the engineer of the future ^[4]. The leading researchers have a firm position that these skills develop, relying primarily on the theoretical foundations of engineering geometry (graphics) and practice-oriented geometric and graphic literacy of the student ^[5]. At the same time, descriptive geometry as an academic discipline has been rapidly losing its independence over the past few years and is becoming part of the direction of engineering and computer graphics. Of course, on the one hand, this is dictated by the active introduction of methods and technologies in the production of industrially manufactured products based on the applied skills of high-quality three-dimensional modeling (Fig. 1). However, the process of "translating" drawings of technical products made manually into 3D models with associated accompanying documentation is still being conducted on a number of leading industrial enterprises of the Russian Federation. Accordingly, the ability to work with a drawing ("reading a drawing") will remain in demand in the medium term.

Fig. 1. Priorities in the manufacture of products in the manufacturing sectorOn the other hand, a graduate of an advanced engineering school in terms of computer graphics training should have a number of special competencies dictated by modern requirements for the development of production, namely:

· complex surface modeling;

· visualization and presentation of the product, its digital counterpart;

· methods of additive manufacturing and preparation of the model for such production;

· parameterization and programming in 2D and 3D design, as opportunities to optimize the design process;

· design and engineering.

Such skills are becoming universal and should be improved during training sessions in the framework of specialized disciplines, including "Engineering Geometry and computer graphics". At the same time, the development of these skills is most expedient to be carried out within the framework of both classroom and extracurricular educational activities. It should be noted that a highly qualified teacher is obliged to respond to external requests in a timely manner, be aware of the industrial technologies being introduced and the digitalization of production (Fig. 2). He should be able to choose methodological "tools" in such a way that the combination of traditional methods responsible for theoretical training is directly related to real-time applied production practices.

In addition to discussing this issue, when developing and implementing pilot educational programs, individual scientific and educational trajectories and research projects, it is necessary to keep in mind external challenges (risks) caused by current socio-economic processes.    

Fig. 2. Interaction "Student, teacher, employer" in digital format2. Meaningful characteristics of "external" calls.

Challenge 1. Spatial thinking of students as a marker of readiness to master computer graphics disciplines

The student's educational and research activities presuppose the development of spatial thinking.

The formation of these abilities is laid down in the format of school education, in particular, subject-wise in training sessions on stereometry, drawing, in the form of elective classes, technology in the direction of "Technical labor". Based on the Federal State Educational Standard of Secondary general Education (grades 10-11), we will highlight the subject results of mastering the mathematics course, which are responsible for preparing the applicant for the study of engineering geometry and computer graphics:

· knowledge of the basic concepts of plane and spatial geometric shapes, their basic properties;

· the formation of the ability to recognize geometric shapes in drawings, models and in the real world;

· application of the studied properties of geometric shapes and formulas to solve geometric problems and problems with practical content ^[6].

We emphasize that these requirements are not reflected in the profile level of mastering an academic subject, but are stated only in the basic one. However, the results of the tasks of the Unified State Exam No. 14, No. 16, aimed at checking the ability to perform actions with geometric shapes, coordinates and vectors (the level of tasks is increased, but not high) make up a minimum percentage and do not change dramatically according to 2020 ? 2021. (table. 1) ^[7].

Table 1Information about the results of the Unified State Exam in mathematics (geometry section)

¹

Thus, the student's competencies demonstrating the skills of working with objects in space, which are directly based on computer modeling, invariably remain at a low level, which affects the quality of a student's education in higher school.

One of the promising directions of improving the teaching methods of disciplines aimed at presenting the surrounding reality, systems of three-dimensional models, is the visualization of educational material, interactive interaction with the object ^[8]. Let's list the available software products that are used in high school to teach stereometry: Geogebra, Live Geometry, Geometry Expressions, SketchUp, Mathematical Constructor, etc. Specialized 3D modeling editors designed for educational and professional activities: Mathcad, Autocad, 3DS Max, Compass 3D, T-flex, etc. For educational purposes, the programs allow you to create, transform, combine, measure, build sections of three-dimensional objects, while maintaining its realistic representation.

Challenge 2. Import substitution as a mandatory factor of updating the production and educational environmentA key indicator of the effectiveness of both the production and educational spheres today is the import substitution of the software used. B.A. Burnyashov, a leading expert in the field of intellectual property law, in 2019 drew attention to the fact that "the domestic software market remains very narrow", and Russian software developers, in contrast to foreign colleagues do not consider the costs of promoting their commercial products to educational institutions as long-term investments ^[9].

We will support the researcher's point of view about the need, first of all, to make the transition to domestic software as part of conducting laboratory work and practical classes with students. Indeed, the key issues on the agenda of the departments of technical universities are the introduction of topics on the study of domestic software in the work programs of academic disciplines, on ensuring the development of educational and scientific and methodological literature on working with domestic software. From the author's point of view, the methodology of organizing the educational process in the discipline "Engineering Geometry and computer Graphics" at Perm Polytechnic University meets the requirements of training both "advanced" engineers and bachelor technicians. Thus, in the course of laboratory work provided for in the curriculum, students develop computer modeling skills in CAD Compass-3d (Russian company "Askon"). At the same time, the content of practical and project tasks meets the modern technological demand for the significance of a digital 3d model and allows you to form special, different from traditional, skills and abilities that form the basis of creative "engineering" thinking ^[10].

The "nature" of the challenges outlined above is certainly different. Nevertheless, each of them has a direct (internal and external) impact on the learning processes of students. The solution to these issues cannot be linear. The use of pedagogical technologies, coupled with modern software developments, can ensure the formation of professional competencies of a future engineer. We will demonstrate a number of tracks that reveal the experience of the author's team as a possible logical response to the above "challenges".

3. Tracks: author's practices and techniquesTrack 1. CAD for educational activities: selection conditions and learning technologies

The study of computer-aided design (CAD) systems in the development of computer-graphic disciplines by students is fixed in the work programs of academic disciplines of universities. In modern conditions, the question of choosing (changing) a software product, the introduction of an alternative design system is more often raised. Let us give as an example the requirements imposed on computer programs by specialists of the Bashkir State Agrarian University ^[11]:

1. simplicity of the interface;

2. the convenience of working in a software environment;

3. technical capability and equipment of the faculty's material base;

4. the possibility of purchasing a license at a discounted rate;

5. availability of the russified version of the program;

6. support of the main GOST in the execution of drawings;

7. the ability to perform 3D models of parts.

Let's analyze these requirements for the description and selection of modern CAD from the point of view of their relevance in the preparation of an "advanced" engineer:

The simplicity of the interface and the convenience of work are quite subjective factors, based on the fact that modern students (applicants) for the most part have sufficient experience working in electronic environments and are quite adaptive to new software products;

The presence of a Russified version of the program at the moment is also not indicative for a number of reasons, including the lack of linguistic barriers and practical skills of students in foreign language resources. In modern conditions, it is advisable to redefine this requirement to an indicator of the origin of software with an emphasis on the domestic product;

The possibility of acquiring a license at a reduced rate for educational institutions is often really assumed by software developers, which in turn contributes to increasing the technical capabilities and equipment of the material base of faculties. Partnership relations between the developer, the educational organization and the production are mutually beneficial in terms of the distribution of software products, training (training, retraining) of employees; 

Typical support of the main GOST standards when performing drawings; the ability to perform 3D models of parts in modern conditions should be supplemented with a number of new characteristics:

· parameterization (availability of parameterization of the digital model of the product, ease of organizing a dialogue with the user, programming elements), the possibility of programming;

· kinematics (modeling of the kinematics of the spatial model of the product, simplicity of organization, various types of object movement, recording and demonstration of animation);

· export of a digital product model to a VR environment (completeness and quality of display, possibility of interaction and editing, animation playback).

A significant parameter when choosing CAD is the demand for the acquired skills of designing a product model during employment.

It should be noted that the criteria for choosing programs for a university, of course, differ from the requirements of enterprises implementing CAD for organizing (or updating) production. So, the most important factor today is the possibility of organizing a full product life cycle. With the help of pedagogical technologies at the university, students should form an idea about these processes and the role and stages of computer modeling in a real production environment.

In turn, we will highlight the main directions in the organization of the educational process with the involvement of CAD. The software package used ? Compass-3D (Russian company "Askon") – is used to perform laboratory work and individual practical tasks provided for by the work program of the discipline "Engineering Geometry and Computer Graphics" (Table 2). We state that the professional competencies of students (including three-dimensional modeling) cannot be formed without the use of systems computer-aided design.

Table 2Section of the work program "Engineering geometry and computer graphics"

However, pedagogical technologies should be aimed not only at the formation of standard sets of competencies of computer-graphic training of the student, but also involve "related" techniques for understanding applied production tasks or real conditions of work application. For example, the use of virtual reality technology makes it possible to organize systematic research, scientific and methodological activities in a small student group. Working with schoolchildren, students, and undergraduates in the University requires reviewing curricula, including a project, creative, practice-oriented component, and organizing the continuity of developments with other innovation centers.

To solve the tasks set, it is necessary to attract new software products. Based on the above requirements for computer programs, the choice was made on the T-flex CAD system and its built-in T–flex VR module from the Russian manufacturer - Top Systems company. It is worth noting the rather "cautious" attitude of practitioners in the field of teaching engineering geometry to this program. Let us express the opinion that the formation of basic design skills in the Compass-3D and T-flex CAD programs is based on standard 3D modeling techniques, the creation of accompanying documentation. So, the principles of modeling in both packages correspond to long-established methods (such as "pushing out", "squeezing out", "extruding"), the "logic" of the connection between the model and its drawing in the electronic version is generally understood by students. However, the vision of the prospects of using such features as parameterization, visualization, animation, production analysis of the product, a variety of applications, taking into account the "conditional" simplicity and understanding of the principles of the program, especially distinguishes T-flex from other Russian CAD systems.

At the moment, the team of authors is working on updating and implementing the educational and methodological complex of the discipline "Engineering Geometry and computer graphics" based on CAD T-flex CAD. We will demonstrate a number of author's pedagogical initiatives that have been identified to date in the direction of the work being carried out.

Track 2. Virtual Reality for engineering and computer graphicsA justifiably popular trend in modern education is the involvement of virtual technologies in the educational process.

The possibilities of virtual reality within the framework of teaching the discipline "Engineering Geometry and computer Graphics" are also aimed at overcoming external "challenges" and the formation of professional competencies of students.

1) Spatial thinking – elimination of "gaps". Providing visibility, the effect of presence, the ability to manually interact with three-dimensional objects (point, straight line, plane) is implemented in virtual space, thereby compensating for school-level gaps (misunderstanding of stereometry, lack of drawing, etc.). So, during the survey "Using VR technologies in the course of engineering geometry and computer graphics", conducted by in October 2021, among the 1st-2nd year students of various faculties of Perm Polytechnic University, it was revealed that the majority of students (53%) would like to work with the proposed modeling objects in a virtual reality environment before starting laboratory work;

2) Descriptive geometry – the "live" method. The descriptive geometry module is necessarily present in the program of engineering and computer literacy disciplines. From year to year, it causes difficulties and misunderstandings for students. In this case, virtual reality acts as a kind of "bridge", allowing you to bring 2D constructions into the space, make the necessary measurements, justifying (for yourself) the correctness of the stages of solving the positional problem. The above survey also showed that the use of the VR environment will help in understanding the discipline "Engineering Geometry and Computer Graphics" (76%), and about 85% of students would like to introduce an applied component based on virtual reality technology into the content of the discipline;

3) Equal opportunities – teamwork. We are talking about the level of preparation of the student at the time of admission to the university. Indeed, the incoming control of the discipline determines the multi-level indicators of knowledge of students studying in the same group. Yesterday's student, who has mastered the program of additional education in quantories, IT centers, digital laboratories, is more competent than his fellow student studying in the traditional format. Combining students of different levels to prepare a common VR project, the most important competence is formed - project work in a team;

4) Development of your own VR content. One of the most important problems of ensuring the educational process is the acquisition and/or development of training software products of a certain subject. Independent design of educational models and their placement in a virtual reality environment, manipulation with them are the necessary competencies of a modern engineer. Note that the T-flex software package allows you to implement these tasks in full;

5) Pre-professional activity. One of the most relevant areas of application of virtual reality technologies is the aerospace and aviation industries (virtual simulators, analysis and assembly of models, product demonstration). The Aerospace Faculty of PNRPU is interested in the introduction of these technologies. Immersion of students in such forms of work at the initial stages of education will help them in mastering special disciplines in the future. 

Track 3. Types of student's academic work in the discipline "Engineering geometry and computer graphics" using T-flex VRThe process of introducing virtual reality technologies into the educational process in the discipline "Engineering Geometry and computer graphics" provides for the adjustment of curricula.

Preliminary analysis revealed the possibility of application in all types of classes: lectures, practical and laboratory work. The platform for work is T-flex VR. Table 3 shows the topics and types of training sessions selected for mastering certain commands available in the virtual reality system.

Table 3 T-flex VR toolkit for use in training sessions

We emphasize that the demonstration of models in the T-flex VR environment is carried out for self-developed student training samples of parts in T-flex CAD. Let us clarify that the priority, of course, is the sequence of presentation of the educational material ^[12]. Table 3 does not specify the basic commands, such as "hide/show objects", "take an object", "move" ("flight"). Their application in the educational virtual geometric model is obvious.

4. ConclusionIn the current conditions of digital transformation, the training of personnel within the framework of PIS requires revision and updating of the methodological and didactic base, the material fund, stable and regular partnerships with high-tech enterprises.

The development of professional competencies of teachers in the context of digitalization of the education system becomes part of pedagogical work. Based on our own results of scientific and methodological work, we will highlight a number of principles, dividing them into general (used for the organization of the educational process) and special (typical for the training of technical specialists in the direction of modeling).

General principles:1. Adaptation of classical theoretical scientific positions in electronic format (presentation, video lessons); MS Power Point, MS Teams, Zoom, BigBlueButton, etc.

2. Changing the forms and formats of work verification (testing systems, stock folders, social networks); Moodle, Test IT, Telegram, etc.

3. Systematization of educational resources of the educational program into a single digital content; Moodle, MS Teams.

Special principles:1. Interaction with enterprises and employers, tracking the importance of inculcated competencies, their applied nature.

Timely adjustment of training tasks.

2. Creation of competence centers on the basis of departments

3. The development and application of modern technologies within the curricula of basic and additional education (VR technologies, additive technologies).

4. Involvement of various equipment for the organization and demonstration of educational techniques (for example, a holographic cube). The use of such tools in engineering geometry classes will ensure the visibility of the studied material, and the effect of presence and interaction with the digital twin of the object will allow you to consolidate and memorize the studied properties

5. Combining traditional and innovative methods of work. For example, a case assignment for group assignments in the framework of the Engineering Geometry and Computer Graphics Department. An example of such a practice is a form of work that simulates a design bureau, in which students assign roles (engineer, designer, modeler, visualizer) and carry out step-by-step development of an educational design product. The experience of using STEAM technologies in teaching computer modeling is interesting, where, based on the formulated problem, students develop variants of devices or devices to solve the task. As part of the direction of computer modeling, the stages of this development include: an idea, a drawing, a digital model, accompanying documentation, production of a product using additive technologies, approbation, reflection.