An Accomplished Cooperation Case
Prof. Dr. Süleyman Yaldiz
Technical Science College, Selcuk University, Konya, Turkey
syaldiz@selcuk.edu.tr
Abstract
Recently cooperation among educational organizations has been a key for the internationalization of universities. Furthermore, one of the objectives of the innovative VET systems is regarded as transparency and distribution of information. This function concerns the potential and actual use of information. There may be different systems and structures of information distribution among the various actors, and in the public. Moreover, there are preconditions for creating transparency in the VET system. To improve quality there must be systems for distributing information and certain mechanisms to ensure the circulated information can be used by the various actors in the policy process. The more widespread the distribution, the better the potential use of the data will be – and as a reversal effect, better quality data can be expected, as the actors are able to check the information against their experience and will provide feedback to the systems for gathering data. This article aims to promote a cooperation of developing a training tool with the cooperation of universities in Turkey, Greece and Romania under LdV projects. The training tool (http://www.vtcforcnc.com) is a virtual environment set up to teach CNC use based on a common curriculum developed by the partners in English, Turkish, Greek and Romanian.
Key Words: Virtual Training, CNC Training, Online Training, Vocational Education
1. Introduction
It is known that today CNC technology is being used in all types of machinery viz., Lathe, Milling machines, EDMs, Laser machines, Welding equipment, Forming machinery etc., and CNC machinery has become vital for all types of industries in terms of production or mass production. Thus, using CNC is not only a subject matter of vocational or technical schools. It requires that there should be other accessible training platforms for the general use of individuals who have interest in it. New developments on CNC machines are providing a continuous need for updated CNC training curriculum. In the last 3 decades, a large number of vocational training centres and technical universities are giving priority to CNC Training. Training on CNC should follow similar developments and in particular in their programming capabilities, automation they offer and their technical capabilities. In addition, CNC programming is becoming more and more automated through the use of CAD/CAM systems (Sahin et al., 2007). This requires from the programmers to acquire CAD operation capabilities, on top of their CNC operation and programming knowledge.
Computer Numerical Control refers to the use of a computer to control and monitor the movement of a machine. The machine could be a milling machine, lathe, router, welder, grinder, laser or waterjet cutter, sheet metal stamping machine, robot or many other types of machines. A CNC training course should consist of the tuition of CNC programming methods and their application on actual conditions of processes. Its main task should be to make any trainee at any training level capable of handling and programming CNC machine tools.
Programming is the act of preparing a series of commands that tell the CNC turning centre how to machine a work piece. It involves coming up with a machining process, selecting cutting tools, designing a workable work holding set-up, and actually creating the CNC program. Every CNC person must understand this form of programming in order to make modifications to the CNC program at the machine when a job is run. Set-up is the act of preparing the CNC turning centre to run a series of work pieces (called job or production run). Tasks involve, among other things, making the work holding set-up, assembling and loading cutting tools, determining and entering certain offsets, loading the program, and verifying that the program is correct. Operation involves two things. First, the learner must be comfortable with the general manipulation of a CNC turning centre. This involves knowing the various components on the machine, the buttons and switches and how to perform several important procedures. Second, the learner must be able to complete a production run once the set-up is made. Tasks needed to complete a production run involve, among other things, work piece load and unload, cycle activation, measuring completed work pieces and making sizing adjustments if/when necessary and dull tool replacement.
In addition, advanced computer and information network technology has revolutionized our teaching and learning approaches and methods and this also changed the learning environment. Thus, ICT strategy is very important and training organisations using ICT are significantly ahead in all respects. In addition, integration of ICT and e-learning is politically important in the EU in terms of internationalisation and globalisation of education, student demand and interest in increasing the quality of education through ICT (Sahin et al., 2009). The online training settings offer more opportunities for collaboration than the traditional large-enrolment lecture-based classes. Online course trainers seem to be more willing about using active learning experiences, such as asking questions or participating in discussions. Therefore, a well-designed training should take the student through the whole learning cycles and be engaged in several parts of the brain (Zull, 2002). Virtual training or online learning environment is more consistent with Knowles’ (1975) “andragogical model of learning” that emphasizes the importance of student-centered, self-directed, problem-solving-based learning (Neville & Heavin, 2004). In online education presented virtually, learners can interact directly with content (that they find in multiple formats) or can have their learning sequenced, directed and evaluated with the assistance of a teacher (Woods & Baker, 2004).
2. The Aim of the Paper
This paper presents the experiences in new CNC Learning Innovations based on a Virtual Training Centre (VTC), an Internet based e-learning facility, specifically based on Computer Numerical Control (CNC) training, within the framework of a European Project. This centre includes a virtual space (a CNC training portal) on the Internet, which allows the constant sharing of e-learning based CNC teaching tool created and the further development of e-learning based CNC educational contents. New equipment, methods, curriculum and techniques currently used for CNC training by some European countries are observed, collected and evaluated to form a common curriculum. It should be noted that almost every country in EU has its own training materials and methods for CNC training; quite often this is insufficient and this brings problems regarding the unification of workforce. Furthermore, the facilities for CNC training vary a lot and this has had direct impact on the experience that the trainee is acquiring during his/her apprentice. This virtual training centre aims at setting the standard CNC virtual learning in vocational training systems.
3. VTC for CNC as a Training Tool
Figure 1: Interface of VTC for CNC (http://www.vtcforcnc.com)
The virtual training centre has two major stages of development. The first part is related with the common curriculum developed in English. Each European Country has a different curriculum in CNC training. During the first stages of the project, the equipment, methods, curriculum and techniques currently used for CNC training by the organisations in the partner countries were observed, collected and evaluated. The selected materials were used to create a new and common curriculum. Five important factors that contribute to learning were taken into account in order to prepare the a common CNC curriculum:
• Motivation • Aptitude • Presentation • Repetition
• Practice with reinforcement
The approach for developing the appropriate training material was based on the following key concepts:
• Know your machine (from a programmer’s viewpoint) • Prepare to write programs
• Understand the motion types • Know the compensation types
• Format your programs in a safe, convenient, and efficient manner • Know the special features of programming
• Know your machine (from an operator’s viewpoint) • Understand the three modes of operation
• Know the procedures related to operation • You must be able to verify programs safely
This presentation method allows the learner to organize his thoughts as the learner reads this text. This text includes 10 Key-points (six for programming and four for set-up and operation). Here are several benefits to this method. Any good training program should put light at the end of the tunnel. All students want to know where they stand throughout any training course. With our Key-points approach, the learner will always have a clear understanding of his progress throughout the text. During each Key point, the team will first present the main idea behind the concept. As stated earlier, the team says it is as important to understand why the learner is doing things as it is to understand how to do them. The Key Points allow a “building block” approach and present
information in a very tutorial style. It also limits the number of new ideas the learner must understand in order to grasp information presented within the text.
4. The content of the Virtual Training Centre (VTC)
During the first stages of the project, the equipment, methods, curriculum and techniques currently used for CNC training by the organisations in the partner countries were observed, collected and evaluated (Xiaoling at all, 2004; Yadong at all, 2007). The selected materials were used to create a new and common curriculum. Five important factors that contribute to learning were taken into account in order to prepare the CNC curriculum:
Motivation
Aptitude
Presentation
Repetition
Practice with reinforcement
The approach for developing the appropriate training material was based on the following key concepts:
Know your machine (from a programmer’s viewpoint)
Prepare to write programs
Understand the motion types
Know the compensation types
Format your programs in a safe, convenient, and efficient manner
Know the special features of programming
Know your machine (from an operator’s viewpoint)
Understand the three modes of operation
Know the procedures related to operation
You must be able to verify programs safely
This approach combined with the important learning factors finally led to a CNC training curriculum including 28 sessions:
1. Machine configuration 2. Speeds and feeds
3. Visualizing program execution 4. Understanding program zero 5. Measuring program zero 6. Assigning program zero 7. Flow of program processing 8. Introduction to programming words 9. Preparation for programming 10. Types of motion
11. Introduction to compensation 12. Dimensional (wear) tool offsets 13. Geometry offsets
14. Tool nose radius compensation 15. Program formatting
16. The four kinds of program format 17. Simple canned cycles
18. Rough turning and boring multiple repetitive cycle
19. More multiple repetitive cycles 20. Threading multiple repetitive cycle 21. Sub-programming techniques 22. Control model differences
23. Other special features of programming 24. Control model differences
25. Machine panel functions 26. Three modes of operation 27. The key operation procedures 28. Verifying new programs safely
5. Samples fro VTC for CNC
Figure 2: CNC Programming
Figure 4: Simulation for G41 Command
Figure 5: Simulation for M09 Command
6. Conclusion
Virtual Training Centre for CNC is an e-learning training material that can be regarded as an innovation as it combines ICT use and interactive training in vocational training organizations. The trainers and trainees can have access to this virtual environment, and this in turn can lead to an innovative approach and methodology in the VET system in the partner countries. Since the interactive training tool is ICT based, it can encourage ICT use in VET organizations too.
The trainers and other sector representatives who are interested in CNC use can get knowledge about this new approach and method used in the training tool and thus we can say that the tool in a way can support in training and further training activities in the acquisition and the use of knowledge, skills and qualifications to facilitate personal development, employability.
The training tool can facilitate the development of innovative practices in the field of vocational education and training other than at tertiary level, and their transfer, including from one participating country to others.
Because the training tool developed is based on distance learning methodology using ICT, it can help improve the quality of VET systems and practices in VET organizations by forcing them to improve the training system according to the methods and approach presented here.
References
Knowles, M. (1975). Self-directed learning. Chicago: Follet.
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Woods, R. H. & Baker, J. D. (2004). Interaction and immediacy in online learning. International Review of Research in Open and Distance Learning, 5(2). Retrieved May 15, 2009, from http://www.irrodl.org/content/v5.2/woods-baker.html
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