Development of learning methodology of additive manufacturing for mechanical engineering students in higher education

Abstract

The main aim of this thesis was to research the learning of additive manufacturing (AM) and the impact of using multiple AM technologies as a form of learning. The goal was to develop a new methodology for learning additive manufacturing in universities and universities of applied sciences and improve the AM knowledge transfer from higher education institutions to companies and industrial actors. The research work was connected to the development of AM education and to the design of the Lapland UAS mechanical engineering degree program´s new AM laboratory.

Additive manufacturing is a method where an object is manufactured layer by layer from 3D CAD data. Seven different AM technologies exist, from which three of the most used ones are polymer-based printing technologies: material extrusion, vat photopolymerization and powder bed fusion of polymers. AM is on the verge of becoming recognized as one of the basic manufacturing methods and in order to make this happen, a methodology for AM education must be developed. The speed of technological development in AM is faster than AM education development; educational units such as universities and universities of applied sciences need efficient and organized methods in order to produce AM professionals according to the requirements of worklife. This happens by organizing practical AM learning environments and implementing AM into the curricula of engineering degree programs. This positively impacts society through the employment of educated AM professionals. Through this, knowledge related to AM increases in companies as they are more aware of the possibilities to use AM in their operations. The identification of learning based on AM and its pedagogical development are important, since AM learning is inversely related to AM requirements, which are connected to the experience level of students. The basic nature of engineering must be connected to AM principles by identifying the need for pedagogical development.

Traditional pedagogics need an updated perspective on the implementation of AM in engineering education. AM is a relatively new technology and traditional pedagogics are not fully suitable for its implementation. The model of technical pedagogics provides a tool for AM´s more efficient implementation into curriculum. The practical arrangement of AM education needs an occupationally safe and practical learning environment and a function model in order to implement the AM studies according to a curriculum. The fundamentals of learning are based on learning outcomes and by mapping the needs of work-life related to AM education; thus, the AM knowledge transfer from university to work-life should be efficient. To accomplish this, engineering students´ learning of AM must be investigated. The use of multiple technologies in AM education improves students´ learning and therefore increases their knowledge and skill level.