This study involved 54 first-year students from an Introduction to Industrial Engineering course who participated in our workshop dedicated to learning design with the cloud-based CAD platform Onshape. The workshop assignment was to design under given constraints and 3D print a Pythagorean Cup. The study evaluated the learning outcomes, looking for evidence of the acquisition of online collaborative design skills and students' perceptions of the learning experience. As found, most students acquired basic-level skills in creating CAD models, online collaborative teamwork, and solving CAD design problems. The students noted the high contribution of the workshop to their understanding of the production process through CAD and 3D printing, development of design skills, and recognition of the merits of cloud-based design.

This paper explores an approach which engages first-year industrial engineering students in teleoperating robot manipulators and how this practice can contribute to the development of their spatial awareness. We analyzed the spatial constraints of teleoperation such as exocentric viewing, limited viewshed, and delayed visual feedback, and used them for training students. A robot operation workshop has been conducted in two versions of learning practice: one in direct operation of robots in the lab, and the other in remote control of the robots from the computer class. Students' reflections on the workshop contribution to their spatial awareness, exposure to industrial robotics, and interest to study it were compared. As found, evaluations of the students who teleoperated robots were significantly higher for all three contribution factors. For students of the teleoperation group the major difficulty was in exocentric viewing, but providing the opportunity to manipulate physical objects with hands, significantly reduced the difficulty.

This paper presents and juxtaposes two different learning processes developed in Israel and in Korea to introduce the concept of systems at early stages of school education, with special focus on the aspects of system structure and behavior. Our findings indicated the students successfully grasped the concept of system through practices of constructing robots and exploring their behaviors.

This paper examines learning through student interaction with animated robots, as implemented in robot theatre performances and workshops in the science museum.