ABSTRACT
This paper proposes a framework for the systematic adaptation and digitalisation of engineering product development courses in the event of a crisis. Applicants can use resources of the framework to identify crisis-related boundary conditions that impact the delivery of education and are assisted in determining the necessary level of course digitalisation to respond to the crisis. Furthermore, the framework comprehends a review of modern educational teaching objectives, as well as a table containing tools and methodologies linked to educational targets. These can be used to enhance course design to keep students independently of their learning profiles engaged in study activities and to uphold an excellent knowledge acquisition in a volatile environment. An exemplary application of the framework on a CAD course in a higher education context guides the educator through the processes. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.
ABSTRACT
The Covid-19 pandemic has forced many companies to implement a Work from home setup. Many workers that previously worked in traditional Face-to-Face teams have during the pandemic, become parts of ad hoc Virtual teams. The following paper analyses the effects of WFH on productivity and virtuality in workplace using case study method and semi-structured interviews. The study was conducted in an engineering department of a large Danish company during November and December of 2020 while all of the respondents still worked in WFH setup which was initiated in March 2020. Our findings show that the team's virtuality has increased through utilization of digital communication technology and the use of novel digital tools. Also, an increase in perceived personal productivity and a decrease in collaborative productivity is reported. Finally, the overview of the further work on the topic is presented. © 2021 IEEE.