CURRICULUM APPROACH

Generic Skills

Generic skills are significant components of formal education in order to enhance the skills of CNC operators.

Digital Literacy

Digital literacy in CNC education aims to develop low to medium digital skills enabling learners to use ICT in their profession, being able to reach information whenever and wherever they need, being able to be a part of community of practice in sharing and solving the problems, follow up the technology. These skills are also accepted as fundamental skills for digital economies in which productivity, creativity, sustainability are discussed in the realm of ICT.

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ObjectivesOutcomesContent

  • Being able to understand evaluate, create and digital information in various formats
  • Being able to use diverse ICT technologies appropriately and effectively to retrieve information, interpret results, judge the quality of the information
  • Being able to understand the relationship between technology and life-long learning
  • Being able to use these skills and the appropriate technology to communicate and collaborate with peers, colleagues, family and in general with public
  • Being able to use these skills to actively participate in civic society and contribute to informed and engaged community
  • BASIC KNOWLEDGE OF COMPUTERS
  • PROFICIENCY IN USING SOFTWARE
  • ELECTRONIC COMMUNICATION SKILLS
  • INTERNET SKILLS
  • MOVING FILES

Chapter 1: BASIC KNOWLEDGE OF COMPUTERS

  1. Introduction to computer terminology and hardware components
    • Introduction to external devices
    • Basics of troubleshooting hardware
  1. Introduction to operating software
    • Introduction to operating systems
    • Fundamentals of file management (Minimize, maximize and move windows; identify common types of file extensions; identify and use icons)
    • Introduction to troubleshooting
  1. Introduction to installation/uninstallation of software
    • System updates
    • System back up

Chapter 2: PROFICIENCY IN USING SOFTWARE

  1. Basics of creating new documents in various formats
    • Manipulating existing documents
  1. Basics of file editing (select, copy, and paste text, printing)
  1. Fundamentals of office programs
    • Word processing
    • Presentation
    • Spreadsheet
    • PDF reader
    • Compression software

Chapter 3: ELECTRONIC COMMUNICATION SKILLS

  1. Electronic mailing
    • Composing, Sending, Replying, Forwarding messages
    • Adding attachments to a message
    • Retrieving attachments from an email message
    • Editing message content
    • Organizing email folders
  1. Understanding electronic discussion lists

Chapter 4: INTERNET SKILLS

  1. Setting up internet connection
  1. World Wide Web and its functions, including basic site navigation, searching, and installing and upgrading a Web browser
  1. Using a browser effectively, including bookmarks, history, toolbar, forward and back buttons
  1. Efficient use of search engines and directories to find information on the Web
  1. Downloading files and images from web
  1. Understanding and effectively navigating the hyperlink structure of the Web
  1. Data safety while using the Internet

Chapter 5: MOVING FILES

  1. Understanding Secure File Transfer Protocol (SFTP) and Secure Copy Protocol (SCP)
  1. Logging in and connecting to a distant server using Secure Shell client (SSH)
  1. File transfer by uploading/downloading
  1. Viewing and changing folder/document security settings

Green Skills

Today one of the most important goal is to transform existing economies to green economies which was first coined in 1989 in UK to achieve sustainable development. UNEP defined green economy as “as one that results in improved human well-being and social equity, while significantly reducing environmental risks and ecological scarcities. In its simplest expression, a green economy can be thought of as one which is low carbon, resource efficient and socially inclusive”. Another important feature of green economy is the emphasize on the “regeneration-of individuals, communities and ecosystems”.

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ObjectivesOutcomesAssessment

  • Student will be able to correctly determine the environmental effects of operation steps
  • Student will be able to prevent hazardous results by monitoring the environmental effects of the operation steps
  • Student will be able to categorize and seperate recycable materials
  • Student will be able to evaluate and plan on efficient use of natural and business resources
  • Student will use natural and business resources efficiently
  • Student will acknowledge environmental laws and regulations
  • Student will be able to conduct asssessment on impact to environment
  • Student will learn fundamentals of enterpreneurship and business models
  • Impact of woodworking furniture on environment
  • How to recycle waste material
  • Efficient use of environmental and business resources
  • Student will describe environmental effects in each operational step
  • Student will describe changes in operational steps and he/she will perform preventative actions towards hazards
  • Student will describe recycable materials
  • Student will perform identification of efficienct use and he/she will describe efficient use of natural and business resources
  • Students will choose the factors of effcient use of natural and business resoruces among given items
  • Student is able to present knowledge about environmental laws and regulations
  • Student will describe the impacts on environment
  • Students will describe key factors in entrepreneurship and business models

Technical Content and Skills

In CNC education, when the technical contents are examined it is seen that fundamental technical content is very similar among the partner countries and in general. In developing the curriculum, the clear definition of the learning objectives assessment of learning outcomes is important. In the previous phases of the project, it is found out that these objectives and outcomes are implicitly exist in the curricula. However, these objectives and outcomes are the essential components of designed curricula and they should be clear and explicit. In this regard, in the proposed curriculum, learning objectives and outcomes are re-defined based on the qualities and skills listed in EQVET and MYK which are also responding the needs of the sector in a direct way.

ObjectivesOutcomesContent

  • Being prepared for computer aided manufacturing of furniture software
  • Being able to operate by the means of computer aided manufacturing of furniture software commands

Student should use CAD/CAM software in computer with this module when proper environment and equipment are provided

  1. CNC TEZGÂHLARI VE PROGRAMLARI
    • CNC Tezgâhları
      • Tanıtılması, Tarihçesi ve Yapısı
      • Çeşitleri ve Uygulama Alanları
      • CNC Tezgahlarında Motif Oluşturma
      • CNC Tezgahlarını Kullanma Talimatı ve İş Güvenliği
      • CNC Tezgahları Bakım
    • CNC Tezgâh Bileşenleri
      • Gövde (Şase)
      • Tabla
      • Kızak ve Hareket Sağlayacılar
      • Kontrol Paneli
      • Yardımcı Elemanlar
  1. CNC TEZGÂHLARINDA CAM PROGRAMLARI
    • CAM Programları
    • İş Resminin Çizilmesi
      • CAD Programlarında Çizilen Resmin Programa Aktarmak
      • CAM Programları İle Çizim Yapma
    • CAM Programları İle Kesici Seçme

 

  1. CNC TEZGÂHLARINA CAM PROGRAMLARI İLE ÜRETİM
    • CNC Tezgahlarına Veri Aktarma
    • Örnek Uygulama 1

Örnek Uygulama 2

Extracurricular Activities

Extracurricular activities are complementary to formal education in order to enhance the skills of CNC operators.

EPSS (Electronic Project Support System)

Electronic Performance Support System (EPSS) interventions are practical ways to improve individuals’ performance in the working environment. As the definition, EPSS is an electronic system that provides users with on-demand access to integrated information, tools, and methodology in order to support their task performance with the minimum of intervention by others.

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OJT (On The Job Training)

OJT stands as a variation of vocational training, and it can be handled in more of a professional environment. On-the-job training is training that takes place while employees are actually working. It means that skills can be gained while trainees are carrying out their jobs.

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CNC Vocabulary

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Communities of Practice (CNC Forum)

The term community of practice (CoP) was coined to refer to the community that acts as a living curriculum for the apprentice. Especially in VET, CoP has a central role since it is in line with the principles of adult training and self-regulated learning as well. CoP refers to the group of people who become together to achieve individual and group goals as well as to share best practices to contribute to and extend the content of the existing curriculum.

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