The answer to this problem is quite similar everywhere: internships, occasional groupings, hands-on labs, intensive weeks, and everywhere it is agreed that without practice a training course can hardly claim to be "complete."Įven if someone develops a 3D internship simulator in a virtual world, there will always be room for hands-on mentoring and a good dose of hard-nosed reality. The "handling" side yet essential is left to the discretion of the student. Remoteĭistance learning faces the same style of problem: the hands-on experience is harder to achieve or obtain. Some of these young people are fairly inexperienced and he didn't see an obvious solution at this level of training. These characteristics are ignored by the software.and students who have never experienced anything else have a harder time taking all the realities of the field into account.įinally, he came to the conclusion that playing with bits of wood, plasticine, mud, or Lego blocks is as formative and essential as using software, but sometimes messier and less easy to implement. Beyond their physical characteristics, they have other properties (finish, adhesion, etc.) that must be preserved and accounted for in the field. Materials take up space, have weight, and must be transported. ButĪ working engineer recently told me that young people trained primarily with design software sometimes made practical mistakes so fundamental that he had to have them coached especially tightly by seniors. From trial to trial, we end up making more and more daring and resistant bridges and the challenges become more challenging.Īlthough this kind of puzzle is not of interest to everyone, the game itself can be a reward or a form of test for understanding the principles of tension and pressure. The kind of game where failure is not at all depressing and even rather spectacular and stimulating. Bridges are subjected to loads that will determine their strength.
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