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Creo 1.0 for Education Webinar

AlisterS.Fraser
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Creo 1.0 for Education Webinar

Thanks again for attending the Creo 1.0 for Education Webcast! I am Alister Fraser the Education Program manager for PTC North America. It was a great pleasure today to announce the release of Creo 1.0 for our acadmic partners in North America. If you have any questions comments about your existing licensces or suggestions on how PTC can better support your undergraduate or post graduate programs I would be happy to answer them here.

3 REPLIES 3

Ease of Use?

For years educators have had arguments over ease of use, but the solution was always fundamentally the same, 3D parametric Modeling. Can one 3D parametric modeler really be all that much easier to use than the next?

"AnyMode Modeling offers multiple modeling approaches in one platform"

AnyMode modelling will enable educators to choose whichever modeling approach is more comfortable for their students; from ‘easy to learn’ applications such as 2D and 3D direct whilst maintaining the ability to move freely into full 3D parametric modeling without losing intelligence or design intent.

What were your thoughts?

Often the learning curve synonymous with early CAD adoption in education is associated with new users having to navigate a complex user interface and breadth of functionality despite only using a small portion of it at first.

AnyRole Apps- The right tool for the right user at the right time:

One of the core tenets behind Creo is to offer the right apps with just the right capability, at the right time. It provides educators with a truly scalable suite of design applications that allow you to use the right tool, at the right time whilst maintain a common user interface

Do you agree?

Educators have limited class time within which to deliver an education never mind contemplating moving curriculum, demo models and parts that have been painstakingly created and refined over the years to a new CAD platform.

AnyData adoption: allows CAD users incorporate data from any CAD system.

What are the implications?

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