Crossing the group-individual divide; brainsketching in design education
- Conference
- Location
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New Orleans, Louisiana
- Publication Date
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June 26, 2016
- Start Date
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June 26, 2016
- End Date
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June 29, 2016
- ISBN
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978-0-692-68565-5
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Design in Engineering Education
- Page Count
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12
- DOI
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10.18260/p.27286
- Permanent URL
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https://peer.asee.org/27286
- Download Count
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659
Paper Authors
Keelin Siomha Leahy
University of Limerick
orcid.org/0000-0002-2224-9603
Keelin Leahy is a lecturer of Technology Education at the University of Limerick. Keelin received her PhD from the University of Limerick in 2009, which focused on approaches for design activities in second level education. Keelin's main research interests include developing approaches for the development of creativity and design based activities and pedagogy. Keelin lectures in the areas of Design for Teachers, 3D CAD Modelling, Wood Design and Technology, Wood Processing Practice and Safety.
Patricia Mannix-McNamara Research Centre for Education and Professional Practice
Dr. Patricia Mannix McNamara is a senior lecturer in the Department of Education and Professional Studies in the University of Limerick, Ireland. Her expertise includes, teacher education, pedagogy, teacher professionalism. In addition her publications contribute to critique of the performativity agenda in education, alternatively calling for promotion of creativity and empowerment in education.
Abstract
The concept of group brainstorming for idea generation is widely used in business settings; in X (country) it remains underutilized as a pedagogical tool in design education. This study investigated the potential use of individual creative brainstorming; brainsketching in design education. A sample was employed comprising of forty-eight students from three secondary (high) schools. The study investigation occurred using two design based tasks (norm and inventory). An intrinsic motivation inventory analysed students’ motivation for each design based task approach. Brainsketching successfully increased students originality levels of design ideas (r=0.414). In the context of intrinsic motivation, the data demonstrates increased interest/enjoyment (r=0.545), perceived competence (r=0.465) and perceived choice (r=0.063) when using the brainsketching inventory approach. The data suggests brainsketching increases students’ levels of intrinsic motivation in design based problem solving activity. Thus proving the utilization of individual brainsketching for creative design based activities in design education is conducive to creative idea generation.
Leahy, K. S., & Mannix-McNamara, P. (2016, June), Crossing the group-individual divide; brainsketching in design education Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27286
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