June 23, 2013
June 23, 2013
June 26, 2013
Design in Engineering Education
23.1185.1 - 23.1185.10
Evidencing learning; a dichotomy.Supporting diversity and personalised learning of students is one of the many challengesfaced by educators across engineering education disciplines. A shift from a linear approach toa more iterative approach to the design process allows for the development of higher orderthinking skills1. The use of open ended design tasks allows students to engage on a more in-depth level as they can personalise and tailor it to their own interests, yet at the same timestill develop desirable qualities such as analysis and synthesis2.This paper attempts to establish what is evidence of “good learning”? And what are thedesirable cognitive qualities we are looking for? We are also faced with a dichotomy. Ifcriteria is not defined in design briefs, how do students know what is evidence of meaningfullearning.Students in an initial teacher education course in the University of ________ were given asemi-open ended design brief in which they were asked to compile a design portfolio intandem with a design artefact. These students are engaged in a four year fulltime degreeprogramme in as perspective teachers of technology subjects at second level education. Theproject was a semi-open design brief where students were given a certain amount of definedcriteria. The criterion for the portfolio was student defined. The students’ portfolios werethen democratically judged by their peers and a rank order was agreed. A qualitativeapproach was taken where a sample of students were asked to concurrently andretrospectively verbally externalise their thoughts as they were engaging in the judgementprocess. Judgements were based on what the students valued as evidence of “good learning”.Engagement in this process gives the researcher insight into the students’ epistemologicalbeliefs of what they deem as meaningful learning. From the recordings of students’verbalised thoughts, different categories of cognitive qualities were identified includingsynthesis and problem solving3.There is considerable qualitative evidence of cognitive qualities which highlight theimportance of allowing for personalised learning and also shows how valuable design tasksare in cultivating these desirable qualities.
Rowsome, P., & Seery, N., & Lane, D., & Gordon, S. (2013, June), The development of pre-service design educator's capacity to make professional judgments on design capability using Adaptive Comparative Judgment Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22570
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