Design Thinking and Creative Problem Solving for Undergraduate Engineering Education in India: The Need and Relevance

Bhatnagar, Tigmanshu; Badke-Schaub, Petra

doi:10.1007/978-981-10-3521-0_81

Cited by 14 publications

(12 citation statements)

References 3 publications

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“…However, that does not mean the teacher does not need to liven up the atmosphere in the classroom by asking questions. Teachers remain in their role of facilitators of learning because creativity is a process of thinking and acting [29], where groups of students who have moderate and low creativity can also develop their questioning skills during the learning process. Although the lower the ability of creative thinking students the lower the quality of questioning skills.…”

Section: 1mentioning

confidence: 99%

Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study

Palupi¹,

Subiyantoro²,

Triyanto³

et al. 2020

Int. J. Emerg. Technol. Learn.

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Creative thinking involves the activities of complex skills and cognitive abilities, personality factors and motivations, styles, strategies, and metacognitive skills. Therefore, creative-thinking skills can reflect the students’ personality considered as unique individuals. On the other hand, the effectiveness of education can be seen from teaching practices and class climate. The application of guided inquiry learning (GIL) and problem-based learning (PBL) models is one effort to improve the effectiveness of education. This research is a mixed-method case study that aims to describe the behaviour of groups of students, studying with GIL and PBL, with high, moderate, and low creative-thinking skills. The mixed-method analysis applied is a concurrent embedded strategy that combines primary data (qualitative) and secondary data (quantitative) to complement each other. The results showed that the application of the GIL and PBL models was proved to be effective for learning explanatory writing skills. In terms of the creative-thinking skills, the higher the students' creative-thinking skills are, the higher their explanatory writing skills will be. Students who have high creative-thinking skills also exhibit prominent attitudes during the learning process, such as intensity of asking frequently with substantive questions on the subject matter and having good opinion and leadership skills.

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Section: 1mentioning

confidence: 99%

Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study

Palupi¹,

Subiyantoro²,

Triyanto³

et al. 2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Collective brainstorming, the expansion of the problem-space through multiple perspectives and ideas, visual externalizations (i.e. prototyping) and usertesting, are considered as key for the production of innovative solutions (Bhatnagar & Badke-Schaub, 2017;Zimmerman & Forlizzi, 2014). Agreeing with this model, the interaction design processes are also predominantly collaborative, materializing inideally-multidisciplinary team conditions (i.e.…”

Section: The Assessment Scale For Creative Collaboration (Ascc) Validmentioning

confidence: 99%

The Assessment Scale for Creative Collaboration (ASCC) Validation and Reliability Study

Mavri

Ioannou

Loizides

2020

International Journal of Human–Computer Interaction

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Creativity, a primary academic objective, is crucial in higher education, as economic, informational, societal and environmental advancements rely on people's ability to innovate. Creativity is widely investigated in its individualistic form, yet there is a notable dearth in work that studies its collective dimension, from a learning perspective. This study focuses on validating the psychometric properties of an existing instrument (ASCC), by measuring creative collaboration in blended learning settings. Two hundred and thirty six under and postgraduate students self-evaluated their creative collaboration experiences, using the ASCC instrument. The findings of exploratory factor analysis denote a three-factor (21-item) structure, measuring 'Synergistic Social Collaboration', 'Distributed Creativity', and 'Time Regulation and Achievement', with good internal consistency. An instrument with valid psychometric properties for the assessment of creative collaboration is much-needed in the growing research and practitioners' community. This is critical in the fields of Design, HCI and Engineering, that rely extensively on the creative collaboration (online and offline) of teams to develop innovative products that are suitable for real-world purposes.

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“…In this study, the CoP extends across education and industry; hence, its configuration must consider the respective characteristics and constraints of each sphere, as well as those that emerge at their intersection (Albats, 2018). Technology's role in mediating real-world relevance (Bhatnagar & Badke-Schaub, 2017) is critical, as it can proactively induct novices into professional practice (P. Brown, 2015;Herrington, Reeves, & Oliver, 2014). This perspective should be noted especially nowadays, when industry-university alliances are increasingly endorsed by academic institutions (Iskanius & Pohjola, 2016;Mulgan, Townsley, & Price, 2016).…”

Section: Communities Of Practicementioning

confidence: 99%

“…By cross-organizational, we refer to communities that span across spheres, such as education and industry (Albats, 2018;Iskanius & Pohjola, 2016). Through this connection, formal education programs can be supported by industry professionals, while simultaneously being augmented by authenticity, by which we mean learning that is informed by real-world problems, needs and evaluation criteria (Bhatnagar & Badke-Schaub, 2017).…”

Section: Introductionmentioning

confidence: 99%

A Cross-organizational Ecology for Virtual Communities of Practice in Higher Education

Mavri

Ioannou

Loizides

2019

International Journal of Human–Computer Interaction

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This work investigates Communities of Practice (CoPs) that support social learning in higher education. While most CoP research has taken place in single-stream contexts (e.g. in a university), this study reports on the ecology of a cross-organizational community (university and industry stakeholders) in the context of the formal curriculum. The work examines the role of technology configurations in supporting CoPs in Design and related studies. It also reports on the type and level of technology adoption, focusing on the learner perspective. This study's CoP is made up of 21 third-year university students and ten external stakeholders (mentors, clients and industrial experts). The study concludes with a set of guidelines for the design and evaluation of similar CoP technology configurations. Key guidelines suggest a) supporting enhanced awareness of identity, space and time, b) enabling roles and permissions on-demand according to the requirements of the activities carried out in shared spaces and c) facilitating fluid interoperability between the domain-specific and mainstream/generic productivity tools used by the community. The outcomes of this work can assist instructors, researchers and practitioners in the design of similar technology configurations for CoPs in the formal curricula of their respective Design or relevant fields.

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Design Thinking and Creative Problem Solving for Undergraduate Engineering Education in India: The Need and Relevance

Cited by 14 publications

References 3 publications

Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study

Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study

The Assessment Scale for Creative Collaboration (ASCC) Validation and Reliability Study

A Cross-organizational Ecology for Virtual Communities of Practice in Higher Education

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