Episodes as a Discourse Analysis Framework to Examine Feedback in an Industrially Situated Virtual Laboratory Project

Gilbuena, Debra M.; Sherrett, Ben Uriel; Koretsky, Milo

doi:10.18260/1-2--17916

Cited by 5 publications

(1 citation statement)

References 12 publications

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“…Video records were transcribed verbatim, including pauses and vocalizations, and were later used to add descriptions of gaze, body orientation, and physical interaction with material. Our transcription conventions are as follows: physical actions and pauses are enclosed in parentheses; square brackets indicate indistinct speech or names replacing spoken pronouns; em dashes are used when words were not completed, for example “infini—.” Based on the authors' previous research (Gilbuena et al, 2011; Nolen et al, 2020), transcripts were divided into episodes bounded by change in topics, major strategies, or a facilitator entering or leaving the group (79 episodes total).…”

Section: Analysis Overviewmentioning

confidence: 99%

Engineers, figuring it out: Collaborative learning in cultural worlds

Nolen,

Michor,

Koretsky

2023

J of Engineering Edu

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BackgroundAlthough open‐ended projects are common in the first and final years of US engineering programs, middle‐year courses tend to utilize simpler highly constrained problems. Such problems can elicit knowledge and social practices typical of school activity (“School World”), with limited applicability in real engineering work (“Engineering World”). They can also result in inequitable participation in groups.PurposeWe investigate whether a single‐session, complex studio task can promote equitable disciplinary engagement in the middle years, where time is limited and students' engineering knowledge needs to be developed. We ask whether and how the task is taken up by teams “thinking and acting like students” versus “thinking and acting like engineers.”Design/MethodThis microgenetic laboratory study analyzes video data of three student teams completing a realistic complex task.ResultsTeams initially used “School World” strategies and social arrangements, but eventually the task demands and facilitator framing shifted activity to “Engineering World.” We found within‐team, between‐world differences in reasoning, tool use, and social practices. Examination of shifts from School World to Engineering World pointed to the importance of task framing, material tools, peer interaction, and facilitator support.ConclusionsActivity can shift to the disciplinary social and knowledge practices of engineering in a single task, expanding opportunities to learn those practices and promoting more equitable interactions. Instructors should seek to support disciplinary practices while preserving students' authority to make decisions. Future research should explore the impact of a steady diet of these kinds of studios in the middle years.

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Section: Analysis Overviewmentioning

confidence: 99%

Engineers, figuring it out: Collaborative learning in cultural worlds

Nolen,

Michor,

Koretsky

2023

J of Engineering Edu

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The effect of feedback on modeling in an authentic process development project

Gilbuena

Nefcy

Koretsky

2012

2012 Frontiers in Education Conference Proceedings

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Developing and using models is an important skill employed by practicing engineers that is difficult to cultivate in students. One way to help students develop modeling capability is through feedback. Feedback has been shown to be effective in helping students close the gap between actual and desired performance. This case study investigates the effect of feedback on student teams' use of models in a three-week, open-ended, process development project in which students conducted experiments using a virtual laboratory. Feedback took place during meetings with an expert coach, termed coaching sessions. Coaching sessions of four teams were found to include a substantial amount of model-related feedback. In addition, an indepth exploration of a single team provides insight into the impact of both directive and facilitative feedback on student modeling behavior.

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Feedback in Complex, Authentic, Industrially Situated Engineering Projects using Episodes as a Discourse Analysis Framework – Year 1

Koretsky

Champagne²,

Gilbuena

2013 ASEE Annual Conference &Amp; Exposition Proceedings

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is a professor of Chemical Engineering at Oregon State University. He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel faculty fellow and has won awards for his work in engineering education at the university and national levels.

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Episodes as a Discourse Analysis Framework to Examine Feedback in an Industrially Situated Virtual Laboratory Project

Cited by 5 publications

References 12 publications

Engineers, figuring it out: Collaborative learning in cultural worlds

Engineers, figuring it out: Collaborative learning in cultural worlds

The effect of feedback on modeling in an authentic process development project

Feedback in Complex, Authentic, Industrially Situated Engineering Projects using Episodes as a Discourse Analysis Framework – Year 1

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