In search of design principles for developing digital learning & performance support for a student design task

Abstract

A digital learning and performance support environment for university student design tasks was developed. This paper describes on the design rationale, process, and the usage results to arrive at a core set of design principles for the construction of such an environment. We present a collection of organizational, technical, and course-related requirements that led to the particular choice and setup of the targeted environment. Building upon the established learning management system "Moodle", we designed a backbone structure called Product & Process that fitted onto the ASCE intervention model. Within the four phases of this model, students could find activity checklists, tools, and background information to support their design activities. In addition, the environment was supplemented with tools for group Communication and collaborative Report writing. The environment has been used for 5 weeks by 35 students who worked in small groups on a design task. We analyzed the students' appraisals for usability, and examined usage data from their action logs. The results indicated that the students were positive about the environment, and generally used its facilities fairly frequently. The discussion revolves around the issue of how to achieve a balance between constraints, freedom, and scaffolding. In addition, a set of design principles is proposed for the constructing of a future version of a learning & performance support environment. IntroductionThe University of Twente, founded in 1961, was originally a purely technical university. Students could earn an engineering degree in electrical, mechanical or chemical engineering. The University broadened its educational horizon in the mid-seventies when it opened a faculty for the social sciences. In the year 2002, a psychology department enriched this faculty. Recently, the Board of Directors of the University gave the stimulus for an important renovation of the curriculum for the bachelor programs in all faculties. This led to a uniform roster that better facilitated students to choose from the courses offered throughout the University. A second major change was that the engineering approach should be the pivotal point for the didactic approach in the new curriculum in all faculties. In each semester, a set of modules was offered; each presenting a combination of theory, skills training and design tasks. In a design task, students work in teams to construct a solution for a real or realistic problem. The realization of that solution should be supported by a digital environment. This paper discusses the development of that environment (called TOM: "Twents Onderwijsmodel", English: "Twente Educational Model", an acronym generated from the name of the University's new educational program) for second-year psychology students. This paper offers an example of the 'design and construction' phase of design research (McKenney & Reeves, 2012). This phase involves rational, purposeful consideration of knowledge and concepts that can be used to address specific problems in prac...

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