Innovation-based Learning: Enhancing Innovative Problem Solving and Higher-order Thinking in Education Through Multidisciplinary Collaboration

Abstract

is currently pursuing a M.S. degree in Biomedical Engineering at North Dakota State University. Her research interests include STEM education, innovation-based learning, agent-based modeling of complex adaptive systems, and bioelectromagnetics. She previously received her B.S. degree from North Dakota State University in Electrical and Computer Engineering.

Leveraging Communication Analysis to Identify Key Challenges in an Innovation Course in computer science

“…The data showed that some students communicate frequently while others go several days without establishing communication. These findings are aligned with the results presented by [Swartz et al 2020, Pastel et al 2015 in their studies on education for innovation. Students who sent more messages were most involved and collaborated with teamwork, being overloaded by performing more activities than others.…”

“…Although the course presents positive aspects, the results of the interviews indicate that students face several challenges when learning innovation in practice. Many of these challenges share common characteristics and were therefore categorized into five groups, similar to the works of [Swartz et al 2020, Chowdhury et al 2020, Pastel et al 2015]. The main contribution from this work when compared to the listed ones is the identification of students' central challenge: ineffective collaboration in their teams, Problem (P01).…”

Innovation-based Learning: A New Way to Educate Innovation

“…The Innovation Impact Scale was created to provide a metric to measure the levels of innovation reached by students during the course [10]. Using the patent definition of innovation, students are tasked with creating a novel, non-obvious solution to a cardiovascular healthcare challenge found in a funding opportunity announcement [11].…”

“…Incorporating the blended learning environment in MOOCIBL and use of IBL has increased the number of universities and disciplines/majors able to participate within the course. By tracking the total number of disciplines found on each team, they will be assigned a Multidisciplinary Score and compared to the previous year's score found in [10]. Also, want to see how the blended learning environment has increased the number of universities/colleges to become participants in collaboration within the course.…”

Anonymous Online Peer Review for Innovation-Based Learning

“…First, as the course begins, potential projects must address a societal gap/need; students must identify a federal funding opportunity or similar market demand which justifies the work [2], [3]. Purpose is then re-emphasized during the course as each project is assessed on an impact scale which rewards external activities such as symposium presentations, conference papers, company formation, or patent applications [4]. Mastery is promoted by student tokens (learning objectives) which are tailored to the individual, are threshold-based, and can be revised throughout the course.…”