Integrating a Cross-Reference List and Customer Journey Map to Improve Industrial Design Teaching and Learning in “Project-Oriented Design Based Learning”

Abstract

To train students’ practical ability in design, enterprise projects are often introduced into the industrial design courses of Chinese universities. However, such project-oriented learning activity (POA) is often not well designed. This not only makes it difficult to improve learning effectiveness, but also may bring the unpleasant learning experience to students. The learning experience and learning effectiveness are equally important, and they are mutually conditional and complementary. To consider both, POA needs to be elaborately designed. To this end, a variety of mature POA organization forms, such as project-based learning (PBL), design-based learning (DBL), and project-oriented design-based learning (PODBL), are discussed firstly. PODBL integrates and inherits the advantages of other learning models, and it has been preliminarily proved to improve the learning effectiveness of engineering design courses. Therefore, a cross-reference list was proposed for upgrading POA to PODBL. A lamp design course was developed based on this checklist and students were organized to study. The customer journey map tool was used to analyze the learning experience of students in the course journey, and the emotions and pain points were obtained, as well as some critical factors leading to a positive learning experience. Finally, to demonstrate the availability of the cross-reference list and critical factors, a baby strollers design project course was developed and participants were interviewed. The results show that the cross-reference list and critical factors could improve learning effectiveness and enhance the learning experience significantly.

Effectiveness of Computer-Aided Technology for Teaching English Courses in the Internet Era

“…Because teachers need to design courseware and select videos and images when using CAI, teachers' ability directly determines the effect of CAI [9]. Ai et al pointed out that when studying the effectiveness of computer-aided technology in English teaching, we can judge from many aspects such as teaching objectives, teaching quality, and teaching effect so as to avoid selecting a single direction for evaluation, and the real effective results of English teaching cannot be obtained [10]. Ji believes in the effective framework of CAI and summarized several factors affecting the teaching effect, such as teaching methods, teaching design, and students' interests [11].…”

Application of Design-Based Learning and Outcome-Based Education in Basic Industrial Engineering Teaching: A New Teaching Method

“…At the beginning of teaching activities, teachers should create situations according to the theme of this lesson. When creating situations, teachers should meet the following four points [43]: (1) Interesting. The problems should be interesting, challenging, and related to students' lives.…”

“…Ai et al (2020) divided these research projects into two categories. The first is the research based on practice and innovation ability [1]. For example, Wang et al (2017) improved students' problem-solving ability and exercised innovative thinking by building an experimental simulation platform [2].…”

Project-Oriented Learning as an Optimal Methodology for the Incorporation of the SDGs in University Teaching: A Systematic Review

“…Albareda-Tiana, S., Garcia-Gonzalez, E., Jimenez-Fontana, R., & Solis-Espallargas, C. (2019) [23]. strategies, students acquire sustainability competencies, in addition to contributing to a change in consumption habits by observing a reduction in EF.…”