Professional development for design-based learning in engineering education: a case study

Puente, S.M. Gómez; Eijck, Michiel van; Jochems, Wmg Wim

doi:10.1080/03043797.2014.903228

Cited by 25 publications

(7 citation statements)

References 34 publications

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“…Swan et al [26] explored a collaborative, design-based approach to improving the learning effects in core courses of an online program. Gómez Puente et al [27] boosted teachers to use the DBL theoretical framework to create teaching activities and proposed an immersive learning model to enhance teachers' professionalism. Baran and Uygun [28] outlined eight DBL principles to foster the competency of translating technological, pedagogical, and content knowledge into action in teacher education contexts.…”

Section: Design-based Learning Pedagogymentioning

confidence: 99%

A Design-Based Learning Approach for Fostering Sustainability Competency in Engineering Education

et al. 2020

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This paper provides and illustrates a design-based learning (DBL) approach for fostering individual sustainability competency in engineering education. We performed two studies with engineering students in typical educational activities. The first study helped students perform a topic-specific design task in the practicum unit of a sensor technology course, which compared the performance of the DBL approach and conventional passive learning approach. The second study guided students to develop innovative projects for participating in the "Internet Plus" Innovation and Entrepreneurship Competition (IPIEC). To validate the proposed approach, stakeholder questionnaires and performance evaluations were implemented. The results show that the DBL approach was viable for sustainability competency teaching in terms of learning demand and teaching procedure. We found that students in the DBL group gave more prominence in the individual competencies, such as system-thinking, multidisciplinary applications, and collaboration. These findings suggest that applying the DBL approach to train sustainability competency in engineering education is beneficial for promoting students’ abilities in dealing with challenges involved in sustainability practice.

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Section: Design-based Learning Pedagogymentioning

confidence: 99%

A Design-Based Learning Approach for Fostering Sustainability Competency in Engineering Education

et al. 2020

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“…Reflecting on the positive impact of prototyping on students' emotional experience, this would suggest DBL educators could orchestrate the session of prototyping as a moment for students to engage and enjoy. On the other hand, getting feedback from others, as a way of receiving summative assessment in DBL (Gómez Puente et al 2015), was found to be positively related to relaxation feelings, which can also facilitate learning evaluation. Future design considerations in terms of DBL classroom management may foster students' relaxation and reflection by facilitating feedback moments in groups.…”

Section: The Variable Impact Of Emotionsmentioning

confidence: 99%

Understanding design-based learning context and the associated emotional experience

Zhang

Markopoulos

Bekker

et al. 2020

Int J Technol Des Educ

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Educational settings are emotional places where students experience diverse emotions in relation to academic activities and their outcomes. Emotions, in turn, greatly influence students’ learning process and engagement. Research on emotions in Design-Based Learning (DBL) has so far been coarse-grained examining how students evaluate their overall feelings towards the DBL project. As yet, little is known regarding how specific DBL activities influence students’ emotional experience. Therefore, we report a three-month field study of a DBL project involving 30 middle school students (aged 13–14) addressing dual research purposes: (1) to faithfully reconstruct the manner and sequence of activities during DBL from a fine-grained perspective; and (2) to examine the relationship between these activities and students’ emotional experience. This study used a mixed research method and collected multiple data sources, including experience sampling surveys, classroom observations, and interviews. The research outcomes in this study are multiple. First, this paper reveals detailed inspection regarding the types of task students performed, the strategies of shifting, and executing tasks during the process student experienced. Second, this paper identifies specific types of activities that have a significant positive or negative relationship with students’ emotional experiences. Derived from reported empirical evidence in the present study, this paper furtherly proposes an Activity-and-Affect model of DBL. This model provides a fine-grained description of DBL activity as continuous along three dimensions: task (design thinking process, project management, social interaction) task strategy (single-tasking vs. multitasking), and collaboration strategy (individual or group). Our analysis highlights the variability in how different DBL activities can be associated with different emotions.

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“…Learning in educational ecosystems is often experiential in nature and hands-on and learning in higher education is expected to take this form more and more (Flynn & Vredevoogd, 2010). As such, inquiry-, problem-or cased-based learning or designbased learning are suitable educational methods (Gomez Punte, van Eijck, & Jochems 2015). In such approaches students will learn by creatively solving problems or cases, or by creating designs (Davies et al, 2013).…”

Section: Pedagogymentioning

confidence: 99%

Cultivating the growth of life-science graduates : On the role of educational ecosystems

Brok¹

2018

Preprint

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On the role of educational ecosystemsEsteemed Rector Magnificus, distinguished colleagues, respected students, family and friends.It is a great pleasure to see all of you here and to address this inaugural lecture 1 to you, both those present in the aula, as well as those watching WUR-tv. I would like to start by making an apology for the fact that this lecture is in English, as I know that for some of you this may present a challenge. However, Wageningen University and Research is a true international university, there are many international colleagues here, both from my own chair group as well as from other chair groups and units of the university, and much of our work is conducted in English.

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Professional development for design-based learning in engineering education: a case study

Cited by 25 publications

References 34 publications

A Design-Based Learning Approach for Fostering Sustainability Competency in Engineering Education

A Design-Based Learning Approach for Fostering Sustainability Competency in Engineering Education

Understanding design-based learning context and the associated emotional experience

Cultivating the growth of life-science graduates : On the role of educational ecosystems

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