Using a shared workspace and wireless laptops to improve collaborative project learning in an engineering design class

Nicol, David; MacLeod, Iain

doi:10.1016/j.compedu.2004.04.008

Cited by 26 publications

(24 citation statements)

References 15 publications

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“…As shown elsewhere (Nicol & Macleod, 2004; Sikkel et al , 2002), the studies reported here show that a shared workspace (TikiWiki, LauLima) helped support collaborative learning. The students reported the value of being able to access and contribute to the development of resources at any time and from any location.…”

Section: Educational Contextsupporting

confidence: 77%

Creating an information‐rich learning environment to enhance design student learning: challenges and approaches

McGill¹,

Nicol²,

Littlejohn³

et al. 2005

Brit J Educational Tech

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The use of technology with engineering design students is well established, with shared workspaces being particularly supportive of the collaborative design process. This paper reports on a study where a design knowledge framework involving three learning loops was used to analyse the effectiveness of shared workspaces and digital repositories in supporting design education. The issues discussed include the relationship between knowledge and information structures, the importance of integrating information literacy support, and the need for different systems within the learning environment to support formal and informal storage of resources. These issues are explored within the context of experiences of working in a multidisciplinary team with different approaches, research methodologies, and discourses

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Section: Educational Contextsupporting

confidence: 77%

Creating an information‐rich learning environment to enhance design student learning: challenges and approaches

McGill¹,

Nicol²,

Littlejohn³

et al. 2005

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…It is known that the pedagogical use of ICTs requires careful planning, and best practices are often found through long-term development and repeated implementations (Jonassen et al, 2005;Nicol & McLeod, 2005). At present however, pedagogical planning seems to start from planning a single course's activities and interactions, whereas we suggest that strategic and long-term planning should also consider the multi-level and complex domestication process that precedes actual courses and learning processes.…”

Section: Discussionmentioning

confidence: 99%

“…Many keys to pedagogically successful use of ICTs have been identified in previous research, which has also yielded practical recommendations. The most mentioned include longterm strategic pedagogical planning of implementing technology in education (Jonassen, Lee, Yang & Laffey, 2005;Nicol & McLeod, 2005); high quality of faculty utilisation of the technology for teaching and students having choices as regards technology (Demb, Erickson & Hawkins-Wilding, 2004); engagement of students in active learning and problem solving through ICTs (Barak, Lipson & Lerman, 2006); and support for the development of network based communities and feelings of trust (McInnerney & Roberts, 2004).…”

Section: Introductionmentioning

confidence: 99%

Domestication of a laptop on a wireless university campus: A case study

Vuojärvi

Isomäki

Hynes

2010

AJET

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This study reports how university students domesticate their personal laptops at the beginning of studies on a wireless campus. The aim was to examine how students integrate the laptop into their personal education experience, what sort of processes were experienced to render the laptop useful and meaningful, and how gender and IT proficiency influenced this process. Qualitative interview data with twenty students (identified and selected by quantitative survey) was analysed using the grounded theory approach during which a multi-aspect domestication process was identified. Results highlight the importance of a structured way of organising laptop initiatives in universities. It is important that students have the kind of support available that best suits their needs. Pedagogically, successful domestication enables students to integrate the computer into their learning experience. However, we argue that successful domestication allows the artefact to become more than just a tool for learning, but also an integral part of an individual's existing media environment. In effect, comfort of use and IT capability is regarded as only one way of expressing successful domestication. This article adds to the growing number of studies using domestication as an analytical and theoretical framework and considers the phenomenon in an under-researched area.

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“…Gagn e's early work in the 1940s and 1950s was based on assumptions from behavioral psychology, where instruction is the reinforcement of appropriate learner responses to stimulus situations set up by the teacher. Nicol and MacLeod [5] investigated two different technologies: groupware and shared laptops with wireless access in a project design class in civil engineering course. In this view instruction is seen as organizing and providing sets of information and activities that guide, support, and augment students' internal mental processes.…”

Section: Introductionmentioning

confidence: 99%

Interactive computer for teaching biot poroelasticity modeling in civil engineering

Zhou

Wang

2015

Comp Applic In Engineering

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The utilization of interactive computer to teaching and learning Biot Poroelasticity Modeling is becoming an important aspect of the implementation of a more advanced approach to teaching in Civil Engineering. As part of the learning method, an interactive computer-based instructional assistance is specifically developed to help students to build, run, and analyze the output from a commercially software-COMSOL for Biot poroelasticity equations. The Biot poroelasticity equations and constitutive relation of fluid flow are input as partial differential equations into a customizable finite element software package. Several numerical simulations such as vertical effective stress and pore pressure, are presented to illustrate the validity and usefulness of the fully coupled approach, which is verified in the Biot poroelasticity modeling formulation. The assessment of instructor tools include: homework, term project, small group discussions, which assists to assess the student's degree of understanding for Biot poroelasticity theory. The survey finds that most students feel they could complete the project with minimum supervision, and have a basic understanding of variation of pore pressure as a result of the activity. On the other hand, almost of students feel that the COMSOL software aid helpful and easy to follow. ß 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:5-15, 2016; View this article online at wileyonlinelibrary.com/ journal/cae;

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Using a shared workspace and wireless laptops to improve collaborative project learning in an engineering design class

Cited by 26 publications

References 15 publications

Creating an information‐rich learning environment to enhance design student learning: challenges and approaches

Creating an information‐rich learning environment to enhance design student learning: challenges and approaches

Domestication of a laptop on a wireless university campus: A case study

Interactive computer for teaching biot poroelasticity modeling in civil engineering

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