Work in progress — A conceptions of design instrument as an assessment tool

Adams, Robin; Fralick, Bethany

doi:10.1109/fie.2010.5673125

Cited by 13 publications

(12 citation statements)

References 4 publications

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“…When asked at any point in their designing what strategies they might use next, they are able to identify few if any procedures to further their work. Beginning designers also follow steps to produce a finished product "as though designing is a serial/linear process," where iteration "is not in their process model" (Newstetter & McCracken, 2001, p. 68) or is described by them as a poor use of time (Adams & Fralick, 2010). The mistaken idea of design as a linear process can be conveyed through the graphics of design models employed by authors and school textbooks (Figure 4).…”

Section: Matrix Pattern H Haphazard or Linear Vs Managed And Iteratmentioning

confidence: 99%

“…Teachers themselves can illustrate the role that iteration plays in design or any other design strategy through direct instruction, offering comments on student projects, or modeling such behavior using a flawed prototype or product. In one freshman year engineering course at Purdue where iterative designing was consistently scaffolded across multiple design tasks, there was a significant pre-and post-difference in the increase in importance that students attributed to the role iteration plays among a set of 23 design strategies and activities (Adams & Fralick, 2010).…”

Section: Matrix Pattern H Haphazard or Linear Vs Managed And Iteratmentioning

confidence: 99%

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The Informed Design Teaching and Learning Matrix

Crismond

Adams

2012

J of Engineering Edu

Self Cite

541

634

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Section: Matrix Pattern H Haphazard or Linear Vs Managed And Iteratmentioning

confidence: 99%

Section: Matrix Pattern H Haphazard or Linear Vs Managed And Iteratmentioning

confidence: 99%

The Informed Design Teaching and Learning Matrix

Crismond

Adams

2012

J of Engineering Edu

Self Cite

541

634

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“…Design knowledge and skills are central learning objectives in combination with reinforcing fundamental engineering competences [26]. Crismond and Adams [11] focus on teaching and learning design, arguing that IDTLM contains design strategies that help teachers do informed teaching, helping teachers design tasks while developing their own design pedagogical content knowledge.…”

Section: The Informed Design Teaching Matrixmentioning

confidence: 99%

Design of activities for CS1: A competences oriented approach (unpacking the Informed Design Teaching and Learning Matrix)

Adorjan

Kereki

2013

2013 XXXIX Latin American Computing Conference (CLEI)

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In Introductory Computer Science courses, especially Computer Science 1 (CS1), dropout rates are generally high and results are often disappointing. In order to motivate and engage students to achieve better results in CS1, our teaching strategy is based on designing several activities using a competences oriented approach. This paper describes the use of a framework proposed by Crismond and Adams in order to create pedagogical activities for the CS1 course. We propose to extend that framework with competences oriented activities. We present a detailed description of each activity. Hypothetically, we propose that including this kind of activities helps to obtain better results. An initial experimentation with low number of students was done in 2012. Results show that the inclusion of those activities seems to be helpful for students taking the course for the first time. However, for students that did not pass the course previously it showed no significant difference.

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“…Many studies have focused on the behaviors of novice and experienced designers as they engage with a design problem or task 1,2,4,5 , while fewer have explored these designers' perceptions of the design process and particular design activities [6][7][8][9] . To deepen our existing understanding about students' development from novice to more informed or experienced designers, these studies of students' perceptions of their design process allow researchers and practitioners to supplement existing knowledge of observable behaviors with rich, sometimes visual, descriptions of students' mental models of engineering design and the related design activities.…”

Section: Motivationmentioning

confidence: 99%

“…In particular, students were asked to describe, visually or with words, the design process they had utilized so far using 23 design activities (see Table 1). This activity list is based on the Design Ranking Test utilized in previous studies to understand the conceptual models students have developed about design [6][7][8]15,16,18,19 .…”

Section: Data Collectionmentioning

confidence: 99%

Iterating on Students' Perceptions of Iteration in the Design Process: An Exploratory Study

Meyer¹,

Strong²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Explorations of experienced designers demonstrate how these designers employ iterative methods to refine their understanding of a problem and to improve their designs. In contrast, many novice designers do not perceive iteration as an important activity within the design process. Yet, novice designers' perspectives of iteration tend to shift after initial design experiences, viewing iteration as one of the most important design activities. Given this shift and the critical role of iteration within design practice, the purpose of this study is to explore iteration more deeply and uncover students' perceptions about how this aspect of design is related to the broader design process. Students within a senior level aerospace engineering design course at a large public university were given an open ended survey prompt to document their design process mid-way through the course. The resulting 70 design processes were explored using an open coding methodology. The resulting set of categories describe how students perceive the role of iteration. Preliminary results show that students perceive iteration explicitly occurring once or not at all during the design process. When iteration did occur, it was most common in the late stages of the process with rare occurrences at the beginning. In addition, the students discussed using iteration to improve the results of mathematical models, as opposed to, for instance, supporting their understanding of the problem. The results of this study demonstrate the need for additional research to explore how iteration is defined and how to support students' understanding of the diverse uses of iteration within design. Recommendations for future research directions are presented in the paper along with implications for design educators who wish to further develop their students' understanding of iteration. Motivation

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Work in progress — A conceptions of design instrument as an assessment tool

Cited by 13 publications

References 4 publications

The Informed Design Teaching and Learning Matrix

The Informed Design Teaching and Learning Matrix

Design of activities for CS1: A competences oriented approach (unpacking the Informed Design Teaching and Learning Matrix)

Iterating on Students' Perceptions of Iteration in the Design Process: An Exploratory Study

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