Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462230
Liang Hong, K. Qian, C. Hung
Recent research shows that the engineering students have problems connecting the required computation to a conceptual understanding, as well as translating a graphical understanding of the process to a symbolic mathematical representation, especially when handling the multiple steps of the procedures. The students are usually able to perform sequences of the underlying calculations but cannot piece together the higher conceptual relationship that drives these procedures. This work-in-progress paper presents a viable approach and a new teaching and learning paradigm to enhance the effectiveness of teaching fast Fourier transform and significantly improve the learning outcomes. By integrating the mobile and cloud computing technologies, we are developing a handheld real-world relevance laboratory that includes an integrated learning module for Fourier transform and a shared intelligent project repository to host the module and real-world relevant data. This development is expected to overcome the intellectual inaccessibility of transform techniques and tackle the challenges in existing approaches: the prohibitive cost of project-based approach; limited access and real-world relevance data in simulation-based approach, and unreliable and unsustainable support.
{"title":"Work in progress: Multi-faceted penetration of fast fourier transform by interactively analyzing real-world objects via mobile technology","authors":"Liang Hong, K. Qian, C. Hung","doi":"10.1109/FIE.2012.6462230","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462230","url":null,"abstract":"Recent research shows that the engineering students have problems connecting the required computation to a conceptual understanding, as well as translating a graphical understanding of the process to a symbolic mathematical representation, especially when handling the multiple steps of the procedures. The students are usually able to perform sequences of the underlying calculations but cannot piece together the higher conceptual relationship that drives these procedures. This work-in-progress paper presents a viable approach and a new teaching and learning paradigm to enhance the effectiveness of teaching fast Fourier transform and significantly improve the learning outcomes. By integrating the mobile and cloud computing technologies, we are developing a handheld real-world relevance laboratory that includes an integrated learning module for Fourier transform and a shared intelligent project repository to host the module and real-world relevant data. This development is expected to overcome the intellectual inaccessibility of transform techniques and tackle the challenges in existing approaches: the prohibitive cost of project-based approach; limited access and real-world relevance data in simulation-based approach, and unreliable and unsustainable support.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127302184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462469
Roy B. Melton, M. Cardella, W. Oakes, C. Zoltowski
In this paper, we describe our process for creating a design task to assess students' understanding of human-centered design. The development process involved conducting a series of pilot tests, with analyses of the data from each prior pilot motivating revisions made to the next versions of the assessment design task. This paper is a formative look at the seven iterations of the design task that have been administered. We will discuss the information we gained about the students' understanding and the design task itself and how it informed the revisions. We will also discuss student perceptions of the design task, features of the design task that helped or hindered eliciting, and capturing, the participants' design process and major breakthroughs in the task development process.
{"title":"Development of a design task to assess students' understanding of human-centered design","authors":"Roy B. Melton, M. Cardella, W. Oakes, C. Zoltowski","doi":"10.1109/FIE.2012.6462469","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462469","url":null,"abstract":"In this paper, we describe our process for creating a design task to assess students' understanding of human-centered design. The development process involved conducting a series of pilot tests, with analyses of the data from each prior pilot motivating revisions made to the next versions of the assessment design task. This paper is a formative look at the seven iterations of the design task that have been administered. We will discuss the information we gained about the students' understanding and the design task itself and how it informed the revisions. We will also discuss student perceptions of the design task, features of the design task that helped or hindered eliciting, and capturing, the participants' design process and major breakthroughs in the task development process.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130755033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462462
Russell Korte
In regard to the ongoing efforts to reform engineering education, this working paper proposes the methods of philosophical reasoning and argumentation for constructing and analyzing educational beliefs about the ontology and epistemology of engineering and engineering education. Modern views of philosophy tend toward an instrumental perspective - one that believes that philosophy provides a rigorous method for describing and evaluating our understandings of knowledge and truth. Philosophical reasoning can help reconcile diverse beliefs resulting in more coherent and comprehensive statements about the nature of engineering and education. Employing philosophical reasoning in the articulation of one's philosophy of engineering education can lead to a more coherent and consistent statement about what it is that engineering educators aim to achieve. This paper briefly describes the methods of philosophical reasoning and argumentation introduced in workshops on the philosophy of engineering education conducted at previous FIE conferences. A follow-up workshop focused on these methods is planned for this year's FIE conference. The outcomes of the upcoming workshop will be included in a final version of this paper on the topic of developing a philosophy of engineering education.
{"title":"Work-in-progress: Exploring the essential nature of engineering education through philosophical inquiry","authors":"Russell Korte","doi":"10.1109/FIE.2012.6462462","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462462","url":null,"abstract":"In regard to the ongoing efforts to reform engineering education, this working paper proposes the methods of philosophical reasoning and argumentation for constructing and analyzing educational beliefs about the ontology and epistemology of engineering and engineering education. Modern views of philosophy tend toward an instrumental perspective - one that believes that philosophy provides a rigorous method for describing and evaluating our understandings of knowledge and truth. Philosophical reasoning can help reconcile diverse beliefs resulting in more coherent and comprehensive statements about the nature of engineering and education. Employing philosophical reasoning in the articulation of one's philosophy of engineering education can lead to a more coherent and consistent statement about what it is that engineering educators aim to achieve. This paper briefly describes the methods of philosophical reasoning and argumentation introduced in workshops on the philosophy of engineering education conducted at previous FIE conferences. A follow-up workshop focused on these methods is planned for this year's FIE conference. The outcomes of the upcoming workshop will be included in a final version of this paper on the topic of developing a philosophy of engineering education.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116890294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462500
Aidsa I. Santiago-Román, Arturo Ponce, Dazhi Yang, Alejandra J. Magana, R. Streveler, Ronald L. Miller
Previous studies indicated that misconceptions related to heat transfer, fluid mechanics, and thermodynamics, persist among engineering juniors and seniors even after they completed college-level courses in these subjects. Researchers have proposed an innovative instructional approach, the ontological schema training method, which helps students develop appropriate schemas or conceptual frameworks for learning difficult science concepts. Three online training modules were designed to help engineering students develop appropriate schemas in heat transfer, diffusion and microfluidics. The effectiveness of these modules was examined with two different student populations from two different universities (US and Hispanic). At each institution, participants were assigned randomly to a control or experimental group. The treatment for each group at both institutions was exactly the same. Preliminary results indicated a mixed effectiveness of the training modules among these populations.
{"title":"A cross-cultural comparison study: The effectiveness of schema training modules among Hispanic students","authors":"Aidsa I. Santiago-Román, Arturo Ponce, Dazhi Yang, Alejandra J. Magana, R. Streveler, Ronald L. Miller","doi":"10.1109/FIE.2012.6462500","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462500","url":null,"abstract":"Previous studies indicated that misconceptions related to heat transfer, fluid mechanics, and thermodynamics, persist among engineering juniors and seniors even after they completed college-level courses in these subjects. Researchers have proposed an innovative instructional approach, the ontological schema training method, which helps students develop appropriate schemas or conceptual frameworks for learning difficult science concepts. Three online training modules were designed to help engineering students develop appropriate schemas in heat transfer, diffusion and microfluidics. The effectiveness of these modules was examined with two different student populations from two different universities (US and Hispanic). At each institution, participants were assigned randomly to a control or experimental group. The treatment for each group at both institutions was exactly the same. Preliminary results indicated a mixed effectiveness of the training modules among these populations.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132030469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462431
N. Fila, William P. Myers, Ş. Purzer
Innovation is defined in diverse ways in the literature and often assessed in ways synonymous with creativity. As these arguments continue it is also important to identify student perspectives. In this pilot study, we examine how engineering students define innovation. Fifty-four first-year engineering students were asked to define innovation in an open response survey. Their answers were first reviewed to identify emerging patterns and then a detailed coding method was used to categorize students' responses. The analysis examined students' focus on feasibility, desirability, and viability as well as other important aspects of innovative design. The findings from this open-ended survey will be used to develop an assessment tool that is easy to administer and score.
{"title":"Work in progress: How engineering students define innovation","authors":"N. Fila, William P. Myers, Ş. Purzer","doi":"10.1109/FIE.2012.6462431","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462431","url":null,"abstract":"Innovation is defined in diverse ways in the literature and often assessed in ways synonymous with creativity. As these arguments continue it is also important to identify student perspectives. In this pilot study, we examine how engineering students define innovation. Fifty-four first-year engineering students were asked to define innovation in an open response survey. Their answers were first reviewed to identify emerging patterns and then a detailed coding method was used to categorize students' responses. The analysis examined students' focus on feasibility, desirability, and viability as well as other important aspects of innovative design. The findings from this open-ended survey will be used to develop an assessment tool that is easy to administer and score.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134203609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462254
Elaine H. T. Oliveira, Erika H. Nozawa, K. T. Lucena, Walfredo Lucena Filho
The Amazon region is characterized by its low population density, with one large city, the capital Manaus, and the remainder of its population distributed in small and less economically developed towns. Most of these towns suffer from huge geographic isolation, as these are scattered in the forest and their access are only through rivers. With all these difficulties, taking education to this population consists of a real and daily challenge. To provide an opportunity for students of this region to enter into an upper-level course, one of the solutions devised by the Federal University of Amazonas, through its Center for Distance Education (CDE) was the creation of undergraduate courses in non-face mode. CDE project consisted of organizing headquarters, called poles, to receive courses in Administration, Public Administration, Fine Arts, Biology, Agricultural Sciences and Physical Education. This paper describes this educational experience and presents the structure of the pedagogical model supported by technology (PMT) which allows this scenario to become reality. The innovation of this model is to allow the 1,618 students, distributed in 17 different poles, assisted by CDE, to keep pace with their course through a structure of logistical and technological support adapted to their reality. Resources offered by a Course Management System (CMS), tutors and other specialized tools that support off-line activities make it possible for higher education to reach the most remote regions of Amazon.
{"title":"Distance education with remote poles: An example from the Amazon region","authors":"Elaine H. T. Oliveira, Erika H. Nozawa, K. T. Lucena, Walfredo Lucena Filho","doi":"10.1109/FIE.2012.6462254","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462254","url":null,"abstract":"The Amazon region is characterized by its low population density, with one large city, the capital Manaus, and the remainder of its population distributed in small and less economically developed towns. Most of these towns suffer from huge geographic isolation, as these are scattered in the forest and their access are only through rivers. With all these difficulties, taking education to this population consists of a real and daily challenge. To provide an opportunity for students of this region to enter into an upper-level course, one of the solutions devised by the Federal University of Amazonas, through its Center for Distance Education (CDE) was the creation of undergraduate courses in non-face mode. CDE project consisted of organizing headquarters, called poles, to receive courses in Administration, Public Administration, Fine Arts, Biology, Agricultural Sciences and Physical Education. This paper describes this educational experience and presents the structure of the pedagogical model supported by technology (PMT) which allows this scenario to become reality. The innovation of this model is to allow the 1,618 students, distributed in 17 different poles, assisted by CDE, to keep pace with their course through a structure of logistical and technological support adapted to their reality. Resources offered by a Course Management System (CMS), tutors and other specialized tools that support off-line activities make it possible for higher education to reach the most remote regions of Amazon.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134241172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462297
Joseph Idziorek, Julie A. Rursch, D. Jacobson
Society's dependency on information technology has drastically outpaced educational curricula and the opportunities that universities and higher education institutes provide to students from both technical (e.g., computer engineering, computer science) and non-technical majors. To increase the opportunities for all students to learn how protect themselves as individuals and others as professionals from numerous cyber threats the focus of this work is to identify gaps in engineering curricula and present novel approaches to fulfill the growing and diverse needs of cyber security education. The overall objective of this paper is to make security education accessible, relevant, and tangible across educational curricula, as well as to provide the framework to extend these efforts beyond university classrooms and into community colleges and high schools. While the predominant focus, research, and innovative practices in the area of cyber security have focused on technical students at the university level, this work instead concentrates on the demographic of students that desire to learn about cyber security without having to major in computer engineering, for example. In this paper we present a three-tiered framework that provides breadth and depth to security education across multiple education levels. This all-encompassing framework for security education includes providing (1) formal literacy-based training for students of all backgrounds, (2) inquiry-based learning through security- and technically-focused student groups and activities, and (3) classical technical·based initiatives. For each of these respective areas, previous research and efforts are discussed as well as the innovative practices that we have developed to address identified educational gaps.
{"title":"Security across the curriculum and beyond","authors":"Joseph Idziorek, Julie A. Rursch, D. Jacobson","doi":"10.1109/FIE.2012.6462297","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462297","url":null,"abstract":"Society's dependency on information technology has drastically outpaced educational curricula and the opportunities that universities and higher education institutes provide to students from both technical (e.g., computer engineering, computer science) and non-technical majors. To increase the opportunities for all students to learn how protect themselves as individuals and others as professionals from numerous cyber threats the focus of this work is to identify gaps in engineering curricula and present novel approaches to fulfill the growing and diverse needs of cyber security education. The overall objective of this paper is to make security education accessible, relevant, and tangible across educational curricula, as well as to provide the framework to extend these efforts beyond university classrooms and into community colleges and high schools. While the predominant focus, research, and innovative practices in the area of cyber security have focused on technical students at the university level, this work instead concentrates on the demographic of students that desire to learn about cyber security without having to major in computer engineering, for example. In this paper we present a three-tiered framework that provides breadth and depth to security education across multiple education levels. This all-encompassing framework for security education includes providing (1) formal literacy-based training for students of all backgrounds, (2) inquiry-based learning through security- and technically-focused student groups and activities, and (3) classical technical·based initiatives. For each of these respective areas, previous research and efforts are discussed as well as the innovative practices that we have developed to address identified educational gaps.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134439397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462289
K. Litchfield, Amy Javernick‐Will
Currently, the engineering community faces shortages. These shortages can be conceptualized as both literal shortages of numbers, particularly females, and a more conceptual shortage of engineers who are trained and qualified to handle the transitioning global context of the profession. With its rapid growth, high female involvement, and global vision, Engineers Without Borders-USA (EWB-USA) stands as a prime research model for the larger engineering field. During a series of five regional EWB-USA workshops, participants were asked to respond to six open-ended questions dealing with identity and gains from their involvement. Thousands of unique responses were coded into emergent themes to identify the most common responses and to compare response themes across questions. Results suggest that EWB-USA members identify strongly with the organization, which may increase their identity with and motivation to remain in the profession. Results also show that EWB-USA members are filling significant education gaps from their organizational involvement and are gaining the desirable global engineering qualities required within the field. These results help unpack the motivations driving EWB-USA members and gains from their membership that may help, through future curriculum development, attract and retain a diverse engineering population able to handle future challenges required by the profession.
{"title":"Perceptions of engineering identity: Diversity and EWB-USA","authors":"K. Litchfield, Amy Javernick‐Will","doi":"10.1109/FIE.2012.6462289","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462289","url":null,"abstract":"Currently, the engineering community faces shortages. These shortages can be conceptualized as both literal shortages of numbers, particularly females, and a more conceptual shortage of engineers who are trained and qualified to handle the transitioning global context of the profession. With its rapid growth, high female involvement, and global vision, Engineers Without Borders-USA (EWB-USA) stands as a prime research model for the larger engineering field. During a series of five regional EWB-USA workshops, participants were asked to respond to six open-ended questions dealing with identity and gains from their involvement. Thousands of unique responses were coded into emergent themes to identify the most common responses and to compare response themes across questions. Results suggest that EWB-USA members identify strongly with the organization, which may increase their identity with and motivation to remain in the profession. Results also show that EWB-USA members are filling significant education gaps from their organizational involvement and are gaining the desirable global engineering qualities required within the field. These results help unpack the motivations driving EWB-USA members and gains from their membership that may help, through future curriculum development, attract and retain a diverse engineering population able to handle future challenges required by the profession.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133390150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462463
J. Kypuros, C. Tarawneh, H. Vasquez, M. Knecht, R. Wrinkle
Students notoriously struggle with common misconceptions in Engineering Mechanics curriculum that negatively impact later courses in Mechanical Engineering and related disciplines. Moreover, traditional, lecture-based curriculum for Statics and Dynamics does not promote sustained student engagement. This paper presents a series of Guided Discovery modules that target key concepts. Guided Discovery is a methodology that borrows aspects of challenge-based instruction and discovery learning. The method is designed to facilitate students paths to discovery of key concepts that are often misinterpreted or not readily mastered. This is accomplished by facilitating students timely discovery of the underlying fundamentals through physical or virtual interaction with Statics and Dynamics challenges. The key difficulty to insuring positive impact on concept mastery is sustaining student engagement throughout the process. When students actively participate in every step, there is a significant improvement on comprehension and retention of commonly misinterpreted concepts. In this paper the authors summarize existing modules and present some of the results. Additionally, the authors detail typical shortcomings that resulted in early implementations of the modules and strategies for overcoming those shortcomings.
{"title":"Lessons learned implementing and optimizing Guided Discovery modules","authors":"J. Kypuros, C. Tarawneh, H. Vasquez, M. Knecht, R. Wrinkle","doi":"10.1109/FIE.2012.6462463","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462463","url":null,"abstract":"Students notoriously struggle with common misconceptions in Engineering Mechanics curriculum that negatively impact later courses in Mechanical Engineering and related disciplines. Moreover, traditional, lecture-based curriculum for Statics and Dynamics does not promote sustained student engagement. This paper presents a series of Guided Discovery modules that target key concepts. Guided Discovery is a methodology that borrows aspects of challenge-based instruction and discovery learning. The method is designed to facilitate students paths to discovery of key concepts that are often misinterpreted or not readily mastered. This is accomplished by facilitating students timely discovery of the underlying fundamentals through physical or virtual interaction with Statics and Dynamics challenges. The key difficulty to insuring positive impact on concept mastery is sustaining student engagement throughout the process. When students actively participate in every step, there is a significant improvement on comprehension and retention of commonly misinterpreted concepts. In this paper the authors summarize existing modules and present some of the results. Additionally, the authors detail typical shortcomings that resulted in early implementations of the modules and strategies for overcoming those shortcomings.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131758964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462347
M. Lande
This work investigates affordances of co-working, collaboratory spaces in support of engineering design student design teams. A framework for establishing such spaces is presented adapting a set of design axioms: design is a social activity, preserve ambiguity and all design is redesign. Student reflections are used to illustrate these design principles and example spaces are described in brief.
{"title":"Work in progress: Making Room: Creating design spaces for design practice","authors":"M. Lande","doi":"10.1109/FIE.2012.6462347","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462347","url":null,"abstract":"This work investigates affordances of co-working, collaboratory spaces in support of engineering design student design teams. A framework for establishing such spaces is presented adapting a set of design axioms: design is a social activity, preserve ambiguity and all design is redesign. Student reflections are used to illustrate these design principles and example spaces are described in brief.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131809134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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