scholarly journals Teaching as a Design Process: A Framework for Design-based Research in Engineering Education

2015 ◽  
Author(s):  
Margret Hjalmarson ◽  
Jill Nelson ◽  
Craig Lorie
Keyword(s):  
Engineering Education ◽  
Design Process ◽  
Design Based Research

Design-Based Doctoral Education in Bioengineering

2020 ◽  
Vol 142 (11) ◽  
Author(s):  
Alyssa K. R. Burke ◽  
Sara E. Wilson
Keyword(s):  
Design Process ◽  
Graduate Programs ◽  
The United States ◽  
Medical Product ◽  
User Needs ◽  
Clinical Experiences ◽  
Design Based Research ◽  
Doctoral Level ◽  
Research And Education ◽  
Bio Engineering

Abstract In order to meet the needs of industry, graduate schools should consider adding design-based programs to their curriculum. A majority of Ph.D. students in bio-engineering and biomedical engineering (BME) seek employment outside of academia, implying that these students will need to be able to leverage their dissertation research for other types of positions. Here, curriculum elements are examined from several graduate programs across the United States and a strategy is proposed that combines bio-engineering design-based research and education at the doctoral level. Ideally, a design-based Ph.D. includes: traditional engineering and scientific coursework, coursework focused on the design and commercialization process, industry and clinical experiences, and design-centric research. A design-based dissertation leverages the design process into specific aims that build on each other to complete a body of work. These aims can occur at different points in the design process and should include evaluation of the technology against user needs. It is possible to orient the in-depth research of a doctoral dissertation to the design of an innovative medical product that can be of a benefit to patients.

An Investigation on the Implications of Design Process Phases on Artifact Novelty

2015 ◽  
Vol 137 (5) ◽  
Author(s):  
Nur Ozge Ozaltin ◽  
Mary Besterfield-Sacre ◽  
Gül E. Okudan Kremer ◽  
Larry J. Shuman
Keyword(s):  
Economic Growth ◽  
Engineering Education ◽  
Design Process ◽  
Early Phase ◽  
Problem Definition ◽  
Design Teams ◽  
Technical Design ◽  
Design Elements ◽  
Design Activities ◽  
Research Questions

Innovation, including engineering innovation, is essential for economic growth. Currently, while most design practices in engineering education focus on aspects of “good” technical design, elements of innovation may be neglected. This research investigates design process activities that yield innovative artifacts. Specifically, we examine the types of design activities, their timing, and the associations among each other. Specifically, two research questions are explored. First, what design activities do teams engage in that relate to the innovativeness of the resultant design artifact? Second, how do these design activities impact the succeeding activities across the design process (from problem definition to working prototype (WP))? To explore these questions, 16 senior capstone bioengineering design teams are followed as they advance from initial conceptualization to WP over an average 23 week period. Several significant measures suggest that innovative teams differ from their noninnovative counterparts in terms of what activities they engage in, how much they engage in the particular activities, and in what phase they conduct the activities. Specifically, certain activities utilized in the early phase (e.g., marketing) are essential for innovation. Moreover, in terms of iterations through activities, spending significant time and effort while developing a design, as well as having smooth, rich iterations throughout the process contribute to the innovativeness of the artifact.

scholarly journals Designing an App to Support Families’ Joint Engagement with Media: Design Principles and Lessons from Research

2021 ◽  
Author(s):  
◽  
◽  
◽  
Keyword(s):  
Design Process ◽  
Design Principles ◽  
Research Literature ◽  
Lessons Learned ◽  
Collaborative Project ◽  
Design Based Research ◽  
Shared Learning ◽  
Joint Engagement ◽  
Media Design ◽  
Second Screen

In this paper, our collaborative project team shares design principles and lessons learned from research for designing an app to support families’ joint engagement with media and promote powerful shared learning experiences. We provide a rationale, based on research literature, for why a second-screen app in particular addresses our project goals. In addition, we describe the Splash and Bubbles for Parents app components as well as the co-design process and design-based research studies conducted to inform its design and development. Finally, our team offers design principles grounded in findings from our research that may be useful to app developers and researchers interested in continuing and expanding on this work.

scholarly journals Explorando la comunicación intercultural en línea: la anotación en vídeo en la formación de docentes

2020 ◽  
Vol 23 (1) ◽  
Author(s):  
Laurent Tessier ◽  
Virginie Tremion
Keyword(s):  
Blended Learning ◽  
Web 2.0 ◽  
Intercultural Communication ◽  
Design Process ◽  
Collaborative Work ◽  
Learning Systems ◽  
Video Annotation ◽  
Design Based Research ◽  
E Learning

En la post-Web 2.0, el papel del vídeo se ha vuelto cada vez más importante, tanto en el e-learning como en los sistemas de aprendizaje semipresencial. Este artículo pretende identificar cómo la anotación en vídeo puede ayudar a explorar la comunicación en la formación de profesores. Habida cuenta de la necesidad de tener en cuenta la gran diversidad de alumnos, el trabajo en colaboración y los intercambios en línea pueden contribuir a aumentar la comprensión de la comunicación intercultural. En primer lugar, comenzamos con una presentación de anotaciones en vídeo colaborativo para observar el lugar y el papel de la interacción en este sistema. A continuación, tratamos de descubrir elementos del proceso de diseño en un proyecto de investigación basado en el diseño sobre el celuloide, un dispositivo de anotación de vídeo a través de la descripción de dos experimentos: sus contextos, los vídeos utilizados, las modalidades de consulta y los procesos de anotación desarrollados para aumentar la interacción. In post-Web 2.0, the role of video has become increasingly important, both in e-learning and in blended learning systems. This article aims to identify how video annotation can help explore communication in teacher training. With the necessity to take into account the great diversity of pupils, collaborative work and online exchanges may help increase understanding of intercultural communication. Firstly, we begin with a presentation of collaborative video annotation to observe the place and the role of interaction in this system. Then, we seek to uncover elements of the design process in a design-based research project on Celluloid, a video annotation device through the description of two experiments: their contexts, the videos used, the consultation modalities and the annotation processes developed to increase interaction.

scholarly journals Involving Students in Educational Design: How Student Voices Contribute to Shaping Transdisciplinary CLIL History Materials

2020 ◽  
Vol 2 (2) ◽  
pp. 107-117
Author(s):  
Silvia Bauer-Marschallinger
Keyword(s):  
Design Process ◽  
Central Element ◽  
Student Voices ◽  
Focus Group Interviews ◽  
Educational Design ◽  
Classroom Implementation ◽  
Design Based Research ◽  
Before And After ◽  
Group Interviews ◽  
Initial Results

Although many studies have investigated students’ perspectives towards Content and Language Integrated Learning (CLIL), few studies have actively involved learners when creating research-based materials. The scarcity of such studies also stems from the limited number of research projects that operationalize scientific insights for classroom implementation in the first place. This paper is connected to such a study, set within a design-based research (DBR) framework. Apart from investigating theoretical underpinnings of content and language integration, this ongoing PhD study also involves the development of research-based transdisciplinary content-and-language-integrative teaching materials over several cycles. Amongst other forms of data collection, focus group interviews with students before and after each intervention formed a central element of the design process. This work-in-progress article is concerned with the students’ role in shaping content-and-language-integrative materials, shedding light on their concerns and needs at various stages in the design process. Initial results suggest that the learners’ voices were crucial in the development of these materials. Moreover, in line with the overall thrust of DBR, it appears that a one-time intervention does not suffice even when considering the students’ beliefs and needs. Instead, several cycles of development are needed to create an approach that works for the learners.

scholarly journals SUCCESSFUL METHODS FOR DEVELOPING INTRODUCTORY DESIGN LABS AS PREPARATION FOR UPPER YEAR DISCIPLINE SELECTION AND MULTI-DISCIPLINARY DESIGN

2011 ◽  
Author(s):  
T. C. Muench
Keyword(s):  
Engineering Education ◽  
Design Process ◽  
Professional Practice ◽  
Informed Choice ◽  
Student Feedback ◽  
Learning Objectives ◽  
Technical Knowledge ◽  
Design Environment ◽  
Process Gain ◽  
Additional Constraints

Introductory design labs accomplish important learning objectives in engineering education. The model used incorporates representative design labs from each discipline within the college. This allows students to learn the design process, gain exposure to each discipline, gain terminology and concepts to begin functioning in a multi-disciplinary design environment, and make a more informed choice of their career discipline. This paper investigates, with examples and student feedback, several successful methods for developing freshman design labs, including: Industry partnerships to bring professional practice into the classroom through real designs rolled back and then constrained; Adapting / simplifying upper year design labs by applying additional constraints; Simplified versions of upper year content that convey concepts and procedures without in-depth technical knowledge.

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