An Exercise in Symbiosis: Undergraduate Designers and a Company Product Development Team Working Together

Denton, Howard G.; McDonagh, Deana

doi:10.2752/146069205789338315

Cited by 7 publications

(5 citation statements)

References 3 publications

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“…Educational researchers agree on the features of learning activities that would promote learning to think critically. These features include: facing open-ended problems, encountering real-world complexity, utilising multiple knowledge sources, developing knowledge artefacts to explicate thinking, utilising collective efforts and group resources instead of favouring individual student work, integrating rich use of modern technologies into the work processes (e.g., Marton & Trigwell, 2000;Bereiter, 2002;Brooks & Everett, 2009;Mills-Dick & Hull, 2011;Phielix, Prins, Kirschner, Erkens, & Jaspers, 2011), and teamwork, project work, and multidisciplinary collaboration (Denton & McDonagh, 2005). Moreover, a number of pedagogical models have been suggested for promoting critical thinking.…”

Section: Teaching Critical Thinking In a Way That Also Develops Scienmentioning

confidence: 99%

Enhancing Scientific Thinking Through the Development of Critical Thinking in Higher Education

Hyytinen

Toom

Shavelson

2019

Redefining Scientific Thinking for Higher Education

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Section: Teaching Critical Thinking In a Way That Also Develops Scienmentioning

confidence: 99%

Enhancing Scientific Thinking Through the Development of Critical Thinking in Higher Education

Hyytinen

Toom

Shavelson

2019

Redefining Scientific Thinking for Higher Education

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“…To be successful, a collaborative design project must establish a definition of the team, identify their outcomes, ensure there is a purpose for collaboration and clarify the interdependencies of the members (Kvan, 2000, p. 410). There are many examples of various types of collaboration in design education, such as peer collaboration , participatory design (McDonagh-Philp & Lebbon, 2000;Torrens, 2000) and collaborative interaction between a design school and company (Denton & McDonagh, 2005). In addition to end-user and expert participation, it would be extremely useful to take students' varying expertise and disciplinary backgrounds into consideration in setting design tasks and defining the design object.…”

Section: Towards Collaborative Design In Virtual Design Studiosmentioning

confidence: 99%

“…The interaction between educational institutions and workplaces has opened new learning opportunities, in which both participants learn something from each other. Such a relationship presupposes that both staff and students in academia and professionals in workplaces can jointly find and create mutually relevant objects, in which both benefit from collaboration (see Denton & McDonagh, 2005). Students in projectbased design courses face a huge number of challenges as a part of their learning.…”

Section: Design Principle 3: Facilitate Participation and Distributed Expertisementioning

confidence: 99%

Introduction

Kane¹,

Nimkulrat²,

Walton³

2016

Crafting Textiles in the Digital Age

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The event consisted of three parts, the Pre-Conference on the 23 rd September under the theme 'Embedded in the Finnish Bed'. The Scientific Conference took place for three days from the 24 th to 26 th September. Also a Post-Conference tour was offered to St. Petersburg, Russia, to see and experience historic art, craft and architecture in a neighboring environment from the 27 th to 29 th September.This publication consists of the scientific papers sent to us to be refereed by the Scientific Committee of the Conference. In this book the papers have been divided into two parts, firstly the articles on craft science and secondly the articles on craft education. Both parts are further divided into a section of plenary and parallel session papers, a whole of forty different articles. The articles are arranged and presented in the alphabetical order of the authors.We thank the University of Helsinki which has supported the Crafticulation and Education Conference both financially and in numerous other ways. We extend our thanks to the Federation of Finnish Learned Societies in the Academy of Finland, to NordFo, the Nordic Forum for Research and Development in Craft and Design, which has accepted the conference articles to be published as a part of its A-series.Finally we thank cordially all the speakers and participants of the conference, the keynote speakers, chair persons and session paper speakers and authors, all of you who spoke and wrote making this conference and this publication possible. We hope you pleasurable moments with the articles of this book.

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“…Second, the initiation of the project needs to be explicit on building project awareness, including what are the aims, who are we, who is doing what, how and when, how to proceed, and what will be done. Thirdly, a challenging and complex assignment will generate feelings of uncertainty and even anxiety amongst students (e.g., Denton & McDonagh, 2005;Muukkonen, Lakkala, Kaistinen, & Nyman, 2010;Nance, 2000). Although it appears that weekly guidance was partly able to ameliorate the concerns the students had, in both cases the students were concretely exposed to feelings of uncertainty as the assignment asked them to engage in generating novel applications and concepts.…”

Section: Fig 4 Recommendations For Pedagogical Design and Guidance Of Inquiry In Customer Projectsmentioning

confidence: 99%

Pedagogical design for knowledge creating inquiry in customer projects

Muukkonen

Kosonen²,

Marttiin³

et al. 2013

Knowledge Management &Amp; E-Learning: An International Journal

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Two higher education courses involving students, teachers, and customers in multifaceted experiences of knowledge creation are described. The Trialogical Learning Approach (TLA) provides a theoretical framework to address learning and teaching organized around authentic problems and the development of shared knowledge objects, such as reports, products, and new practices. The approach directs attention to those aspects of social interaction and artifact-mediated activities, which focus on the development of shared objects and the pursuit of novel knowledge and understanding. The roles of technology-mediation, customer involvement, and guidance in developing effective pedagogical practices for knowledge creation were addressed. It appears necessary to design sufficient open-endedness and complexity for students’ teamwork to generate unpredictable, practical, and epistemologically challenging situations. Pedagogical design for such a process has different foci in the four central phases: planning, project initiation, project execution, and presentation and evaluation. Planning and initiation are central to establishing relevance and project awareness for the collaboration of student teams with a customer. Guidance and expert modeling during project initiation and execution is needed to overcome feelings of uncertainty during a challenging and complex assignment. Mediation provided by collaboration tools facilitates reflection on collective practices, iterative development of knowledge objects, and documentation of the learning outcomes of customer projects.

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An Exercise in Symbiosis: Undergraduate Designers and a Company Product Development Team Working Together

Cited by 7 publications

References 3 publications

Enhancing Scientific Thinking Through the Development of Critical Thinking in Higher Education

Enhancing Scientific Thinking Through the Development of Critical Thinking in Higher Education

Introduction

Pedagogical design for knowledge creating inquiry in customer projects

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