Conceptions of design by transdisciplinary educators: disciplinary background and pedagogical engagement

Exter, Marisa; Gray, Colin M.; Fernandez, Todd

doi:10.1007/s10798-019-09520-w

Cited by 17 publications

(19 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies on design and design thinking are not new, especially in engineering (e.g., Dym et al 2005;Simon 1973Simon , 1996. However, the meanings of design and design thinking are still open to different interpretations in different professional fields (Exter et al 2019;Johansson-Sköldberg et al 2013;Kolko 2018;Wrigley and Straker 2015). As examples, design in business management often means deliberated and careful thinking and planning to be creative and innovative, but design in engineering can sometimes be routine and taken for granted (Johansson-Sköldberg et al 2013).…”

Section: Design Thinking As a Model Of Thinking That Is Important To mentioning

confidence: 99%

Design and Design Thinking in STEM Education

Schoenfeld

diSessa

et al. 2019

Journal for STEM Educ Res

155

View full text Add to dashboard Cite

Design and design thinking are vital to creativity and innovation, and have become increasingly important in the current movement of developing and implementing integrated STEM education. In this editorial, we build on existing research on design and design thinking, and discuss how students' learning and design thinking can be developed through design activities in not only engineering and technology, but also other disciplines as well as integrated STEM education.

show abstract

Section: Design Thinking As a Model Of Thinking That Is Important To mentioning

confidence: 99%

Design and Design Thinking in STEM Education

Schoenfeld

diSessa

et al. 2019

Journal for STEM Educ Res

155

View full text Add to dashboard Cite

show abstract

“…In our discussions and some of our writing (Boling et al, 2013;Exter, Gray, & Fernandez, 2019), we explore the need to recognize and inhabit roles in studio teaching-these are flexible ways of interacting with students on a holistic basis, covering all communications, including talking about design. Part of the challenge of inhabiting a role can be recognizing what fits you versus what may have been appropriate for a past, perhaps greatly admired, studio instructor of your own, and to inhabit that role fully and comfortably.…”

Section: Challenges In the Context Of Ourselvesmentioning

confidence: 99%

Educating for design character in higher education: Challenges in studio pedagogy

Boling¹,

Gray²,

Smith³

2020

Proceedings of DRS

Self Cite

View full text Add to dashboard Cite

Some particular challenges in studio pedagogy arise from teaching for design character versus focusing solely on skills, knowledge or the cognitive processes of our students. In this paper, three authors with extensive combined experience in studio learning, teaching, and scholarship address these challenges via reflection on our own experiences of research and teaching and in-depth discussion with each other. We adopt a co/autoethnographic approach (Coia & Taylor, 2009), identifying a range of challenges we have faced ourselves across three established and emergent design disciplines. These challenges are grouped in relationship to students, to curriculum, to our colleagues, and to ourselves. In our experience these challenges affect instructors differently than-and in addition to-those presented by traditional studio, and we present opportunities to build on these articulated challenges to further studio pedagogy.

show abstract

“…Educational data mining and state-of-the-art There has been a lot of progress in the current literature about using data obtained from the educational settings to improve the intended processes (Wang & Zhu, 2019;Abu Zohair, 2019, Exter et al, 2019Munro, 2018;Dommett, Gardner, & van Tilburg, 2019;Alizadeh, Mehran, Koguchi, & Takemura, 2019). It is noteworthy that existing research has demonstrated that HEIs are increasingly datahungry, with the stakeholders (students, teachers, and administrators, for example) seeking data and study results for their own needs and use (Clark, 2015;Williamson, 2018).…”

Section: Conceptualizing Text Mining For Teaching and Learning Assessmentioning

confidence: 99%

“…Several institutions have had to integrate emerging educational technologies in their different activities to maintain or sustain the credibility and quality of their business models or operations in general (Kori, Pedaste, & Must, 2018). Therefore, recent research (Wang & Zhu, 2019;Abu Zohair, 2019, Exter et al, 2019Munro, 2018;Dommett et al, 2019;Alizadeh et al, 2019;Kori et al, 2018) has focused on overcoming some of the challenges within the educational processes to provide opportunities for innovative teaching and learning methods (e.g., through educational data mining).…”

Section: Information Technologies For Quality Education and Innovationmentioning

confidence: 99%

Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender

Okoye

Arrona‐Palacios

Camacho-Zúñiga

et al. 2020

Int J Educ Technol High Educ

View full text Add to dashboard Cite

Today, modern educational models are concerned with the development of the teacher-student experience and the potential opportunities it presents. User-centric analyses are useful both in terms of the socio-technical perspective on data usage within the educational domain and the positive impact that data-driven methods have. Moreover, the use of information and communication technologies (ICT) in education and process innovation has emerged due to the strategic perspectives and the process monitoring that have shown to be missing within the traditional education curricula. This study shows that there is an unprecedented increase in the amount of text-based data in different activities within the educational processes, which can be leveraged to provide useful strategic intelligence and improvement insights. Educators can apply the resultant methods and technologies, process innovations, and contextual-based information for ample support and monitoring of the teaching-learning processes and decision making. To this effect, this paper proposes an Educational Process and Data Mining (EPDM) model that leverages the perspectives or opinions of the students to provide useful information that can be used to enhance the end-to-end processes within the educational domain. Theoretically, this study applies the model to determine how the students evaluate their teachers by considering the gender of the teachers. We analyzed the underlying patterns and determined the emotional valence of the students based on their comments in the Students Evaluation of Teaching (SET). Thus, this work implements the proposed EPDM model using SET comments captured in a setting of higher education.

show abstract

Conceptions of design by transdisciplinary educators: disciplinary background and pedagogical engagement

Cited by 17 publications

References 27 publications

Design and Design Thinking in STEM Education

Design and Design Thinking in STEM Education

Educating for design character in higher education: Challenges in studio pedagogy

Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender

Contact Info

Product

Resources

About