Development of a scenario-based instrument to assess co-design expertise in humanitarian engineering

Daniel, Scott; Mazzurco, Andrea

doi:10.1080/03043797.2019.1704689

Cited by 10 publications

(5 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Both questions were distributed to participants in the current study, but this article focuses on responses only to the first question. Analysis of the responses to the second question is published elsewhere (Daniel & Mazzurco, 2019). We did not provide participants with definitions of socio-technical thinking prior to completing the scenario to avoid biasing effects.…”

Section: Created the F I G U R E 1 The Energymentioning

confidence: 99%

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Mazzurco

Daniel

2020

J of Engineering Edu

Self Cite

View full text Add to dashboard Cite

Background Humanitarian engineering (HE) is rapidly emerging in universities and professional workplaces worldwide. In HE, socio‐technical thinking is fundamental as HE projects exist at the intersection of engineering and sustainable community development. However, the literature still lacks an understanding of the key features of socio‐technical thinking. Purpose/Hypothesis The purpose of this article is to investigate the key characteristics that distinguish the socio‐technical thinking of an expert from a novice in the context of HE projects. Design/Method We distributed the Energy Conversion Playground (ECP) design task to students starting their engineering degree (n = 26) and practitioners (n = 16). We iteratively and inductively analyzed the responses to develop a rubric characterizing the key features of expert socio‐technical thinking. We then scored participants' responses and compared them to identify differences between students and practitioners. Results The analysis showed that expert socio‐technical thinkers can provide high‐quality considerations across three domains: technology, people, and broader context. The comparison of the participants' scores showed that both students and practitioners scored highly in the technology domain. In contrast, students scored poorly in the people and broader contexts domains, identifying only simplistic considerations in these non‐technical areas, if at all. Conclusions This study provides novel insights into the development of socio‐technical thinking and further validates the ECP as a trustworthy measure of socio‐technical thinking. Implications for engineering educators and multiple lines of future research are also discussed.

show abstract

Section: Created the F I G U R E 1 The Energymentioning

confidence: 99%

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Mazzurco

Daniel

2020

J of Engineering Edu

Self Cite

View full text Add to dashboard Cite

show abstract

“…Ethical awareness is concerned with students’ value and attitude towards AI ethical issues, whether they could identify, evaluate, and respond to these issues approximately and responsibly (Stahl, 2021). The students’ ethical awareness was measured with scenario-based assessments (SBA), where real-life situations or ethical dilemmas were provided for them to analyze, evaluate, and take action (Romine et al, 2017; Daniel & Mazzurco, 2019). There was a total of 10 points for the 10 MCQ items in the SBA.…”

Section: Methodsmentioning

confidence: 99%

Effect of an Analogy-Based Approach of Artificial Intelligence Pedagogy in Upper Primary Schools

Dai,

Lin,

Liu

et al. 2023

Journal of Educational Computing Research

View full text Add to dashboard Cite

Artificial intelligence (AI) has emerged as a prominent topic in K-12 education recently. However, pedagogical design has remained a major challenge, especially among young learners. Guided by the Zone of Proximal Development theory and AI education research literature, this design-based study proposes an analogy-based pedagogical approach to support AI teaching and learning in upper primary education. This pedagogical approach is centered on human–AI comparison, where humans are gradually shifted from an analogue to a contrast to make visible the attributes, mechanisms, and processes of AI. To evaluate its effectiveness, a quasi-experimental study with mixed methods was conducted. The quantitative comparison shows that the participants in the experimental group learning with the analogy-based pedagogical approach significantly outperformed their peers with the conventional direct instructional approach in all three dimensions of AI knowledge, skills, and ethical awareness. Qualitative analyses further reveal its pedagogical benefits, including demystifying AI through relatable and engaging learning, supporting student comprehension and skill mastery, and nurturing critical thinking and attitudes. The analogy-based approach contributes to the field of K-12 AI education with an age-appropriate, child-friendly pedagogical approach. Notably, AI education should prioritize teaching for student understanding, and AI should be recognized as an independent subject with interdisciplinary applications.

show abstract

“…In some cases, these negative impacts have been devastating, resulting in detrimental health impacts (e.g., an arsenic crisis in Bangladesh due to the implementation of groundwater wells [69]), human rights violations (e.g., PlayPump [70]), and loss of millions of dollars in investments (e.g., One Laptop Per Child [71]). Instead, more significant effort should be dedicated to increasing localization, working with local partners to advance towards two-way skill-sharing, know-how transfer, capacity building, targeted support, co-construction of design solutions [72], and locally controlled long-term investments in infrastructure and services. Localization should embrace strengths-based approaches to recognize what expertise, skills, and insights local partners bring rather than a deficitbased approach.…”

Section: Increasing Representationmentioning

confidence: 99%

Advancing Sustainable Development: Emerging Factors and Futures for the Engineering Field

Burleson,

Lajoie,

Mabey

et al. 2023

Sustainability

Self Cite

View full text Add to dashboard Cite

This study set out to identify emerging trends in advancing engineering for sustainable development, supporting the engineering workforce to address wicked problems, and strengthening pathways between engineering education, industry, and policy. The following question guided this work: What are the emerging factors impacting the future of global sustainability efforts within engineering, and how can these be amplified to increase the impact of engineering for sustainable development? Using an adapted Delphi method with surveys, focus groups, and member-checking interviews, we hosted the American Society of Mechanical Engineers (ASME) 2022 Engineering Global Development (EGD) Stakeholder Summit. The summit convened industry leaders, innovators, and academics to explore emerging factors impacting the future of global sustainability efforts in engineering. This manuscript synthesizes emerging trends and proposes recommendations for engineering, particularly in the specific focus area of engineering for sustainable development (e.g., ‘humanitarian engineering’, ‘global engineering’). Critical recommendations include the adoption of emerging cultural mindsets, which include: (1) take an interdisciplinary and multi-stakeholder approach, (2) consider dynamic and interconnected systems, (3) increase humility and intercultural competence, (4) prioritize diversity and inclusion, (5) increase localization and center community perspectives, (6) challenge the perception that engineering is neutral, and (7) broaden the goals of engineering. Ultimately, this study highlights pathways forward for the broader engineering community to more effectively contribute to advancing the United Nations Sustainable Development Goals.

show abstract

Development of a scenario-based instrument to assess co-design expertise in humanitarian engineering

Cited by 10 publications

References 37 publications

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Socio‐technical thinking of students and practitioners in the context of humanitarian engineering

Effect of an Analogy-Based Approach of Artificial Intelligence Pedagogy in Upper Primary Schools

Advancing Sustainable Development: Emerging Factors and Futures for the Engineering Field

Contact Info

Product

Resources

About