Learning to think spatially in an undergraduate interdisciplinary computational design context: a case study

Spatial thinking skills are vital for success in everyday living and work, not to mention the centrality of spatial reasoning in scientific discoveries, design-based disciplines, medicine, geosciences and mathematics to name a few. This case study describes a course in spatial thinking and communicating designed and delivered by an interdisciplinary team over a three-year period to first-year university students. Four major elements provide a framework for the sequencing of instruction and acquisition of 2D and 3D spatial thinking and reasoning skills in a computational design context. We describe the process of introducing students to computational design environments beginning with a fun and familiar tool in preparation for a more complex, industry-standard system (SolidWorks). A design project provides diverse student teams an opportunity to integrate and apply foundational spatial concepts and skills including sketching, 2D and 3D representations, as well as digital and physical modeling. Samples of student work illustrate the scaffolding necessary for students to successfully draw upon the spatial thinking and communication skills required to complete their team projects beginning with applying sketching techniques; modeling individual 3D parts; creating digital assemblies; and finally building the equivalent 3D physical model. Key instructional principles provide a framework for the analysis of what worked and what didn’t in relation to spatial skills development in students. The lessons learned are identified along with potential future directions for teaching and learning scholarship in spatial thinking development within a computational design context.     

Enhanced and conventional project-based learning in an engineering design module

Engineering education focuses chiefly on students’ ability to solve problems. While most engineering students are proficient in solving paper questions, they may not be proficient at providing optimal solutions to pragmatic project-based problems that require systematic learning strategy, innovation, problem-solving, and execution. The present study aims to determine whether an enhanced Project-based learning (PBL) with appropriate innovative interventions leads to increased students’ ability to achieve better learning and project outcomes. The interventions refer to incorporating added learning and facilitating methods, namely, (1) use of mind-maps; (2) employment of analogies; and (3) use of round-table discussions. The study was conducted with a total number of 60 first-time PBL students equally divided into two classes with one serving as an experimental class and another as a control class. In addition, one class of students had a lower academic standing compared to the other (control). The rubric for the project-based module included a written knowledge test and a scenario-based oral examination to test knowledge and problem-solving skills, a artefact demonstration to evaluate artefact’s performance. A major finding of this study was that there were significant differences in knowledge scores, problem-solving ability and artefact performance between students undergoing conventional and enhanced PBL methods. It could also be inferred from this study that students who had undergone enhanced PBL method designed better systems and had better performing artefacts than those who were subjected to the conventional PBL approach. Finally, it was concluded that incorporating enhanced learning and facilitating methods to group-centric, project-based driven education provided a more fertile environment to promote better learning experience and improved problem-solving ability which could eventually lead to developing innovative and pragmatic solutions to real-world engineering problems.     

Knowing what engineering and technology teachers need to know: an analysis of pre-service teachers engineering design problems

With the rapid advances in civilization, technological breakthroughs, and a globally growing workforce, there is a strong need for engineers capable of working in the 21st century environment (Galloway, The 21st century engineer: A proposal for engineering education reform. ASCE, Washington DC 2008). To help increase the quality and quantity of students choosing to pursue engineering, leaders have called on K-12 education to look for methods of inserting pre-engineering into the K-12 curriculum. Leaders in technology education have responded to the call to develop top quality candidates for engineers by infusing engineering into the technology education curriculum. Teacher preparation programs have used various methods to provide future technology teachers with the required content knowledge in order to effectively teach engineering design within the technology curriculum. One such program uses an ABET accredited engineering curriculum for the content and additional training to strengthen engineering education pedagogy for technology teachers. Students who graduate from this program possess both an engineering degree and technology teaching license. The purpose of this investigation was to ascertain the differences between technology teachers from this program and traditionally trained technology teachers. In particular, how each group incorporates the engineering design process in classroom assignments. Design briefs were gathered from pre-service teachers who graduated from the aforementioned program and compared to design briefs of practicing technology teachers around the United States. The engineering design process was used to develop a rubric to compare the usage of engineering content between the two groups. It was found that students with 4 years of engineering training were more likely to use all steps of the engineering design process. Further examination illustrates that engineering trained technology teachers were significantly more likely to use mathematical and analytical methods to determine optimum solutions. In order for technology education teachers to effectively infuse engineering design into coursework, they need to be familiar and comfortable with the engineering sciences and the design process. With limited engineering design experience, technology teachers are not as likely to use optimization techniques involving mathematical and analytical reasoning. These concepts are critical for engineering students to be successful in college engineering programs and beyond.     

Connecting the STEM dots: measuring the effect of an integrated engineering design intervention

Recent publications have elevated the priority of increasing the integration of Science, Technology, Engineering, and Mathematics (STEM) content for K-12 education. The STEM education community must invest in the development of valid and reliable to scales to measure STEM content, knowledge fusion, and perceptions of the nature of STEM. This brief report discusses the development of an instrument to measure student perceptions of the interdependent nature of STEM content knowledge in the context of a complex classroom intervention implemented in five Colorado high schools (N = 275). Specifically, cross-functional science, technology, engineering, and mathematics teams of high school students were formed to complete engineering design problems. Exploratory (pretest) and confirmatory (posttest) factor analyses indicated that a newly adapted scale to measure student perceptions of the interdependent nature of STEM content knowledge had possessed adequate model fit. Furthermore, analysis revealed a novel pattern of results for the intervention. Specifically, students with initially high perceptions of the interdependent nature of STEM sustained their high perceptions at posttest; however, students with initially low perceptions exhibited statistically significantly positive gains from pretest to posttest. Therefore, this intervention may work best with students who are at risk of losing interest in STEM disciplines. The implications of these research findings are discussed.     

Motivation for creativity in architectural design and engineering design students: implications for design education

The investigation reported here dealt with the study of motivation for creativity. The goals were to assess motivation for creativity in architectural design and engineering design students based on the Cognitive Orientation theory which defines motivation as a function of a set of belief types, themes, and groupings identified as relevant for the development of creativity. Differences between the two groups of students were expected in some of the scores of the belief types, themes, and groupings. Participants were 112 students (52 from architecture, and 60 from engineering) who were administered the questionnaire of the Cognitive Orientation of Creativity. Significant differences in numerous motivational contents were observed between the groups of students. Major characteristics of the architectural design students were an emphasis on the inner world, inner-directedness, and a development of the self, and of the engineering design students being receptive to the environment, and demanding from oneself despite potential difficulties. The findings provide insights for intervention programs targeted at improving architectural and engineering design education.     

How an integrative STEM curriculum can benefit students in engineering design practices

STEM-oriented engineering design practice has become recognized increasingly by technology education professionals in Taiwan. This study sought to examine the effectiveness of the application of an integrative STEM approach within engineering design practices in high school technology education in Taiwan. A quasi-experimental study was conducted to investigate the respective learning performance of students studying a STEM engineering module compared to students studying the technology education module. The student performances for conceptual knowledge, higher-order thinking skills and engineering design project were assessed. The data were analyzed using quantitative (t test, ANOVA, ANCOVA, correlation analysis) approaches. The findings showed that the participants in the STEM engineering module outperformed significantly the participants studying the technology education module in the areas of conceptual knowledge, higher-order thinking skills, and the design project activity. A further analysis showed that the key differences in the application of design practice between the two groups were (a) their respective problem prediction and (b) their analysis capabilities. The results supported the positive effect of the use of an integrative STEM approach in high school technology education in Taiwan.     

Using an analogical thinking model as an instructional tool to improve student cognitive ability in architecture design learning process

Lack of creativity is a problem often plaguing students from design-related departments. Therefore, this study is intended to incorporate analogical thinking in the education of architecture design to enhance students’ learning and their future career performance. First, this study explores the three aspects of architecture design curricula, interaction and students’ cognitive development. Then the study discusses learning based on analogical thinking into two parts: analogical learning and analogical reasoning. The samples in this study were the freshmen of the Department of Architecture, China University of Technology. The model was used in a five-week unit of the course of Architecture Design, a required course for all the freshmen. Questionnaires were given to the students before and after the unit to evaluate the influences of the model in the dimensions of Teaching, Teacher-student Interactions, Student–student Interactions, Cognitive Development, and Overall Learning Performance. The questionnaire results were collected and statistically analyzed. The analysis results indicated that, the students scored significantly higher in each of the dimension after the unit than before the unit. These findings suggested that the use of an analogical thinking model can be helpful in the teaching of architecture design. Hopefully, the findings of this study can provide helpful references for not only teaching of architecture design but also future related research.     

Learning to talk engineering design: Results from an interpretive study in a Grade 4/5 classroom

This study reports on students' engineering-related discourses before and after a unit which focused on children's development of tool-related and discursive practices in the domain of structural engineering. Video-and audiotaped small and large-group interviews, student-produced artifacts, and videotaped small and large group activities in a mixed Grade 4/5 class constituted the data sources. Comparison of students' engineering-related images and talk before and after the instructional unit revealed considerable differences. The study has implications for the design of learning environments in which developing language-inuse is fostered rather than parroting teacher-and textbook-framed definitions.     

Thinking strategically about thinking strategically: the computational structure and dynamics of managerial problem selection and formulation

A new model of managerial problem formulation is introduced and developed to answer the question: ‘What kinds of problems do strategic managers engage in solving and why?’ The article proposes that a key decision metric for choosing among alternative problem statements is the computational complexity of the solution algorithm of alternative statements. Managerial problem statements are grouped into two classes on the basis of their computational complexity: P‐type problems (canonically easy ones) and NP‐type problems (hard ones). The new model of managerial cognitive choice posits that managers prefer to engage with and solve P‐type problems over solving NP‐type problems. The model explains common patterns of managerial reasoning and decision making, including many documented ‘biases’ and simplifying heuristics, and points the way to new effects and novel empirical investigations of problem solving‐oriented thinking in strategic management and types of generic strategies, driven by predictions about the kinds of market‐ and industry‐level changes that managers will or will not respond to. Copyright © 2009 John Wiley & Sons, Ltd.     

Embracing uncertainty in value-based selling by means of design thinking

Service delivery and solution selling both strive to achieve increased value through co-creation. However, the concept of value co-creation is a macro concept that still lacks precise empirical grounding and accurate operationalisation. To uncover the microlevel processes of co-creation, we examined 15 sales cases via the lens of uncertainty management. We used design thinking and actor-network theory to explore how certainty evolves between a seller and the buyer. We argue that the common industrial logic for addressing and tackling customer problems in solution selling, hitherto portrayed as either deductive or inductive, is incomplete. Indeed, our research shows that solution selling and value co-creation both require a different, abductive epistemology to address the uncertainty. Our study also provides an empirical extension to the value co-creation literature.     

The importance of design thinking for technological literacy: a phenomenological perspective

“We know that progress depends on discovery, inventions, creativity and design, but we have simply supposed that it happens anyway,” de Bono (1999 p. 43). Technology education is ostensibly a foundation for future designers and creative thinking. However evidence of good design or creative thinking in outcomes displayed in school technology studios is limited. Technology is inextricably linked with applied science, but I argue that scientific method couldn’t be further from creativity and designing as technology education based on this premise can confine problem solving to a set of prescribed components that harness teachers to narrowly defined and deeply focused goals. This paper attempts to analyse the nature of this phenomenom, debate the place of creativity, imagination and personal sensitivities as part of designing and demonstrate that although there are inseperable links between design and technology the structure of a technology curriculum could be a barrier to opportunities for effective design thinking.     

The influence of distributed collaboration in design processes: an analysis of design activity on information,problem, and solution

International Journal of Technology and Design Education - Design education and practices increasingly involve distributed collaboration. However, its effects on students’ design processes,...     

Strengthening the link between theory and practice in teaching design engineering: an empirical study on a new approach

In 2007, the Faculty of Industrial Design Engineering of the Delft University of Technology introduced a new bachelor program. Based on theories of learning and instruction three design principles were used to develop an approach that aims to make it easier for students to bridge the gap between theoretical design engineering courses and practical design projects. To investigate whether the new program is successful in this respect, we selected a representative combination of one course and one design project, analysed grades, sent out questionnaires and interviewed teaching staff. The unique change of all three course years at once, as opposed to sequential introduction, allowed us to establish a control group and obtain precise results. By repeating our studies 1 year later, we further enhanced the reliability of our findings. We conclude that our approach indeed strengthens the link between theory and practice, and have reason to be positive about the research method adopted. Furthermore, we identified several barriers that must be overcome for such an approach to become successful, and can now give additional recommendations for course and/or program revisions in teaching design engineering at academic level.     

Enlightening the dynamic capabilities of design thinking in fostering digital transformation

Digital transformation describes the deep-seated changes in organizational activities, processes, and capabilities induced by the advent of digital technologies. Digital transformation requires sensing, seizing, and reconfiguring the digital technological challenges into opportunities. Academic literature acknowledges the central role of design as a driver of innovation. Furthermore, recent research discloses the value that design, especially design thinking, can have in leading digital transformations. In this understanding, design thinking has been proven to be an approach based on dynamic capabilities. What seems to lack in the current understanding is how the dynamic capabilities of design thinking can facilitate digital transformation. Thus, the paper aims to shed light on how dynamic capabilities of design thinking foster discovering the opportunities digital technologies provide to enact the transformation. This paper investigates four different cases of consulting projects where the adoption of design thinking dynamic capabilities enhance the value of digital technologies towards a more human centric digital transformation. By being a business-to-business market, the consulting environment might inform readers how design thinking dynamic capabilities are salient for digital transformation. Examining them, the paper proposes five design thinking dynamic capabilities that managers should cultivate: extending, debating, cropping, interpreting, and recombining. Concerning academic debate, the paper enriches the understanding of digital transformation by unshadowing the value that design thinking dynamic capabilities might play in it.     

Nurturing the designerly thinking and design capabilities of five-year-olds: technology in the new entrant classroom

Technology is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in programmes in which the practice of technological development is experienced, as is knowledge informing practice, and students gain an understanding of technology as a domain in its own right. In New Zealand children begin school at 5 years of age and this paper describes a classroom research project during which these students design and then construct a photo frame. The inducement for this development arose from students needing to safely transport home and then display a class photograph. This provided the opportunity for developing technological knowledge and skills within a real and relevant context—two key drivers when working with young students (Ministry of Education 2007) [MoE]. The results of this project suggest that teaching technology to five-year-old students is achievable and a valuable addition to other learning opportunities provided in the new entrant classroom. Strategies are suggested that will enable students to successfully achieve their goals whilst gaining a simple understanding of the technological process. By making good use of these it is possible to create a worthwhile and imaginatively challenging activity that reflects the essence of the technology education curriculum.     

Accreditation of engineering programs: an evaluation of current practices in Malaysia

The curriculum for undergraduate engineering courses in Malaysia is becoming increasingly structured, following the global trend for quality assurance in engineering education, through accreditation schemes. Generally, the accreditation criteria call for the graduates from engineering programs to demonstrate a range of skills, from technical problem solving to soft skills and an aptitude for lifelong learning. In order to comply with these criteria, accreditation schemes are adopted as a quality assurance measure. This paper shall introduce the characteristics of the engineering accreditation scheme in Malaysia. The impact of the accreditation scheme on the quality of these engineering programs shall be evaluated. Data collection is in the form of benchmarking and questionnaires. The evaluation criteria shall be in terms of benefits to the institution, academic faculty, students, and the challenges encountered. A discussion on the evaluation shall include the supposed dichotomies which arise from this accreditation process, namely the compromise between research versus teaching; and the value of engineering knowledge whether as an academic pursuit or catering to industry’s needs. Ultimately, this paper shall address a fundamental question related to undergraduate teaching in engineering: whether accreditation is a necessary prerequisite in maintaining high standards in engineering programs in Malaysia.     

Exploring the impact of design thinking tool among design undergraduates: a study on creative skills and motivation to think creatively

International Journal of Technology and Design Education - This paper exploring the impact of the utilization of Design Thinking tool in facilitating the development of a group of design...