融入设计思维的STEAM教育:模式构建与案例分析

设计思维是当代学生应具备的适应社会发展需要的一种思维能力。如何培养学生的设计思维以及提升学生的设计能力,成为我国当前需要重点关注的重要教育问题。作为一种新的教育理念,STEAM教育在培养学生创新思维能力方面具有重要作用。首先,阐述了设计思维与STEAM教育的内涵,分析了设计思维对STEAM教育的指导作用;其次,在STEAM教育理念的基础上融入设计思维,构建符合创新教育要求的STEAM教学模式,融入设计思维的STEAM教学模式包含学习环境、课程目标、课程活动和课程评价;最后,依据该模式开发并实施了课程案例,分析了融入设计思维的STEAM课程对小学生知识学习与能力培养方面的作用。     

An electronic workbook to study statistics: Design and evaluation

The present contribution focuses on an evaluation study in which a so‐called Electronic Workbook was designed, developed and experimentally implemented in the first‐year statistics course of the Faculty of Policy Sciences at the University of Nijmegen. The Electronic Workbook was developed as a potential solution to a four‐fold problem statement (study postponement by students, limited relevance of the course within the curriculum, lack of exploration possibilities, lack of insight into study progress by teachers). The Electronic Workbook was experimentally implemented as a regular part of the statistics course and evaluated during two consecutive academic years. The evaluation results show that students appreciated the possibility of active exploration provided by several types of support devices. They were fairly positive on being responsible for their own study activities. The aims — to gain insight into study progression and to meet the problem of study postponement ‐were achieved only to a limited degree in the first evaluation study. Due to some major changes in the educational set‐up of the second evaluation study, students were more actively and regularly engaged in the statistics course.     

高职《VI设计》课程增量迭代式学习情境设计研究

文章对高职院校《VI设计》课程学习情境设计的重要性进行了分析,介绍了《VI设计》课程增量迭代式学习情境的设计理念和具体的教学内容,并提出了实施建议。增量迭代式学习情境设计由简到难循序渐进,符合学生认知学习的规律,兼顾学生素质和就业层次,使课程内容更符合设计行业实际需求,真正实现了理论和实践的有机结合。     

Mapping remote and multidisciplinary learning barriers: lessons from challenge-based innovation at CERN

This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design activities, educational background and remote vs. co-located collaboration. The analysis is based on a quantitative and qualitative questionnaire (N?=?37). Our analysis found significant ranking differences between remote and co-located activities. This questions whether the remote factor might be a barrier for the originally intended learning goals. Further a correlation between analytical and converging design phases was identified. Hence, future facilitators are suggested to help students in the transition from one design phase to the next rather than only teaching methods in the individual design phases. Finally, we discuss how educators address the identified learning barriers when designing future courses including multidisciplinary or remote collaboration.     

浅论设计考察课程改革

设计考察课程是目前高校设计艺术学专业的学生所必须要上的一门课程,这门课的主要目的是通过亲身经历,来激发学生对设计的兴趣,并通过走出去的实际参观为学生补充一定的设计思路和设计灵感,同时还可以将学生平时所学到的东西更好地得到实践的验证,因此这门课的开设对学生学习设计起到至关重要的作用。近两年,很多高校纷纷开设这门课,但是目前设计考察课程所呈现的现状不容乐观,暴露出很多问题。本文从设计考察课程的课程内容及所暴露的问题谈起,主要分析设计考察课程的未来发展方向。     

基于成果导向教育理念的艺术类史论课程教学改革实践——以“世界建筑与环境设计发展史”课程为例

基于成果导向教育理念,从制定教学改革目标、进行教学活动设计、制定多元化课程考核方式和构建课程评价体系等方面入手,探讨艺术类史论课程“世界建筑与环境设计发展史”的教学改革实践及其成效。结果表明:该课程教学改革实践效果良好,课程目标达成度较高,学生学业成绩优良,学习能力得到有效提升;同时教师教学质量显著提高,课程建设和教学团队建设成果丰硕,为后期课程教学持续性改进提供了思路。     

Situated Learning with Online Portfolios, Classroom Websites and Facebook

In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers—helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn with and about technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community.     

电子设计竞赛与创新人才培养体系建设

全国大学生电子设计竞赛的形式、内容和方法推动了高等院校电子信息类专业课程体系的改革和完善,促进了创新人才的培养。为了保证学生参加电子设计竞赛和学校培养创新人才的需要,制定和实施了电子信息工程专业新的课程体系和教学内容。其主要内容体现在优化课程衔接顺序、加强基础理论教学、增加设计性实验环节,为选拔优秀学生参加电子设计竞赛创造了条件。     

Situating Learning of Human Performance Technology

The Organizational Communication, Learning, and Design Department at Ithaca College is experimenting with educational methods that situate learning in authentic contexts, for example, in real cases with actual clients. We hope that these methods will better prepare our students for skilled practice in the complex situations and environments where they will work. One of our efforts has focused on an upper-level undergraduate course titled Performance Technology, for which we have developed a variety of what we believe are innovative strategies and activities. Results have been encouraging and have suggested more direct and powerful links between preparation and practice.     

On the bus and online: instantiating an interactive learning environment through design-based research

The World Health Organization converted an award-winning experiential learning course that takes place on a bus traveling down the “cold chain” for time- and temperature-sensitive pharmaceutical products in Turkey to an online interactive learning environment through design-based research. Similarities and differences in the objectives of the two courses as well as the overlap in the learning activities, tools, and technologies deployed in courses are delineated. Many learning activities from the real bus course were successfully moved to the online course, but a few learning activities from the bus course could not be replicated in the online environment. However, several new and arguably more effective learning activities were implemented online that could not be accomplished on the bus. Design principles for developing online experiential learning environments were derived from the design-based research.     

Leveraging competency framework to improve teaching and learning: A methodological approach

A number of engineering education programs have defined learning outcomes and course-level competencies, and conducted assessments at the program level to determine areas for continuous improvement. However, many of these programs have not implemented a comprehensive competency framework to support the actual delivery and assessment of an individual course. This paper highlights how a competency framework can be used across the life cycle of a course to effectively deliver and assess course content, and give valuable, timely feedback to students thus, improving teaching, student motivation and learning. A framework for leveraging course competencies during course design and delivery is presented, and addresses the following five phases of a course, namely, content design, assessment design, content delivery and assessment, assessment results analysis and feedback, and content review. Using a large first-year core course of the BSc (Information Systems Management) program, at School of Information Systems, Singapore Management University, Singapore—called Information Systems Software Foundation (ISSF)—as an example, this paper shows how course competencies support the framework’s five phases. Data from a student survey indicates that the framework has contributed to enhancing their motivation to learn, provides enhanced learning experiences in terms of helping students prepare for each assessment, providing better feedback by raising awareness of what they know and do not know, and revisiting topics that relate to competencies that have not been fully acquired. Results from interviewing instructors revealed that the competency framework provides valuable and timely feedback on how students are performing, and additionally what changes are required to both the content and method of delivery in order to improve teaching. This contributes towards more effectively closing the “teaching and learning loop”.     

Application of experiential learning to improve student engagement and experience in a mechanical engineering course

ABSTRACT

This paper introduced how a mechanical engineering course was redesigned by applying experiential learning theory to improve student engagement and learning experience. Design of machine elements has been considered by students to be a difficult course. Traditional teaching methods tend not to be effective in engaging students. Experiential learning is a philosophy of learning by doing. In applying an experiential learning approach to the course, the design project and workshop activities were restructured in such a way that students were engaged in direct experience and focused reflection to construct knowledge. By exploring a physical gearbox model, working on subtasks for the design project, having group discussions, raising questions, getting feedback, and moving forward for next subtasks, students experienced the learning cycles of ‘DO, OBSERVE, THINK, and PLAN’ many times. Course survey results showed that application of experiential learning helped to improve student engagement and learning experience significantly.     

如何确保在线直播课程的教学成效?——以疫情期间在线直播课程的学习环境和学习内容设计为例

如何确保在线直播课程的教学成效,是当下在线教学亟待解决的问题。文章以师范生“中职课程设计与开发”课程为例,遵循学生中心、行动导向、工作过程导向和工作成果导向的基本理念,借鉴探究社区模型理论和学习环境设计相关理论,结合行动导向教学的要求,从学习环境(物理环境、心理环境)、学习内容(学习任务、学习活动)两方面展开在线直播课程设计,以提升学生的学习体验和学习参与度,确保在线直播课程的学习成效。文章的研究可为在线直播教学和混合学习的教学设计实践提供参考,并有助于推动教学改革。     

A Case Study of Changing the Learning Environment in Law: Introducing Computer-Supported Collaborative Activities

This article reports on a 3-year case study of the introduction of computer-supported collaborative activities in a previously traditional lecture-based law course at a large North American research university. The evolving design of the activities is described, as well as the students' and professor's reactions to the new learning environment. Results show that students perceived that the new emphasis on skills was valuable, and that the collaborative learning activities contributed to their learning of content and technical skills as well as teamwork. Implications for design of such activities as well as factors to consider are presented, for instance, any changes must be considered systemically, with evaluation and workload being key components.     

Renovation of a mechanical engineering senior design class to an industry-tied and team-oriented course

In this work, an industry-based and team-oriented education model was established based on a traditional mechanical engineering (ME) senior design class in order to better prepare future engineers and leaders so as to meet the increasing demand for high-quality engineering graduates. In the renovated curriculum, industry-sponsored projects became the most important course component and critical assessment tool, from which problem-solving skills as well as employability skills of the ME students can be fully developed. Hands-on experiences in finite element analysis (FEA) modelling and simulation were also added into the renovated curriculum to promote the application of FEA on engineering design and assessment. Evaluation of the renovated course was conducted using two instruments and the results have shown that the course made the ME senior students more prepared for their future career and a win–win model was created between the industry partner and the ME programme through it. Impact of the renovated syllabus on Accreditation Board for Engineering Technology goals was discussed. Based on the current progress, a more substantial change is being planned to further improve the effectiveness and practicability of this design course. The renovated course was started to offer to the ME senior students at Mississippi State University.     

Hands-on Digital Design Course during the Pandemic: Moulding Design for Fabricating Small Objects

Due to the pandemic conditions, hands-on courses in architectural education were conducted remotely and their presentation had to be reconsidered. Hands-on courses, by their nature, support learning and learner-instructor interaction in the classroom environment. It was necessary to develop innovative solutions to ensure this interaction in virtual classrooms. This study discusses a method we experienced in the 2021–2022 spring semester of the “Principles of Digital Design and Fabrication in Architecture” course given at Gazi University. To combat potential interaction deficits, “problem-based learning (PBL)” and “learning by doing (LBD)” teaching methods were applied. While reflecting on foreseen problems in the curriculum on the students, we determined the distance education process causes different reflections on students in terms of digital modelling and fabrication techniques. All constraints and problem determinations obtained by the students were classified and a way to solve these problems developed with the LBD style. By the end of the course, the students, who were expected to design a small 3D object, first designed the mould then realised their fabrication of the object. In this process, while the foreseen problems and curriculum determined at the beginning overlapped, other problem determinations and their reflections formed an important base for the future curriculum.     

Multicultural school psychology training: An examination of students’ self‐reported course outcomes

This mixed methods study examined the outcomes of a multicultural course on school psychology students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students’ perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non‐White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants’ reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research.     

Writing Across the Curriculum: A Hermeneutic Study of Students' Experiences in Writing in Food Science Education

ABSTRACT: Writing can enhance learning by helping students put words to their thinking about course material. The purposes of this study were to assess the influence of a structured academic journal writing exercise on student learning in a food science class and to examine student responses to the experience. Hermeneutics, a philosophy of science and qualitative research method, was used to analyze journal data from 48 participating students during a 2-y period and involved 3 steps: (1) describing themes taken from a global reading of student commentaries, (2) reducing or relating themes to specific, verbatim statements found in student writings, and (3) interpreting or imposing meaning on the themes and the statements (Lanigan 1988). Hermeneutic analysis showed that journal writing was difficult at first but became easier and enjoyable over time, allowed students to relate course content to other knowledge, exposed students to course material multiple times allowing for better information retention, enhanced student understanding, helped students think critically, required students to prepare for class, gave students the opportunity to express opinions, and allowed students to experience writing as enjoyable and positive. Several minor themes suggested that most students found the experience useful to their learning. Findings from this study are consistent with neuroscience and cognitive psychology theories regarding learning and the development of reasoning skills.     

Enhancing the undergraduate student experience via fund-raising partnerships: an action research project

This project was developed from practitioner action research and considers the impact of integrating fund-raising activities into the formal curriculum with a target group of undergraduate students. The main aim of this project was to evaluate the impact of developing fund-raising activities as an integral aspect at both module and programme levels, grounded within practitioner action research. A core component of this aim was to develop value-added structures into established modules to support the student experience and student identity. Furthermore, the project sought to broaden, develop and strengthen links with the local wider community, recognising the value such interactions can bring. Finally, the project set out to develop integration opportunities between the students and organisations in order to develop the students’ awareness of workforce options as future professionals. This study is based within one post-1992 higher education institution and consisted of three inter-related but distinct phases. The project involved 60 students during Phase 1, building to some 200 students by Phase 3. The findings suggest that fund-raising activities built into the formal curriculum can be a useful medium for promoting student identity whilst providing a ‘value-added’ component to existing programmes of study.     

The effect of authentic m-learning activities on student engagement and motivation

Authentic collaborative m-learning activities were designed, developed and implemented for a computer networking course. The effect of the activities on student engagement and motivation were analyzed using a mixed method research design. Moreover, the effect of the iterative design of the content and instructional process of authentic m-learning activities on students' engagement and motivation were analyzed in the study. The activities were implemented for two consecutive semesters and were modified based on the findings from the first semester. Student engagement survey and motivation questionnaire were used to collect quantitative data, student interview protocol was used to collect qualitative data for further investigation. The findings from the first semester indicated that the engagement categories “personal development” and “satisfaction from the course” had the highest mean scores. In the second semester, the highest mean score belonged to the “personal development” category, followed by “collaborative learning.” Comparison of the results from two semesters revealed that the improvements in the content of the activities and instructional process increased the “collaboration” among students as well as their “interaction with instructor.” Paired sample t-tests revealed a difference in indicators of student motivation within groups in both semesters. Analysis of the interview data showed that students perceived the authentic activities as an appropriate tool for enhancement in “communication” and “collaboration” opportunities.