CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Making sense of interdisciplinarity in challenge-based learning: A two-step co-creation approach towards educational redesign
Tác giả
Ming X.; MacLeod M.A.J.; van der Veen J.
Năm xuất bản
2022
Source title
SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings
Số trích dẫn
0
DOI
10.5821/conference-9788412322262.1195
Liên kết
Tóm tắt
Challenge-based learning gains popularity in engineering education for allowing students to transcend academic and disciplinary boundaries and to fully engage in real-world problems, but it is largely underexplored how to improve specific designs of such educational practices to promote interdisciplinary learning experiences and competencies. This paper describes two studies that together in two steps make up an evidence-based redesign of a challenged-based course featuring group-work projects in an undergraduate program combining engineering with liberal arts and sciences. A first study based on observation and interviews collects different and varying learning experiences throughout students' learning activities. The results showed that interdisciplinary experiences are constructed in complex dynamics between students' disciplinary identity formation and the interdisciplinary and collaborative course configuration. Such dynamics may result in positive learning experiences (engagement and interdisciplinary enrichment) as well as negative ones (disengagement and frustration). Especially regarding the discrepancy between common experiences across the three phases of tackling the challenge (mapping, mitigating, integrating), representatives of parties important for the course were invited to a roundtable session in a second study to discuss and reflect on the first study's findings and what they can mean for the course design. Understandings achieved in the session are used as input for upcoming course redesign towards a more desirably organized challenge-based learning. The two-step approach towards redesign is an example of involving researchers and students in evidence-based educational redesign, exemplifying the value of naturalistic research and educational co-creation in understanding and optimizing students' learning experience to achieve fruitful challenge-based learning. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.
Từ khóa
challenge-based learning; co-creation; interdisciplinarity; learning experience; project-based learning
Tài liệu tham khảo
Gallagher S. E., Savage T., Challenge-based learning in higher education: An exploratory literature review, Teaching in Higher Education, pp. 1-23, (2020); Nersessian N.J., Newsletter W.C., Interdisciplinarity in engineering research and learning, Cambridge handbook of engineering education research, pp. 713-730, (2014); Dollinger M., Lodge J., Coates H., Co-creation in higher education: Towards a conceptual model, Journal of Marketing for Higher Education, 28, 2, pp. 210-231, (2018)
Nơi xuất bản
European Society for Engineering Education (SEFI)
Hình thức xuất bản
Conference paper
Open Access
All Open Access; Green Open Access; Hybrid Gold Open Access
Nguồn
Scopus