The Visionary Pursuit of the Learning Sciences: Projecting the Future while Remaining Grounded in...
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Michelle Jordan
Learning to Design Collaborative Engineering Projects
Design Literacy… � is the foundation of a new instinct for navigating
the complexities and pace of our dynamic, information-rich, and systems-oriented world
� is an essential literacy for the re-calibration of our educational system if we want to prepare our students to thrive and have agency in their future
� empowers the creative imagination � embraces questions as much as answers � is comfortable with ambiguity
How can we foster dispositions for design?
� Designers must cope with undecidable problems, act without imposing inappropriate order, refrain from looking for a single correct outcome, and welcome opportunity over certainty (Glanville, 2003)
� Design practices are highly social, requiring collaboration and communication with diverse people for multiple purposes (NRC, 2011)
Designing combine transform define generate
“Let’s each draw our own idea”
BRAINSTORMING
Building Structures
Programming
Testing the Robot
� How do learners manage uncertainty during collaborative design projects?
� How does peer support influence uncertainty?
� Are there times when intentionally increasing uncertainty is preferable to reducing it?
Life consists of “the stable and precarious, the fixed and unpredictably novel, the assured and the uncertain”
~John Dewey Uncertainty is the very condition to impel man to
unfold his powers… creativity requires the courage to let go of certainties. ~Erich Fromm
Limitations: Life is complicated
�
Ambiguity: Life is value-laden
Unpredictability: Life is complex
http://www.mscs.dal.ca/~selinger/lagrange/doublependulum.html
In a rapidly changing world, how can we cope with our limited ability to predict the future, evaluate our options, and interpret ambiguous situations?
Asuchallenges.com
How we manage uncertainty
Reduce
Ignore Maintain
Increase
• task • disposition • culture
� Theme 1: Learners used tactics to reduce, ignore, maintain and increase uncertainty related to task and social issues
� Theme 2: Fewer strategies in closed projects than in creative projects
� Theme 3: Varied dispositions for managing uncertainty
� Theme 4: Uncertainty management dependent on supportive peer response
Figure 5.1 Uncertainty Management in Collaborative Academic Tasks
Task Characteristics • structuredness -novelty -activity & tools
Peer Response • shared • warranted, salient • other uncertainty • previous experience
OUTCOMES • resolution, maintenance, increase,
or shift of uncertainty -emerging task structure -engineering knowledge -social relationships
Reduce, Ignore, Maintain or
Increase Uncertainty • task issues • social issues
Individual propensity or habitus
How do participation structures scaffold social
interaction for design learning?
Formal review (Robo-fair) Customer surveys
School
Classroom
Pin-ups Wikis
Desk crits Stop & talks
Design Studio Rituals for Critique
Shifts in Design Critique Pinups
Pinup 1 Pinup 3
Teacher authority Audience talks to Teacher/Presenters Sketches as discursive tools Report only on self-generated design ideas Help students deal with negative feedback Report design ideas Talk focused on structures and functions
Student authority Audience talks to Presenters and each other Structures & websites Remix other’s creations (Kafai, Fields, & Burke, 2010)
Help students consider needs of the customer Co-construct design ideas Talk about structures, behaviors/mechanisms, and functions interwoven
BEHAVIORS How are you going to make the NXT read the air tire pressure?
STRUCTURES That’d be cool if they used all 3 motors and have like
three separate little boxes on it.
Novices tend to focus on perceptually available system components, whereas experts cohesively integrate structural, behavioral, and functional elements (Hmelo-Silver & Pfeffer, 2004) �
Structures Behaviors Func1ons Teacher 48 37 39 Students 30 20 5
Changes in Peer Interaction
} Social topics interleaved with task topics
} Expressed social-relational uncertainty
} Overlapping speech & topic initiations
} 12 new design ideas in 375 comments (3%)
} Focused on Structures
Prior Subsequent � No social topics; 2 topics
evaluating intersubjectivity � Task topics interleaved
with other task topics � Sustained substantive
discourse � 22 new design ideas in 157
comments (14%) � Focused on Function-
resistance to change
How do 5th Grade designers… • use and create textual resources? • interweave digital & physical worlds?
And for what purposes?
Textual resources
How were textual resources used?
Brainstorming – Self-‐created resources the ini1al catalyst in all groups Defining a product Genera1ng solu1ons Valued Sketching
make design decisions coordinate inven1on persuade (reify) expand on ini1al ideas avoid being misunderstood
Thank you [email protected]
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