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1 ZuikerJordan_MLFTCEduCon2014 - September 22, 2014
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3 ZuikerJordan_MLFTCEduCon2014 - September 22, 2014
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Michelle Jordan
Learning to Design Collaborative Engineering Projects
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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
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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)
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Designing combine transform define generate
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“Let’s each draw our own idea”
BRAINSTORMING
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Building Structures
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Programming
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Testing the Robot
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� 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?
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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
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Limitations: Life is complicated
�
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Ambiguity: Life is value-laden
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Unpredictability: Life is complex
http://www.mscs.dal.ca/~selinger/lagrange/doublependulum.html
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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
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How we manage uncertainty
Reduce
Ignore Maintain
Increase
• task • disposition • culture
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� 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
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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
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How do participation structures scaffold social
interaction for design learning?
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Formal review (Robo-fair) Customer surveys
School
Classroom
Pin-ups Wikis
Desk crits Stop & talks
Design Studio Rituals for Critique
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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
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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.
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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
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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
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How do 5th Grade designers… • use and create textual resources? • interweave digital & physical worlds?
And for what purposes?
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Textual resources
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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
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Thank you [email protected]
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