Activities per year
Abstract
Higher educational institutions have broadly adopted Collaborative Engineering Design (CED) activities to prepare students for complex problem-solving in multidisciplinary settings. These activities are non-linear and mediated by various social practices and tools. Therefore educators might struggle in facilitating the achievement of specific learning goals. Embodied cognition is an approach that explains non-linear behaviour through orgamism-environment interactions and might therefore provide educators with insights on how to prompt students towards desired actions in CED activities. According to embodied cognition, we learn through actions that emerge as a response to a problem (task) and environmental constraints. Educators can guide students’ behaviour by proposing tasks and adapting the environmental constraints of a learning situation, thus creating a field of promoted action. In this paper, we outline the progress of a design-based research in which insights from embodied cognition are implemented to promote desired student behaviour in CED activities. We report on the results of our problem-exploration phase. A systematic literature review and focus groups with students revealed that students are often hesitant to adopt new practices and tools that could potentially improve their collaborative design process. Next, we propose three theory-based design principles in which the task and environmental constraints are leveraged to foster the adoption of practices and tools and apply them to CED activities. Finally, we will share preliminary observations of the learning processes triggered by the designed activities and outline the directions for future research.
Original language | English |
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Title of host publication | Proceedings of the 51st Annual Conference of the European Society for Engineering Education (SEFI) |
Subtitle of host publication | Engineering Education for Sustainability, Proceedings |
Editors | Ger Reilly, Mike Murphy, Balazs Vince Nagy, Hannu-Matti Jarvinen |
Pages | 2991-3002 |
Number of pages | 12 |
ISBN (Electronic) | 9782873520267 |
DOIs | |
Publication status | Published - 2023 |
Event | 51st Annual Conference of the European Society for Engineering Education (SEFI): Reflecting on the role of engineering and technology education for a sustainable world - Dublin, Ireland Duration: 11 Sept 2023 → 14 Sept 2023 Conference number: 51 |
Publication series
Name | SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings |
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Conference
Conference | 51st Annual Conference of the European Society for Engineering Education (SEFI) |
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Abbreviated title | SEFI 2023 |
Country/Territory | Ireland |
City | Dublin |
Period | 11/09/23 → 14/09/23 |
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An Embodied Cognition Approach To Collaborative Engineering Design Activities
G. van Helden (Speaker)
11 Sept 2023Activity: Talk or presentation › Talk or presentation at a conference