Abstract
Solving real-world highly ill-structured problems involves iteration: gathering information, building, testing, and revising products, experiments, and theories. However, we do not know how to create learning environments to teach iteration for highly ill-structured problems. How might we help student teams effectively iterate for highly ill-structured design problems? In this design-based research study we built on learning sciences research to implement Planning to Iterate—a weekly planning session in which teams create problem and planning representations. The study took place in a 6-week extracurricular undergraduate design program with five undergraduate project teams working on highly ill-structured problems. To understand team iterative practices, we analyzed videos of teams’ weekly planning sessions, and teams’ artifacts. Students significantly increased iterative practices, but infrequently integrated the practices together, suggesting re-design with additional coaching.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 9-16 |
| Number of pages | 8 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 1 |
| Issue number | 2018-June |
| State | Published - Jan 1 2018 |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018 |
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Keywords
- Design research
- Iteration
- Planning tools
- Problem-solving
- Project-based learning
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
Cite this
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Planning to iterate : Supporting iterative practices for real-world ill-structured problem-solving. / Rees Lewis, Daniel G.; Gorson, Jamie; Maliakal, Leesha V.; Carlson, Spencer E.; Gerber, Elizabeth M; Riesbeck, Christopher K; Easterday, Matthew Wayne.
In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 1, No. 2018-June, 01.01.2018, p. 9-16.Research output: Contribution to journal › Conference article
TY - JOUR
T1 - Planning to iterate
T2 - Supporting iterative practices for real-world ill-structured problem-solving
AU - Rees Lewis, Daniel G.
AU - Gorson, Jamie
AU - Maliakal, Leesha V.
AU - Carlson, Spencer E.
AU - Gerber, Elizabeth M
AU - Riesbeck, Christopher K
AU - Easterday, Matthew Wayne
PY - 2018/1/1
Y1 - 2018/1/1
N2 - Solving real-world highly ill-structured problems involves iteration: gathering information, building, testing, and revising products, experiments, and theories. However, we do not know how to create learning environments to teach iteration for highly ill-structured problems. How might we help student teams effectively iterate for highly ill-structured design problems? In this design-based research study we built on learning sciences research to implement Planning to Iterate—a weekly planning session in which teams create problem and planning representations. The study took place in a 6-week extracurricular undergraduate design program with five undergraduate project teams working on highly ill-structured problems. To understand team iterative practices, we analyzed videos of teams’ weekly planning sessions, and teams’ artifacts. Students significantly increased iterative practices, but infrequently integrated the practices together, suggesting re-design with additional coaching.
AB - Solving real-world highly ill-structured problems involves iteration: gathering information, building, testing, and revising products, experiments, and theories. However, we do not know how to create learning environments to teach iteration for highly ill-structured problems. How might we help student teams effectively iterate for highly ill-structured design problems? In this design-based research study we built on learning sciences research to implement Planning to Iterate—a weekly planning session in which teams create problem and planning representations. The study took place in a 6-week extracurricular undergraduate design program with five undergraduate project teams working on highly ill-structured problems. To understand team iterative practices, we analyzed videos of teams’ weekly planning sessions, and teams’ artifacts. Students significantly increased iterative practices, but infrequently integrated the practices together, suggesting re-design with additional coaching.
KW - Design research
KW - Iteration
KW - Planning tools
KW - Problem-solving
KW - Project-based learning
UR - http://www.scopus.com/inward/record.url?scp=85053864569&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85053864569&partnerID=8YFLogxK
M3 - Conference article
VL - 1
SP - 9
EP - 16
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
SN - 1814-9316
IS - 2018-June
ER -