TY - JOUR
T1 - Planning to iterate
T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
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
N1 - Funding Information:
We thank Delta Lab, Haoqi Zhang, Julie Hui, and Bruce Sherin for their feedback. We thank Alex Sher for help with implementation. This work was funded by the National Science Foundation (US) grants IIS-1530833 and IIS-1320693.
PY - 2018
Y1 - 2018
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
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M3 - Conference article
AN - SCOPUS:85053864569
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
Y2 - 23 June 2018 through 27 June 2018
ER -