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Two facets of Innovation in Engineering Education: The interplay of Student Learning and Curricula Design
KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.ORCID iD: 0000-0002-2304-3148
2013 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Två sidor av innovation inom ingenjörsutbildningen : Samspelet mellan lärande och läroplan. (Swedish)
Abstract [en]

This thesis covers two main perspectives ofinnovation; first, innovation is regarded as an outcome-related mechanism wherelearning is expressed through artefact presentations at the end of adevelopment process; second, innovation comprises a change mechanism in theprocess of student learning, influencing educators to reconsider new methods andpractices. Building on qualitative data from engineering design courses, theaim has been to explore how learning elements in engineering educationinfluence students during early-phase innovation. By implementing andpracticing learning elements, early-phase innovation could strengthen both currentand future engineering curricula, courses, and programmes.This thesis put attention to authentic experiences in which learning elementsis acted upon by students and targeted, defined, and refined by educators.Introducing learning elements need educators to manifest learning efforts moreexplicitly to match students’ capability to interpret new knowledge. Adoptinglearning elements that challenge existing paths of action are characterized by diversity, proactivity, opennessand motivation. For students to excel in the exploration of early-phaseinnovation, it is important to identify when, how and to what extent leaningelements can be reinforced. Thestrengthened understanding by students is mirrored in improved ability to takeaction and apply relevant knowledge in distinct learning situations. Theopportunity to influence student learning provides the design and redesign of curricula,courses and programmes as a prime feature to leaning elements relevant to early-phaseinnovation. To successfully pursue innovation in engineering education abalance is necessary between responsible actors integrating learning elementsand by those determined to learn.

Abstract [sv]

Denna avhandling hanterarinnovation i ingenjörsutbildningar utifrån två perspektiv. Dels studeraslärandeelement som är avsedda att tillägna studenter ökad förståelse kring ettspecifikt område som är relevant för innovationsprocessen, dvs innovation iutbildning, dels studeras utbildningsinsatser som är menade att påverka ochskapa påtagliga förändringar kring studenters lärande, dvs innovation avutbildning. Det senare perspektivet är viktigt för att ompröva och åstadkommanya metoder och arbetssätt. Forskningen bygger på kvalitativa data där studenterslärande har fokuserats kring autentiska utvecklingsprocesser med förankring i tidigutvecklingsfas. Lärandeelement inom tidig utvecklingsfas visar en förstärktförmåga bland studenter att tillämpa sina kunskaper i samspel med de utvecklingsinsatsersom åstadkoms inom ramarna för nuvarande kursplaner, kurser och program. Studenternaslärande visar att det är viktigt att anta ett öppet förhållningssätt där lärandeelementkan definieras, tillämpas och förbättras. I främjandet av innovation behöverlärandeelement vara flexibla och förändringsbara i sättet de introduceras då envarierad grad av kontroll och supportfunktion behöver anpassas till teknologernas kunskapsnivå. Lärandeelement inom utvecklingsprojekt som denna avhandlingstuderat visar att de bör kännetecknas av mångfald, proaktivitet, öppenhet ochmotivation. På vilket sätt och när i tiden det är lämpligt att införa lärandeelementbehöver avvägas noggrant för att på bästa sätt stärka studenternas lärande. Studenternas förstärkta kunskaper avspeglar sig i en ökad kunskapsbas ochförmåga i tillämpning och reflektion av realistiska gemensamma lärandesituationer. Möjligheten till att bättre anpassa läroplaner, kurser och program till specifika behov inom enskilda och ämnesövergripande lärandemiljöer behöver ses över för att bättre tillvarata potentialen bland lärare och studenter. Att införa innovation i utbildningen kräver en balans mellan hurlärare aktivt kan använda lärandeelement och studenternas egen förmåga att själv fatta beslut och agera proaktivt.

Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2013. , xiv, 62 p.
Series
Trita-MMK, ISSN 1400-1179 ; 2013:16
Keyword [en]
Engineering education, innovation, design, learning elements, student, change
Keyword [sv]
Ingenjörsutbildning, innovation, design, lärandeelement, student, förändring
National Category
Engineering and Technology
Identifiers
URN: urn:nbn:se:kth:diva-133898ISBN: 978-91-7501-919-2 (print)OAI: oai:DiVA.org:kth-133898DiVA: diva2:663466
Public defence
2013-11-29, B242, Brinellvägen 83, KTH, Stockholm, 10:00 (English)
Opponent
Supervisors
Note

QC 20131112

Available from: 2013-11-12 Created: 2013-11-11 Last updated: 2013-11-12Bibliographically approved
List of papers
1. Towards individual innovation capability: The assessment of idea generating methods and creativity in a capstone design course
Open this publication in new window or tab >>Towards individual innovation capability: The assessment of idea generating methods and creativity in a capstone design course
2010 (English)In: Proceedings of the ASME International Design Engineering Technical Conferences and Computers and Information in Engineering Conference 2009, NEW YORK: AMER SOC MECHANICAL ENGINEERS , 2010, 459-466 p.Conference paper, Published paper (Refereed)
Abstract [en]

Innovation is per se based not only on the individual problem solving, but the process from new ideas to commercialization of new products. However, in a time with rapid technology shifts and frequently altered customer requirements, creativity and more precisely the lack of useful new ideas surfacing is viewed as problematic by companies. Ways of involving creativity has been to apply idea generating (IG) methods for identification of creativity sources. This paper consists of a combined theoretical and empirical approach which aims at studying existing tests and proposing suitable creative methods to be used in higher engineering education. The authors work with an extensive capstone design course in Integrated Product Development that emphasizes systematic and parallel approaches to product development. In contrast to traditional modes and styles of teaching that make few attempts to encourage students to pursue a variety of IG methods the capstone design course in integrated product development puts a large part of the responsibility on the students. In all cases IG and use of creativity methods is a natural ingredient. Thus, students' self-regulation and insights into how to work with methods and exercises is particularly interesting as this may have an affect on managing their creative skill. Overall possible improvements in students' creative potential transcend interesting notions on capability to innovate. Thus, this paper's purpose is to investigate whether creativity as an ingredient of a student's innovation capability is influenced by using IG methods. And whether the selections made by project groups are aligned to best utilize students' creative thinking.

Place, publisher, year, edition, pages
NEW YORK: AMER SOC MECHANICAL ENGINEERS, 2010
National Category
Production Engineering, Human Work Science and Ergonomics
Identifiers
urn:nbn:se:kth:diva-34235 (URN)000290416800045 ()2-s2.0-77953762044 (Scopus ID)978-0-7918-4905-7 (ISBN)
Conference
ASME International Design Engineering Technical Conferences/Computers and Information in Engineering Conference San Diego, CA, AUG 30-SEP 02, 2009
Note

QC 20110614

Available from: 2011-06-14 Created: 2011-05-30 Last updated: 2013-11-12Bibliographically approved
2. Prototyping: The collaborative mediator
Open this publication in new window or tab >>Prototyping: The collaborative mediator
2012 (English)In: Proceedings of the 14th International Conference on Engineering and Product Design Education: Design Education for Future Wellbeing, EPDE 2012, 2012, 648-653 p.Conference paper, Published paper (Refereed)
Abstract [en]

Given the potential to deliver 'future wellbeing products', learning mechanisms behind the establishment of such efforts is vital. In this scenario, early efforts are manifested in prototypes that concern ergonomic and innovative product features. Prototypes are made, presented and interpreted differently by people according to their understanding and frame of reference. Newness could interchangeably be used for prototyping as it unlocks cognitive mechanisms where embedded modes, e.g. visualization and communication, enable iterative learning loop in-between peers. The freedom of its use, which depends on contextual relevance and appropriate levels, is therefore important to be aware of. Looking at an ideal, prototypes should be equally strong knowledge disseminators in education as they acted upon in industry, but are they, and how could we expand our perspective on prototyping as a mechanism for creation? This paper investigates how prototyping allows new knowledge to emerge in its implicit role as collaborative mediator. The paper conceptualizes views on prototyping based on student's perceived learning experiences and lecturer experiences from engineering design projects. In contrast to past prototyping research, this paper establishes a link between knowledge embedded perspectives relevant for prototyping and its consequences for learning.

Keyword
Collaboration, Knowledge, Learning, Prototyping, Cognitive mechanisms, Engineering design projects, Innovative product, Iterative learning, Perceived learning
National Category
Engineering and Technology
Identifiers
urn:nbn:se:kth:diva-131337 (URN)2-s2.0-84879680534 (Scopus ID)978-190467036-0 (ISBN)
Conference
14th International Conference on Engineering and Product Design Education: Design Education for Future Wellbeing, EPDE 2012; Antwerp; Belgium; 6 September 2012 through 7 September 2012
Note

QC 20131016

Available from: 2013-10-16 Created: 2013-10-14 Last updated: 2013-11-12Bibliographically approved
3. Proactive Student Learning: Towards Innovation in Engineering Education
Open this publication in new window or tab >>Proactive Student Learning: Towards Innovation in Engineering Education
(English)Article in journal, Editorial material (Other academic) Submitted
Abstract [en]

This paper investigates student prerequisites for innovation in education. It looks at the level of proactivity and autonomy in students taking two full-year engineering design masters-level project courses. This research is rooted in what traditionally is categorized as a problem-based learning course. The paper presents strategies to improve the quality of student learning by shaping learning activities to encourage strong self-discipline and motivation to perform. The case studies address activities that contributed to radical new outputs and a total of three patent applications. Outcome-based project learning is frequently cited across a multitude of studies in the field, but evidence is scarce regarding the characteristics that drive early-phase innovation efforts and maximize students’ level of autonomy. This paper shows that early-phase innovation excels through deep-level learning, where embedded knowledge is applied in and stimulated by peer interactions. Proactive characteristics are apparent in work motivation, time on task and overall performance. Clearly stated learning objectives are critical in curricula design, in combination with open and flexible coaching that nurtures the intrinsic motivation to learn, participate and understand future work roles and processes.

Keyword
proactivity, student, learning, innovation, motivation, project, engineering, design
National Category
Engineering and Technology
Identifiers
urn:nbn:se:kth:diva-133897 (URN)
Note

QS 2013

Available from: 2013-11-11 Created: 2013-11-11 Last updated: 2013-11-12Bibliographically approved
4. Do we facilitate an innovative learning environment?: Student efficacy in two engineering design projects
Open this publication in new window or tab >>Do we facilitate an innovative learning environment?: Student efficacy in two engineering design projects
2012 (English)In: Global Journal of Engineering Education, ISSN 1328-3154, Vol. 14, no 1, 27-33 p.Article in journal (Refereed) Published
Abstract [en]

This article investigates student efficacy and motivation to work in relation to three distinct elements of interaction. Rather than rediscovering evaluation, student perceptions determine a project's overall efficiency by individual reflection on the effort made, and form circles of influence and impact on interacting elements. Based on previous research on student efficacy, this study takes a student-centric point of view, where the self-efficacy is grounded in stud ents' intr insic mo tiva tio n for work [1]. The article's principal ide a is to inve stiga te how differe nt elements of interaction cause students' beliefs to shift individually and in groups. A qualitative approach has been used, where the results have been collected through structured questionnaires, with respondents from an extensive engineering design project course. Results show that the internal proximity and joint motivation to work have positive influence together with lecturer/coach presence, informative clarity and valuable input. Reported differences clearly separated the teams with several useful features of course analysis to consider for future work.

Keyword
Coach, Facilitation, Learning environment, Project course, Student efficacy
National Category
Engineering and Technology
Identifiers
urn:nbn:se:kth:diva-98162 (URN)2-s2.0-84860549030 (Scopus ID)
Note
QC 20120621Available from: 2012-06-21 Created: 2012-06-20 Last updated: 2013-11-12Bibliographically approved
5. Moving Beyond Traditions: Bachelor Thesis Redesign
Open this publication in new window or tab >>Moving Beyond Traditions: Bachelor Thesis Redesign
2012 (English)In: International Journal of Quality Assurance in Engineering and Technology Education, ISSN 2155-496X, Vol. 2, no 1, 31-45 p.Article in journal (Refereed) Published
Abstract [en]

Student learning is built on native ability, prior preparation and experiences but also by the compatibility of his or her learning style and the instructor’s teaching style. Past research (Kolb, 1984; Felder & Silverman, 1988; Baillie & Moore, 2004; Biggs & Tang, 2007; Crawley, Malmqvist, Ostlund, & Brodeur, 2007) indicate mismatches between engineering students’ common learning styles and traditional teaching styles. This paper addresses a transition from a teacher centered approach to a collaborative student centered approach. A longitudinal study of bachelor thesis redesign is described by following the progression in three parallel courses over four consecutive years. Moving beyond the traditional practices of individual thesis writing, a strict individual assignment has been transformed where roughly 50% now originates from collective work efforts. Findings show support to a collective approach when working with bachelor thesis writing as work groups become self-governed, attached with a creative disposition, pursuing functioning knowledge, key generic skills of industrial relevance, and collectively supporting deep level learning.

Keyword
Active Learning, Bachelor Thesis, Collaboration, Integrated Product Development, Knowledge, Students
National Category
Engineering and Technology
Identifiers
urn:nbn:se:kth:diva-78536 (URN)10.4018/ijqaete.2012010103 (DOI)
Note

QC 20120912

Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2013-11-12Bibliographically approved
6. Innopoly: Design Steps Towards Proficiency in Innovative Practices
Open this publication in new window or tab >>Innopoly: Design Steps Towards Proficiency in Innovative Practices
2011 (English)In: Proceedings of the 13th International Conference on Engineering and Product Design Education E&PDE11 / [ed] Kovacevic, Ahmed, Ion, William, McMahon, Chris, Buck, Lyndon and Hogarth, Pete, 2011, 281-286 p.Conference paper, Published paper (Refereed)
Abstract [en]

This paper is a follow-up on last year’s design steps and case studies analysis to bundle innovation skills in an educational model. In our previous research we presented the ideas and construct foundations to a game plan ideology to build up common knowledge and examine innovativeness. In this, the next phase paper, our ambitions is to deepen students’ abilities for self-governed innovative practices within a team. We have used a series of workshops with engineering design students and design students to frame and concretize the ‘Innovopoly’ educational platform. But also to find a way of communicate a coveted and sustainable knowledge and to motivate the learning since it will affect the momentum of a self-driven learning process. The implementation efforts of specific interdisciplinary design elements aim to strengthen the acknowledgement of how to perform a common and open innovative process and a holistic perspective. In order to do that, Innopoly has a three-dimensional concept based on four process phases and four different layers that can be varied according to level, how the team solves the defined task but also from the effect of an unknown factor in the game. Firstly, Innopoly put emphasis on the team process and team requirements as individual and mutual accountability, commitment to a common purpose, shared leadership and autonomy. Secondly, the game integrates the divergence of the team with a creative process where different knowledge backgrounds and experiences can open up a broader set of perspectives and refinements of ideas for each individual. Thirdly, Innopoly put the focus on external factors like working environment and visual and concrete working techniques and methods that can affect teams' work process. Fourthly, the involvement with organisations and industry in the task definition and also the idea that industry people can work together with the students when they perform the game give a realistic and up to date knowledge to the students in the learning context. The iterative process provides a greater understanding and anchoring knowledge through reflection and students' common discussion. The education model, ‘Innopoly’, builds on student-oriented learning, derived in design situations and situated practices. The ambitions to examine innovative practices are redeemed in incorporation of skills applied to manifest an autonomy level of performance and integrity. ‘Innopoly’ carries the outline logics from the innovation process – identification, research, ideation, concept, prototyping, testing and commercialization similar to the value increase as can be back traced to the original game form. The knowledge construction is supported in their performance, behaviour, thinking and reflections during all four phases. The educational prototype ‘Innopoly’ comprises of an inclination model inspired from Bloom’s taxonomy where ambitions is to prepare our students for future challenges.

Keyword
Design education, Innovopoly, Workshops, Active learning, framework, education platform
National Category
Engineering and Technology
Identifiers
urn:nbn:se:kth:diva-78767 (URN)2-s2.0-84859235295 (Scopus ID)
Conference
13th International Conference on Engineering and Product Design Education E&PDE11. London, UK. 08.-09.09.2011
Note
QC 20120410Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2013-11-12Bibliographically approved

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