Exposing Attention-Decision-Learning Cycles in Engineering Project Teams through Collaborative Design Experiments

Engineering project outcomes are driven by a dynamic mix of the social physics of teams, the unique complexities of the engineering challenge at hand, and stakeholder pressures in context. Various related research has demonstrated formal experiments for tightly controlled problems and in small teams, including work in organizational psychology, computational organization theory, design thinking, and coordination science. We realize there is room for testing these foundational concepts in quasi-controlled environments with distributed teams challenged by problem, solution, and organization complexity common today. This paper presents a quasi-experiment to study how engineers proceed through attention, decision, and learning cycles in the design of a System of Systems. The experiment utilized an ensemble of an agent-based model, a decision-support interface, and a variety of sensors to record behavior and activity. Four pilots were conducted for a maritime industry challenge with experienced industry experts, followed by a primary experiment for data collection. Though this work is preliminary, the experimental approach detects (for this case) how designers focused on different variables (attention), manipulated variables to accomplish desired outcomes (decisions), and explored the system performance trade space variously over time to reveal false assumptions and uncover better decisions (learning). Lessons learned from this quasi-experiment are guiding this research team to prepare scalable and reproducible engineering teamwork experiments that include sensors of events over time in the problem, solution, and socials spaces of engineering projects

Transdisciplinary STEM curriculum enactment: an exploratory case study in the Queensland context

Kristy Schulz investigated a case of transdisciplinary STEM education in a secondary school context in Queensland. She found that the enactment strategy, which focused on 21C skills and problem-framing, clearly addressed policy language of what STEM education could be and was a genuine attempt to prepare students for an uncertain future. Her findings provide a novel approach for secondary schools that are looking ahead of tech-focused STEM to a meaningful, human-centered curriculum

Extending the applicability of design-based research through research-practice partnerships

This research explored the implementation of a technology-enhanced instructional model for interdisciplinary learning. The model was developed in a previous phase of this research via DBR in the context of higher-education. Our aim in the current phase was to extend the applicability of the model and refine its underlying design principles based on their implementation in three secondary schools. For this purpose, a research-practice partnership was established, which included researchers, practitioners from an educational non-governmental organization, school principals, and teachers. Three practitioner-teams, facilitated by one of the researchers, collaboratively designed their own technology-enhanced interdisciplinary learning environments, in which they adapted the instructional model. This paper presents a new type of principled practical knowledge (PPK) —enhanced principled instructional model— which was obtained by comparison between the practitioners' designs and the original, higher-education context design. The PPK broadened the partnership's understanding of ways to promote interdisciplinary learning. Furthermore, it has raised new perspectives that were not considered during the development of the model, thereby allowing deeper understanding of the notion of interdisciplinary learning. Thus, this study illustrates how the establishment of productive research-practice partnerships can serve as a powerful strategy for implementing and scaling educational innovations beyond the original DBR context

Passion-based co-creation

As our world is getting evermore interconnected and entwined across professional, organizational and national boundaries, challenges rarely fall neatly into the realm of single functions, departments or disciplines any more. While it is uncertain what the world will look like in a few decades, and many of the needed skills and approaches are unknown, we do know we need a way of creating the future together. Counting on a few heroic innovation champions will not suffice in transforming our organizations. Passion-based co-creation describes the approach to tackling these issues that has led to the creation of Aalto Design Factory and the Global Design Factory Network of 20 co-creation platforms around the globe. Our approach, in a nutshell, is a way of creating something new together, sprinkled with a hefty dose of intrinsic motivation. Sound too hype-y? Worry not, we aren’t preaching the adoption of yet another ‘’perfect’ tool, licensed process, or turnkey solution. Rather, we want to share some principles we have found effective, offer a look into the scientific backbone of our approach, and provide tangible examples on how to bring the mindset and ways of working into your organization. Mix, match, and adapt these elements to create your own personalized stack of building blocks for passion-based co-creation in your unique context

Deconstructing the Tower of Babel: a design method to improve empathy and teamwork competences of informatics students

The competence-based education recently launched in Spanish universities presents a set of abilities and skills that are difficult to teach to students in higher and more technologically-oriented grades. In this paper, a teaching intervention that is based on design methodologies is proposed, to upgrade the competitive capacities of computer engineering students. In particular, this intervention targets those aspects relating to working in multidisciplinary teams and to defining requirements based on the user’s empathy and knowledge. The main idea inspiring this technique is that the underlying challenge is a communication problem. As Brooks (1995) states in his book The Mythical Man-Month: Essays on Software Engineering, even a project having all of the prerequisites for success (a clear mission, manpower, materials, time and adequate technology) could fail as a Tower of Babel. The proposed technique through mixed methods has been evaluated with students enrolled in different courses, confirming the repeatability and validity of this method from quantitative measurement, from observation of the results, and from ascertaining the value perceived by students and their attitudes

Invention Pedagogy – The Finnish Approach to Maker Education

This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly

Towards a digital learning ecosystem within a community of inquiry : design-based research in ICT engineering education

Yhteiskunnan lisääntyvä digitalisaatio on muuttanut oppimistapojamme ja työskentelyämme merkittävästi. Tieto- ja viestintätekniikan insinöörikoulutuksen alalla uusien digitaalisten teknologioiden ilmaantuminen ja teollisuuden vallankumous ovat synnyttäneet tarpeen kehittää uusia pedagogisia lähestymistapoja, jotka integroituvat saumattomasti alan menetelmiin ja käytäntöihin. Tämä väitöskirja keskittyy digitaalisen oppimisen ekosysteemin suunnittelukehyksen sekä sitä tukevien suunnitteluperiaatteiden luomiseen, missä verkko-oppiminen integroidaan insinöörikoulutukseen huomioiden sekä koulutuspoliittiset näkökulmat että yhteisön sidosryhmien kokemukset ja odotukset. Sidosryhmiksi tässä tutkimuksessa käsitetään opiskelijoiden lisäksi teollisuuden edustajat, sekä ohjaajina tieto- ja viestintätekniikan insinöörikoulutuksen opettajat ja yksikön tutkimus- ja kehityshanketoiminnan henkilöstö. Tutkimus sijoittuu Lapin ammattikorkeakoulun tieto- ja viestintätekniikan insinöörikoulutukseen. Tutkimuksen tavoitteena on varmistaa opiskeluun sitouttavan ja mielenkiintoa ylläpitävän ekosysteemin toteutuminen, jotta opiskelijoille tarjoutuu mahdollisuus hankkia tarvittavat tiedot ja taidot todellisten ongelmien ratkaisemiseen sekä valmistautumiseen digitalisoituvaan elinkeinoelämään ja teollisuuteen. Design-tutkimuksen tarkoituksena on syventää tietämystä alan tekniikan koulutuksen suunnittelusta sekä toteutuksen vaatimuksista ja toimintaperiaatteista. Tavoitteiden saavuttamiseksi päätutkimusongelmaa: Mitkä ovat digitaalisen oppimisen ekosysteemin suunnitteluperiaatteet ja ominaisuudet, jotka vastaavat sidosryhmien tarpeisiin ja tieto- ja viestintätekniikan insinöörikoulutuksen linjauksiin sekä ohjaaviin asiakirjoihin? lähestytään tässä tutkimuksessa kaikkiaan kolmen osatutkimuksen avulla, joista kukin on raportoitu omana artikkelinaan. Ensimmäiset kaksi osatutkimusta kattavat design-tutkimuksen ensimmäisen syklin ja kolmas osatutkimus kattaa toisen syklin. Ensimmäisessä osatutkimuksessa tutkittiin tietoja viestintätekniikan insinöörikoulutuksen sen hetkisen oppimisen ekosysteemin sidosryhmien ajatuksia ja kokemuksia. Laadullisen tutkimuksen aineisto koostui opiskelijoiden haastatteluista sekä ohjaajilta että teollisuuden ja elinkeinoelämän edustajilta kerätyistä web-kyselyn vastauksista. Tulokset analysoitiin laadullisella sisällönanalyysilla. Toisessa osatutkimuksessa pilotoitiin tiimiyhteistyöalustaa hyödyntävää projektiperustaista oppimista integroidussa opetussuunnitelmassa, käyttäen sulautettua oppimista tutkivan yhteisön (Community of Inquiry, CoI) kontekstissa. Opiskelijoiden kokemuksia arvioitiin CoI-kyselytutkimuksella ja tiimityöalustan käyttöä analysoitiin palvelimen logitietojen perusteella. Kolmas osatutkimus keskittyi opiskelijoiden oppimiskokemuksiin verkossa hyödyntäen myös CoI-instrumenttia. Sekä toisen että kolmannen osatutkimuksen CoI-kyselyn vastausten analyysimenetelmänä oli Rasch Rating Scale Model -malli. Syvemmän ymmärryksen saavuttamiseksi kolmannessa osatutkimuksessa opiskelijoilta pyydettiin myös sanallisia kokemuksia ja ajatuksia. Kunkin osatutkimuksen tulokset muodostivat perustan seuraavien vaiheiden suunnittelulle ja interventioille, tukien design-tutkimuksen etenemistä ja syventäen ymmärrystä. Tämän väitöstutkimuksen tuloksena ehdotetaan digitaalisen oppimisen ekosysteemin suunnittelukehystä tieto- ja viestintätekniikan insinöörikoulutukselle. Kehystä tukevat seuraavat suunnitteluperiaatteet: 1) tiimiyhteistyöalustan käyttöönotto, 2) kaikkien sidosryhmien aktiivinen osallistuminen yhteistyöhön, 3) ekosysteemin kulttuurin luominen, 4) sulautetun oppimisen hyödyntäminen, 5) ohjaajatiimin perustaminen, 6) online-resurssipoolin luominen, 7) projektiperustaisen oppimisen soveltaminen ja 8) toimialakohtaisten menetelmien ja konseptien hyödyntäminen. Nämä suunnitteluperiaatteet voidaan edelleen tiivistää suunnittelukehyksen ominaisuuksiksi, joita ovat: 1) koheesio, 2) yhteistyö, 3) jakaminen, 4) virtuaalisuus, 5) integrointi, 6) työkalut, 7) ongelmanratkaisu ja 8) teknologia. Tämän insinööritieteitä ja kasvatustiedettä yhdistävän tutkimuksen tulokset ovat laajentaneet insinöörikoulutuksen tietämystä ja tuottaneet teoreettisesti ja empiirisesti perustellun uuden suunnittelukehyksen ICT-insinöörikoulutuksen digitaalisen oppimisen ekosysteemin suunnittelulle. Tämä tutkimus paikkaa aukon kansainvälisessä tutkimuskentässä ja luo vankan perustan jatkokeskusteluille, tutkimushankkeille ja edistysaskeleille globaalissa digitaalisessa muutoksessa. Lisäksi se edistää korkeakoulujen ja teollisuuden välistä yhteistyötä, mahdollistaen tiedon ja asiantuntemuksen vaihdon tällä nopeasti kehittyvällä alalla.The increasing digitalisation of society has significantly transformed our learning methods and work processes. In the field of information and communication technology (ICT) engineering education, the emergence of new digital technologies and the industrial revolution have created a need to develop new pedagogical approaches that seamlessly integrate with industry methods and practices. This dissertation focuses on creating a design framework for a digital learning ecosystem and supporting design principles that integrate online learning with engineering education, taking into account both educational policy perspectives and the experiences and expectations of community stakeholders. In this research, stakeholders include students, industry representatives, instructors in ICT engineering education and personnel involved in research and development projects in the ICT unit. The research is situated in the context of ICT engineering education at Lapland University of Applied Sciences. This study aims to ensure the realisation of an engaging and meaningful digital learning ecosystem, providing students with the opportunity to acquire the necessary skills and knowledge to solve real-world problems and prepare for the digitising industry. The purpose of this design-based research (DBR) is to deepen our understanding of the design and implementation requirements and principles of ICT engineering education. To achieve the research goals of this study, which addresses the main research question, ‘What are the design principles and characteristics of a digital learning ecosystem that align with the needs of stakeholders and the policies in ICT engineering education?’, three sub-studies were conducted, each reported as a separate article. The first two sub-studies covered the first cycle of the DBR, and the third sub-study covered the second cycle. In the first sub-study, the thoughts and experiences of stakeholders within the current learning ecosystem of ICT engineering education were investigated. The qualitative research data consisted of interviews with students and web survey responses collected from instructors and industry representatives. The results were analysed using content analysis. The second sub-study piloted project-based learning supported by a team collaboration platform in an integrated curriculum, utilising blended learning in the context of a community of inquiry (CoI). The students’ experiences were assessed through a CoI survey, and the usage of the team collaboration platform was analysed based on server log data. The focus of the third sub-study was on students’ experiences in a fully online environment, which were examined using the CoI instrument. The results of the CoI instrument in the second and third sub-studies were analysed using the Rasch rating scale analysis method. To gain a deeper understanding, the students were also asked to provide verbal accounts of their experiences and thoughts in the third sub-study. The results of each sub-study served as a basis for planning subsequent phases and interventions, supporting the progress of the DBR and enhancing the understanding of the topic. As a result of this doctoral research, a design framework for a digital learning ecosystem is proposed for ICT engineering education. The framework is supported by the following design principles: 1) adoption of a team collaboration platform, 2) active participation of all stakeholders in collaboration, 3) creation of an ecosystem culture, 4) utilisation of blended learning methods, 5) establishment of an instructor team, 6) creation of an online resource pool, 7) application of project-based learning methods, and 8) utilisation of industry-specific methods and concepts. These design principles can be further condensed into the characteristics of the design framework, which establishes a connection between the framework and the emerging ideologies of the present era. The characteristics of the framework include 1) cohesion, 2) collaboration, 3) sharing, 4) virtual, 5) integration, 6) tools, 7) problem-solving, and 8) technology. The results of this research, which combines the disciplines of engineering and educational sciences, have expanded the new knowledge of engineering education and generated a theoretically and empirically justified design framework for a digital learning ecosystem in ICT engineering education. This research is significant because it fills a gap in the international research landscape and provides a solid foundation for further discussions, research projects, and advancements in the global digital transformation. In addition, it promotes collaboration between higher education institutions and industry, enabling the exchange of knowledge and expertise in this rapidly evolving field