2014 Conference Archive (Archived)
Implementing Design-Based Learning to Improve Learning Outcomes
Session Format
Poster Session (60 minutes)
Copyright
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Location
Holiday Inn
Second Time and Location
Friday, March 8 from 9:00-9:20 a.m. at the Nessmith-Lane Conference Center
Abstract for the conference program
This research explores use of Design-Based Learning as a means of improving knowledge of the design process, design outcomes, and student motivation. Though the findings are preliminary, they provide a significant contribution to the current understanding on pedagogical approaches for motivating students and improving learning outcomes. Design-based learning engages students in design activities that reflect authentic contexts and guide students through generating specifications, outcome prediction, artifact creation, evaluation and communication. As students step through iterations of each stage they develop reasoning and critical thinking skills needed to address open-ended design challenges in the real world. The results show that the design process knowledge is significantly correlated with design outcomes indicated as peer design rating and peer usability rating. The study also finds that using Design-Based Learning pedagogical approach has the potential to increase students’ understanding of the design process through engaging in active and authentic learning projects.
Proposal Track
Research Project
Start Date
3-7-2014 7:00 PM
End Date
3-7-2014 9:00 PM
Recommended Citation
Streator, Joycelyn L., "Implementing Design-Based Learning to Improve Learning Outcomes" (2014). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 30.
https://digitalcommons.georgiasouthern.edu/stem/2014/2014/30
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Implementing Design-Based Learning to Improve Learning Outcomes
Holiday Inn
This research explores use of Design-Based Learning as a means of improving knowledge of the design process, design outcomes, and student motivation. Though the findings are preliminary, they provide a significant contribution to the current understanding on pedagogical approaches for motivating students and improving learning outcomes. Design-based learning engages students in design activities that reflect authentic contexts and guide students through generating specifications, outcome prediction, artifact creation, evaluation and communication. As students step through iterations of each stage they develop reasoning and critical thinking skills needed to address open-ended design challenges in the real world. The results show that the design process knowledge is significantly correlated with design outcomes indicated as peer design rating and peer usability rating. The study also finds that using Design-Based Learning pedagogical approach has the potential to increase students’ understanding of the design process through engaging in active and authentic learning projects.
