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A research agenda for design-based learning in engineering education

Palmer, Stuart and Krishnan, Siva 2015, A research agenda for design-based learning in engineering education, in AAEE 2015 : Proceedings of the Australasian Association for Engineering Education 2015 Annual Conference, Australasian Association for Engineering Education, Barton, A.C.T., pp. 1-13.

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Title A research agenda for design-based learning in engineering education
Author(s) Palmer, StuartORCID iD for Palmer, Stuart orcid.org/0000-0002-2517-0597
Krishnan, SivaORCID iD for Krishnan, Siva orcid.org/0000-0002-8030-4199
Conference name Australasian Association for Engineering Education. Annual Conference (26th : 2015 : Geelong, Victoria)
Conference location Geelong, Victoria
Conference dates 6-9 Dec. 2015
Title of proceedings AAEE 2015 : Proceedings of the Australasian Association for Engineering Education 2015 Annual Conference
Editor(s) Oo, AmanORCID iD for Oo, Aman orcid.org/0000-0002-6914-2272
Patil, ArunORCID iD for Patil, Arun orcid.org/0000-0002-4009-0739
Hilditch, TimORCID iD for Hilditch, Tim orcid.org/0000-0003-0300-5774
Chandrasekaran, SivaORCID iD for Chandrasekaran, Siva orcid.org/0000-0003-2871-880X
Publication date 2015
Conference series Australasian Association for Engineering Education Annual Conference
Start page 1
End page 13
Total pages 13
Publisher Australasian Association for Engineering Education
Place of publication Barton, A.C.T.
Keyword(s) design based learning
engineering education
literature review
Summary It is often argued that ‘design’ is an (perhaps the) essential characteristic of engineering practice; that, “Design requires unique knowledge, skills, and attitudes common to all engineering disciplines, and it is these attributes that distinguish engineering as a profession.” Hence, it is not surprising to see engineering design identified as a key element of engineering education. There are a range of pedagogical models described, badged with a range of names, that are suggested as approaches to teaching engineering design, for example: project-based learning, problem-based learning, design-based learning, conceive-design-implement-operate (CDIO), problem-oriented project-based learning, social design based learning and project-oriented, design-based learning. While significant literature on engineering design education generally exists, many authors note open questions regarding optimal pedagogical approaches, and opportunities for further evaluation and research. In this paper we draw on literature about design education and DBL in engineering education, and synthesise themes that present a potential research agenda for those educators involved in DBL in engineering education.A search of the research literature was conducted using terms related to DBL in engineering education, including ‘Engineering Design’, ‘Design Education’, ‘Engineering + Project Based Learning’, ‘Engineering + Problem Based Learning’ and ‘Engineering + Design Based Learning’. The literature thus collected was expanded by inspecting the lists of references in the initially identified literature set for further potentially relevant literature. This process was repeated until no further related literature was identified, and resulted in 124 items. All collected literature was carefully reviewed for explicitly identified suggestions for future research. The authors also considered the literature set as a whole to identify additional research possibilities implied by aspects of DBL practice commonly addressed weakly, or not at all, in the available published research. From the results of this review, a set of themes was synthesised by grouping related research recommendations and possibilities. In the following section the identified research themes are presented and, for each, a summary of the supporting literature is given and a central research question is formulated by the authors.
ISBN 9780730000419
Language eng
Field of Research 091503 Engineering Practice
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2015, The Authors
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080219

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.