Designing Study Abroad With Empathy and Engagement

2021 ◽  
pp. 168-191
Author(s):  
Cathy Cooper ◽  
Dominic DelliCarpini ◽  
David Fyfe ◽  
Annie Nguyen
Keyword(s):  
Problem Solving ◽  
Study Abroad ◽  
Case Studies ◽  
Qualitative Data ◽  
Design Thinking ◽  
Interdisciplinary Collaboration ◽  
Project Based Learning ◽  
Human Centered Design ◽  
Health Agencies ◽  
Parallel Case

This chapter describes results from a student-driven partnership between York College of Pennsylvania and governmental/non-governmental health agencies in Liberia. Presented as two parallel case studies, and narrating research processes and outcomes of the project, it argues that by combining the empathy techniques of “human-centered design” (commonly known as Design Thinking) with principles of project-based learning, this people-centered method can produce richer global experiences for students. This method can also produce qualitative data that is useful for intercultural problem-solving, and therefore can inform ongoing and productive partnerships that employ a human-centered approach to interdisciplinary collaboration.

Project-Based Learning

2020 ◽  
pp. 173-206
Author(s):  
Amy M. Burns
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Design Thinking ◽  
Elementary Classrooms ◽  
Project Based Learning ◽  
Elementary Music ◽  
Music Classroom ◽  
The Core ◽  
Essential Questions ◽  
Problem Solve

Amy M. Burns presents the approach of Project-Based Learning (PBL) in the elementary music classroom. The PBL approach focuses on the students learning the skills of research and problem-solving by answering essential questions over a period of time. Burns and Cherie Herring contributed to the PBL activities. In addition, they also address the process of Design Thinking, where students problem-solve solutions using the method of empathizing, defining, ideating, creating a prototype, testing, and going through the process again to redefine and improve. Burns and Herring demonstrate how PBL and DT can span across the curriculum, while still keeping music at the core of the learning process in the music classroom. The projects are versatile and can be used in young to older elementary classrooms from one device in the classroom to a 1:1 classroom.

Tools to Mediate Learning and Self-Assessment in a STEAM Unit of Work

2020 ◽  
pp. 24-50
Author(s):  
Kate Thompson ◽  
Susan Narelle Chapman ◽  
Harry Kanasa
Keyword(s):  
High School ◽  
Problem Solving ◽  
Learning Environments ◽  
Interdisciplinary Collaboration ◽  
Boundary Objects ◽  
Teacher Assessment ◽  
Project Based Learning ◽  
Self Assessment ◽  
Design Based Research ◽  
School Learning

In some high school learning environments, hundreds of students engage in collaborative, term-long, project-based learning STEM or STEAM units of work. In this chapter, the authors report on an ongoing design-based research project in which researchers and teachers collaborate to design, teach, and assess STEAM units of work. They draw on research on project-based learning and interdisciplinary collaboration to inform the analysis drawing on Jonassen's typology of problem solving. The purpose of this chapter is to present two tools that functioned as boundary objects mediating learning and self-assessment: (1) a ‘STEAM slider' used by students in groups to reach consensus on the use of the tools, knowledge, and processes employed in their project and (2) a criteria sheet developed to mediate students' and teachers' engagement in self- and teacher-assessment. The authors use these results to make recommendations for the next iteration of the project.

Dual Nature of Designer’s Attitudes Toward Design-Led Innovation

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Kazaru YAEGASHI ◽  
Takuo ANDO
Keyword(s):  
Problem Solving ◽  
Conceptual Framework ◽  
Design Thinking ◽  
The Other ◽  
Exploratory Research ◽  
Creative Problem Solving ◽  
Human Centered Design ◽  
Dual Nature ◽  
Creative Problem ◽  
State Of Affairs

These Design has become important to corporate competitiveness. Studies on design have paid much attention to innovation (Von Stamm, 2003; Utterback et al., 2006). A growing number of scholars see the design as the driver of the innovation, and two key ideas has gathering attention. One is the concept of “HCD (Human-Centered-Design)” and “Design Thinking” (Brown, 2008, Martin, 2009), and the other is the concept of “DDI (Design-Driven Innovation)” (Verganti, 2009). However, there is tension between two deterministic views of design-led innovation. On one hand, design is seen as a creative problem-solving activity that works towards a desired state of affairs that can be determined in advance. On the other hand, design is seen as exploratory research through which an understanding of an issue or problem emerges. This paper investigates the contribution of the designer’s attitude relating to problem-solving/exploratory research, and provides conceptual framework that explain relations between dual nature of designer’s attitude and design-led innovation.

The Power of Interactive Whiteboards for Secondary Mathematics Teaching: Two Case Studies

2018 ◽  
Vol 47 (1) ◽  
pp. 50-78 ◽  
Author(s):  
Mauro De Vita ◽  
Lieven Verschaffel ◽  
Jan Elen
Keyword(s):  
Problem Solving ◽  
Case Studies ◽  
Secondary Mathematics ◽  
Interactive Whiteboards ◽  
Interactive Whiteboard ◽  
Educational Environments ◽  
Actual Use ◽  
Innovative Tool ◽  
Parallel Case ◽  
Collective Construction

Interactive whiteboard offers a high-potential innovative tool in mathematical educational environments, in which teachers’ modeling processes and students’ exploring activities can easily be executed. Nevertheless, these affordances are not self-evident. There is a gap between the potential claims of the tool and its actual use in the classrooms. This study investigated, through two parallel case studies, the interactive whiteboard potential in view of optimizing the exploitation of the interactive whiteboard, improving conceptual understanding, and fostering interactivity in secondary mathematics classrooms. Two main patterns for a productive interactive whiteboard use emerged: (a) a problem-solving pattern consisting of interactive whiteboard supporting problem-solving activities and (b) an organizer pattern consisting of using interactive whiteboard as a kind of advanced organizer and stimulating students’ reflection and mathematical contributions. The two patterns were used to design and teach lessons that were analyzed through the instrumental orchestration framework elaborated by Drijvers, Tacoma, Besamusca, Doorman, and Boon. Analysis showed how the interactive whiteboard acted as a useful instrument for students’ discussion and collective construction of mathematical knowledge.

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

Coding in Qualitative Research

2018 ◽  
Author(s):  
Mohammad Yaghi
Keyword(s):  
Qualitative Research ◽  
Case Studies ◽  
Qualitative Data ◽  
Doctoral Dissertation ◽  
Sufficient Data ◽  
Trial And Error ◽  
Amount Of Information ◽  
Potential Problems

In this chapter, Yaghi offers detailed suggestions on how to code qualitative data after they have been gathered. Based on his doctoral dissertation, this chapter explains that the logic behind coding qualitative data is to turn a significant amount of information into categories that can be used to explain a phenomenon, reveal a concept, or render the data comparable across different case studies. It also elaborates through examples from author’s fieldwork in Tunisia, Egypt, and Jordan on four potential problems that may face researchers in coding qualitative data. These are the questions of preparation, categorization, consistency, and saturation. The chapter concludes by asking researchers to be flexible, and open to the process of trial and error in coding, to confront the data with questions before categorization, and to gather sufficient data on their topics before running their qualitative surveys.

Inclusion by Design: A 75-Minute Crash Course on Accessible Design

2020 ◽  
Vol 64 (1) ◽  
pp. 831-835
Author(s):  
Julian Brinkley ◽  
Earl W. Huff
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Visually Impaired ◽  
Design Thinking ◽  
Inclusive Design ◽  
Graduate Course ◽  
Persons With Disabilities ◽  
Creative Problem ◽  
Community Of Researchers ◽  
Minute Session

The community of researchers supporting instruction on design thinking has a significant body of materials to help students understand and master the process of creative problem solving in design. Missing, we argue are materials and processes which directly support the design of inclusive technologies for persons with disabilities. We present ‘Inclusion by Design’, an interactive and participative crash course designed to introduce students to techniques that may be useful in an inclusive design process. In a single 75-minute session, students explore the inclusive design of a transportation technology for a visually impaired persona. We report on our findings from a single pilot of the crash course involving six diverse students within a graduate course on Inclusive Design. Our findings suggest that the course may be effective in introducing techniques like storyboarding, scenario creation, and low fidelity prototyping to students using an approach that may be effective for various learning styles.

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