Active Interdisciplinary Learning in a Design Thinking Course: Going to Class for a Reason

New technologies such as MOOCs make it crucial for universities to find the added value of bringing students to campus. Designing lectures that foster more interactions could address this issue, as student engagement and interaction are harder to replicate remotely and are seen as key to acquire both disciplinary and transversal skills. In this paper we present and evaluate an example of a novel interdisciplinary course on design thinking offered at our institution, which was designed to provide such active in-class learning experience. Our results show that in-class collaborative activities, cross-team peer-to-peer feedback and interdisciplinary work was well appreciated by students, yet it still remains a challenge to find equilibrium between theory, hands-on activities and reflexivity.


Published in:
Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning For Engineering (Tale), 906-911
Presented at:
IEEE International Conference on Teaching, Assessment, and Learning for Engineering (IEEE TALE) - Engineering Next-Generation Learning, Wollongong, AUSTRALIA, Dec 04-07, 2018
Year:
Jan 01 2018
Publisher:
New York, IEEE
ISSN:
2374-0191
ISBN:
978-1-5386-6522-0
Keywords:
Laboratories:




 Record created 2019-11-20, last modified 2019-12-05


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