Hostname: page-component-8448b6f56d-gtxcr Total loading time: 0 Render date: 2024-04-24T08:49:29.891Z Has data issue: false hasContentIssue false
  • English
  • Français

DESIGN FOR TEACHER TRAINING – TO FACILITATE STUDENT TEAMS WORKING WITH REAL-LIFE SUSTAINABILITY CHALLENGES

Part of: Design Education

Published online by Cambridge University Press:  11 June 2020

S. C. Nilsson  and
M. Norell Bergendahl
S. C. Nilsson*
Affiliation:
KTH Royal Institute of Technology, Sweden
M. Norell Bergendahl
Affiliation:
KTH Royal Institute of Technology, Sweden
*
*suni@kth.se

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

The aim of the study is to contribute to the knowledge on how to develop students’ skills and capabilities required when addressing complex societal challenges in practice. In this paper we are investigating the design and implementation of a teacher training module focusing on improving teacher's ability to facilitate students’ teams learning and collaboration skills. The feedback and learning from the design and implementation of the module at universities in Botswana, Kenya and Sweden is presented and discussed in this paper.

Keywords

design educationsustainabilityteamworkchallenge-driven education
Type
Article
Information
Proceedings of the Design Society: DESIGN Conference , Volume 1 , May 2020 , pp. 1785 - 1794
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2020. Published by Cambridge University Press

References

Adams, R. et al. (2016), “Characterizing the work of coaching during design reviews”, Design Studies, Vol. 45, pp. 30–67. http://docs.lib.purdue.edu/enepubs/17CrossRefGoogle Scholar
Carnell, E. (2007), “Conceptions of effective teaching in higher education: extending the boundaries”, Teaching in Higher Education, Vol. 12 No. 1, pp. 25. https://doi.org/10.1080/13562510601102081CrossRefGoogle Scholar
Dreu, C.K.W. and Weingart, L.R. (2003), “Task Versus Relationship Conflict, Team Performance, and Team Member Satisfaction: A Meta-Analysis”, Journal of Applied Psychology Copyright 2003 by the American Psychological Association, Inc, Vol. 88 No. 4, pp. 741–749.Google ScholarPubMed
Duderstadt, J.J. (2008), Engineering for a Changing World – A Roadmap to the Future of Engineering Practice. Research, and Education, The Millennium Project, The University of Michigan.Google Scholar
Dutson, A.J. et al. (1997), “A Review of Literature on Teaching Engineering Design Through Project- Oriented Capstone Courses”, The Journal of Engineering Education, Vol. 86 No. 1, pp. 17–28. https://doi.org/10.1002/j.2168-9830.1997.tb00260.xCrossRefGoogle Scholar
Finn, F.A., Mason, C.M. and Bradley, L.M. (2007), “Doing Well with Executive Coaching: Psychological and Behavioral Impacts”, In: Solomon, G. (Ed.), Proceedings Academy of Management 2007 Annual Meeting Proceedings: Doing Well By Doing Good, pages, Philadelphia, United States, pp. 1–34.Google Scholar
Galloway, P.D. (2008), The 21st-Century Engineer: A Proposal for Engineering Education Reform, ASCE Press.Google Scholar
Högfeldt, A.-K. et al. (2018, April), “Understanding Engineering Education Change With the Introduction of Challenge Driven in Tanzania”, In: In Global Engineering Education Conference (EDUCON), IEEE, pp. 1341–1349, oai:DiVA.org:kth-231664.Google Scholar
Kolb, D. (1984), Experiential Learning: experience as the source of learning and development, Prentice Hall, Englewood Cliffs, NJ. p. 21Google Scholar
Kolmos, A. et al. (2008), “Participation on Challenge Based Learning”, International Journal of Engineering Education, Vol. 34 No. 1, pp. 187–200, Facilitation in a PBL environment, Aalborg University 2008.Google Scholar
Ladyshewsky, R.K. (2006), “Peer Coaching: A constructivist methodology for enhancing critical thinking in postgraduate business education”, Higher education research and development, Vol. 25 No. 1. https://doi.org/10.1080/13600800500453196CrossRefGoogle Scholar
Magnell, M. and Högfeldt, A.-K. (2015), Guide to challenge-driven education, ISBN: 978-91-7595-089-1, KTH, Stockholm. https://www.kth.se/social/group/guide-to-challenge-d/Google Scholar
Norell Bergendahl, M. et al. (2018), Challenge Driven Education for SustainablenGlobal Development – KTH Global Development Hub Position Paper, KTH Royal Institute of Technology, Stockholm, Sweden.Google Scholar
Rieckmann, M. (2010), “Future-oriented higher education: Which key competencies should be fostered through university teaching and learning?”, Futures. https://doi.org/10.1016/j.futures.2011.09.005Google Scholar
Rosén, A. et al. (2018), “Connecting North and South through Challenge Driven Education”, In: Proceedings of the 14th International CDIO Conference, Kanazawa, Japan, oai:DiVA.org:kth-240881.Google Scholar
Rådberg K.K, et al. (2018), “From CDIO to challenge-based learning experiences – expanding student learning as well as societal impact?”, European Journal of Engineering Education, Vol. 45 No. 1, pp. 22–37. https://doi.org/10.1080/03043797.2018.1441265CrossRefGoogle Scholar
Sargent, L.D., Allen, B.C. and Frahm, J.A. (2009), “Enhancing the experience of student teams in large classes. Training teaching assistants to be coaches”, J of Management Education. https://doi.org/10.1177/1052562909334092CrossRefGoogle Scholar
Scho¨n, D.A. (1988), “Designing: Rules, types and worlds”, Design Studies, Vol. 9 No. 3, pp. 181–190. https://doi.org/10.1016/0142-694X(88)90047-6CrossRefGoogle Scholar
Topping, K. (December 2005), “Trends in peer learning”, Educational Psychology, Vol. 25 No. 6, pp. 631–645. https://doi.org/10.1080/01443410500345172CrossRefGoogle Scholar
Tshabangu-Soko, T.S. and Caron, R.M. (2012), “The Western Model of Higher Education: Applications and Implications for African Development”, In: Caron, R. (Ed.), Educational Policy in the Twenty-first Century, Nova Science Publishers, Inc., Hauppauge, N.Y., pp. 37–47.Google Scholar
Wiek, A., Withycombe, L. and Redman, C.L. (2011), “Key competencies in sustainability: a reference framework for academic program development”, Sustain Sci, Vol. 6, pp. 203–218. https://doi.org/10.1007/s11625-011-0132-6CrossRefGoogle Scholar
Wisker, G. et al. (2003), “From Supervisory Dialogues to Successful PhDs: Strategies Supporting and Enabling the Learning Conversations of Staff and Students at Postgraduate Level”, Teaching in Higher Education, Vol. 8 No. 3, pp. 383–397. https://doi.org/10.1080/13562510309400CrossRefGoogle Scholar
UN. (2015), “Transforming our world: the 2030 Agenda for Sustainable Development”, Resolution, Vol. 70 No. 1.Google Scholar
UNESCO. (2017), Education for Sustainable Development Goals – Learning Objectives.Google Scholar