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Collaborative Design Problem Framing...

Tan, Siew Leng Verily.

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Collaborative Design Problem Framing in an Informal Learning Space.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Collaborative Design Problem Framing in an Informal Learning Space./
Author:	Tan, Siew Leng Verily.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	253 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10269559
ISBN:	9781369727616

Collaborative Design Problem Framing in an Informal Learning Space.
Tan, Siew Leng Verily.

Collaborative Design Problem Framing in an Informal Learning Space. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 253 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2017.

This item is not available from ProQuest Dissertations & Theses.

With the strong emphasis on the engineering design process in STEM learning, this study addresses the need to gain deeper insight about the design process beyond the use of prescriptive design models and focusing only on learning outcomes. Specifically, problem framing - a designerly way of thinking - was studied through interaction analysis of video data where youth collaborated on design challenges in an informal learning space. This was an engineering-oriented maker space located in a rural Midwestern town. In this exploratory case study, eight hours of video data were selected from the whole data corpus and analyzed. This involved four focal groups of youth (9-15 years old; mean = 11). Problem framing was operationalized as the youth's consideration of "things-to-deal-with" during the design process through articulation, argumentation and negotiation. Findings indicated that the youth engaged in a dynamic process of framing which was both personal and socially negotiated. Youth navigated between their individual and group framing in different ways; some of these interactions resulted in impasse moments where individual framing was made explicit. Overcoming impasse moments involved frame reflection and reframing and this sometimes required extended mediation by the facilitators. The study foregrounds the dynamic and complex process of design problem framing and how fixating on a particular design model can be counterproductive. Recommendations include priming learners for surprises during design, the need to be aware of how the individual and group framing develop during the process, and the inherent tensions during negotiations. Design problem framing calls for responsive facilitation, creating a safe environment for learners to take risks, and skillfulness in mediating frame conflict.

ISBN: 9781369727616Subjects--Topical Terms:

3172279
Instructional design.

Collaborative Design Problem Framing in an Informal Learning Space.
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245 1 0 $a Collaborative Design Problem Framing in an Informal Learning Space.
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300 $a 253 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Elizabeth Boling.
502 $a Thesis (Ph.D.)--Indiana University, 2017.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a With the strong emphasis on the engineering design process in STEM learning, this study addresses the need to gain deeper insight about the design process beyond the use of prescriptive design models and focusing only on learning outcomes. Specifically, problem framing - a designerly way of thinking - was studied through interaction analysis of video data where youth collaborated on design challenges in an informal learning space. This was an engineering-oriented maker space located in a rural Midwestern town. In this exploratory case study, eight hours of video data were selected from the whole data corpus and analyzed. This involved four focal groups of youth (9-15 years old; mean = 11). Problem framing was operationalized as the youth's consideration of "things-to-deal-with" during the design process through articulation, argumentation and negotiation. Findings indicated that the youth engaged in a dynamic process of framing which was both personal and socially negotiated. Youth navigated between their individual and group framing in different ways; some of these interactions resulted in impasse moments where individual framing was made explicit. Overcoming impasse moments involved frame reflection and reframing and this sometimes required extended mediation by the facilitators. The study foregrounds the dynamic and complex process of design problem framing and how fixating on a particular design model can be counterproductive. Recommendations include priming learners for surprises during design, the need to be aware of how the individual and group framing develop during the process, and the inherent tensions during negotiations. Design problem framing calls for responsive facilitation, creating a safe environment for learners to take risks, and skillfulness in mediating frame conflict.
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