Thinking style and collaborative design learning: an empirical investigation

Antonio Volpentesta, Salvatore Ammirato, Francesco Sofo

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    2 Citations (Scopus)

    Abstract

    Design is both a practice and a way of thinking and forms the focus of this article which reports on concerted attempts to develop the design ability and creativity of students from different engineering disciplines through a Project-Based Learning (PBL) approach in a collaborative educational environment. The approach we introduce in this paper follows the idea that creativity arises from knowledge-sharing and synergies created through having many student designers working with a virtual group and a team coordinated by a teacher who plays the role of concept design manager. Using a thinking style inventory, pre- and post-survey, data were collected and successively analyzed through ANOVA techniques with the aim to reveal if any changes occur in the preferred thinking styles of learners while they are working and interacting during a PBL experience. Statistically significant results in pilot studies showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis of pilot studies confirmed that the proposed collaborative learning experience conducted through the PBL approach positively contributed to increased awareness in students' thinking styles
    Original languageEnglish
    Title of host publication15th International Conference on Computer Supported Cooperative Work in Design (CSCWD), 2011
    Editors Shen, Barthes, Luo, Kropf, Pouly, Yong, Xue, Ramos
    Place of PublicationLausanne, Switzerland
    PublisherIEEE, Institute of Electrical and Electronics Engineers
    Pages716-721
    Number of pages6
    Volume1
    ISBN (Print)97814577038704
    DOIs
    Publication statusPublished - 2011
    Event15th International Conference on Computer Supported Cooperative Work in Design - Lausanne, Lausanne, Switzerland
    Duration: 8 Jun 201110 Jun 2011

    Conference

    Conference15th International Conference on Computer Supported Cooperative Work in Design
    CountrySwitzerland
    CityLausanne
    Period8/06/1110/06/11

    Fingerprint

    learning
    creativity
    student
    synergy
    empathy
    experience
    data analysis
    manager
    engineering
    ability
    teacher
    knowledge
    Group

    Cite this

    Volpentesta, A., Ammirato, S., & Sofo, F. (2011). Thinking style and collaborative design learning: an empirical investigation. In Shen, Barthes, Luo, Kropf, Pouly, Yong, Xue, ... Ramos (Eds.), 15th International Conference on Computer Supported Cooperative Work in Design (CSCWD), 2011 (Vol. 1, pp. 716-721). Lausanne, Switzerland: IEEE, Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/CSCWD.2011.5960197
    Volpentesta, Antonio ; Ammirato, Salvatore ; Sofo, Francesco. / Thinking style and collaborative design learning: an empirical investigation. 15th International Conference on Computer Supported Cooperative Work in Design (CSCWD), 2011. editor / Shen ; Barthes ; Luo ; Kropf ; Pouly ; Yong ; Xue ; Ramos. Vol. 1 Lausanne, Switzerland : IEEE, Institute of Electrical and Electronics Engineers, 2011. pp. 716-721
    @inproceedings{ae7d82f8f3c343de9c05b1f201234e07,
    title = "Thinking style and collaborative design learning: an empirical investigation",
    abstract = "Design is both a practice and a way of thinking and forms the focus of this article which reports on concerted attempts to develop the design ability and creativity of students from different engineering disciplines through a Project-Based Learning (PBL) approach in a collaborative educational environment. The approach we introduce in this paper follows the idea that creativity arises from knowledge-sharing and synergies created through having many student designers working with a virtual group and a team coordinated by a teacher who plays the role of concept design manager. Using a thinking style inventory, pre- and post-survey, data were collected and successively analyzed through ANOVA techniques with the aim to reveal if any changes occur in the preferred thinking styles of learners while they are working and interacting during a PBL experience. Statistically significant results in pilot studies showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis of pilot studies confirmed that the proposed collaborative learning experience conducted through the PBL approach positively contributed to increased awareness in students' thinking styles",
    keywords = "collaborative_learning, thinking_style, project-based_learning",
    author = "Antonio Volpentesta and Salvatore Ammirato and Francesco Sofo",
    year = "2011",
    doi = "10.1109/CSCWD.2011.5960197",
    language = "English",
    isbn = "97814577038704",
    volume = "1",
    pages = "716--721",
    editor = "Shen and Barthes and Luo and Kropf and Pouly and Yong and Xue and Ramos",
    booktitle = "15th International Conference on Computer Supported Cooperative Work in Design (CSCWD), 2011",
    publisher = "IEEE, Institute of Electrical and Electronics Engineers",
    address = "United States",

    }

    Volpentesta, A, Ammirato, S & Sofo, F 2011, Thinking style and collaborative design learning: an empirical investigation. in Shen, Barthes, Luo, Kropf, Pouly, Yong, Xue & Ramos (eds), 15th International Conference on Computer Supported Cooperative Work in Design (CSCWD), 2011. vol. 1, IEEE, Institute of Electrical and Electronics Engineers, Lausanne, Switzerland, pp. 716-721, 15th International Conference on Computer Supported Cooperative Work in Design, Lausanne, Switzerland, 8/06/11. https://doi.org/10.1109/CSCWD.2011.5960197

    Thinking style and collaborative design learning: an empirical investigation. / Volpentesta, Antonio; Ammirato, Salvatore; Sofo, Francesco.

    15th International Conference on Computer Supported Cooperative Work in Design (CSCWD), 2011. ed. / Shen; Barthes; Luo; Kropf; Pouly; Yong; Xue; Ramos. Vol. 1 Lausanne, Switzerland : IEEE, Institute of Electrical and Electronics Engineers, 2011. p. 716-721.

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    TY - GEN

    T1 - Thinking style and collaborative design learning: an empirical investigation

    AU - Volpentesta, Antonio

    AU - Ammirato, Salvatore

    AU - Sofo, Francesco

    PY - 2011

    Y1 - 2011

    N2 - Design is both a practice and a way of thinking and forms the focus of this article which reports on concerted attempts to develop the design ability and creativity of students from different engineering disciplines through a Project-Based Learning (PBL) approach in a collaborative educational environment. The approach we introduce in this paper follows the idea that creativity arises from knowledge-sharing and synergies created through having many student designers working with a virtual group and a team coordinated by a teacher who plays the role of concept design manager. Using a thinking style inventory, pre- and post-survey, data were collected and successively analyzed through ANOVA techniques with the aim to reveal if any changes occur in the preferred thinking styles of learners while they are working and interacting during a PBL experience. Statistically significant results in pilot studies showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis of pilot studies confirmed that the proposed collaborative learning experience conducted through the PBL approach positively contributed to increased awareness in students' thinking styles

    AB - Design is both a practice and a way of thinking and forms the focus of this article which reports on concerted attempts to develop the design ability and creativity of students from different engineering disciplines through a Project-Based Learning (PBL) approach in a collaborative educational environment. The approach we introduce in this paper follows the idea that creativity arises from knowledge-sharing and synergies created through having many student designers working with a virtual group and a team coordinated by a teacher who plays the role of concept design manager. Using a thinking style inventory, pre- and post-survey, data were collected and successively analyzed through ANOVA techniques with the aim to reveal if any changes occur in the preferred thinking styles of learners while they are working and interacting during a PBL experience. Statistically significant results in pilot studies showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis of pilot studies confirmed that the proposed collaborative learning experience conducted through the PBL approach positively contributed to increased awareness in students' thinking styles

    KW - collaborative_learning

    KW - thinking_style

    KW - project-based_learning

    U2 - 10.1109/CSCWD.2011.5960197

    DO - 10.1109/CSCWD.2011.5960197

    M3 - Conference contribution

    SN - 97814577038704

    VL - 1

    SP - 716

    EP - 721

    BT - 15th International Conference on Computer Supported Cooperative Work in Design (CSCWD), 2011

    A2 - Shen, null

    A2 - Barthes, null

    A2 - Luo, null

    A2 - Kropf, null

    A2 - Pouly, null

    A2 - Yong, null

    A2 - Xue, null

    A2 - Ramos, null

    PB - IEEE, Institute of Electrical and Electronics Engineers

    CY - Lausanne, Switzerland

    ER -

    Volpentesta A, Ammirato S, Sofo F. Thinking style and collaborative design learning: an empirical investigation. In Shen, Barthes, Luo, Kropf, Pouly, Yong, Xue, Ramos, editors, 15th International Conference on Computer Supported Cooperative Work in Design (CSCWD), 2011. Vol. 1. Lausanne, Switzerland: IEEE, Institute of Electrical and Electronics Engineers. 2011. p. 716-721 https://doi.org/10.1109/CSCWD.2011.5960197