Thinking style diversity and collaborative design learning

Antonio Volpentesta; Salvatore Ammirato; Francesco Sofo

doi:10.1007/978-3-642-04568-4_80

Thinking style diversity and collaborative design learning

Antonio Volpentesta, Salvatore Ammirato, Francesco Sofo

Research output: A Conference proceeding or a Chapter in Book › Conference contribution › peer-review

10 Citations (Scopus)

Abstract

The paper explores the impact of structured learning experiences that were designed to challenge students’ ways of thinking and promote creativity. The aim was to develop the ability of students, coming from different engineering disciplines and characterized by particular thinking style profiles, to collaboratively work on a project-based learning experience in an educational environment. Three project-based learning experiences were structured using critical thinking methods to stimulate creativity. Pre and post-survey data using a specially modified thinking style inventory for 202 design students indicated a thinking style profile of preferences with a focus on exploring and questioning. Statistically significant results showed students successfully developed empathy and openness to multiple perspectives

Original language	English
Title of host publication	Leveraging Knowledge for innovation in Collaborative networks
Editors	L Camarinha-Matos, I Paraskakis, H Afsarmanesh
Place of Publication	New York
Publisher	Springer
Pages	785-798
Number of pages	14
Volume	2009
ISBN (Electronic)	9783642045684
ISBN (Print)	9783642045677
DOIs	https://doi.org/10.1007/978-3-642-04568-4_80
Publication status	Published - 2009
Event	PRO-VE 2009 10th IFIP Working Conference on Virtual Enterprises - Thessaloniki, Greece Duration: 7 Oct 2009 → 9 Oct 2009

Conference

Conference	PRO-VE 2009 10th IFIP Working Conference on Virtual Enterprises
Country/Territory	Greece
City	Thessaloniki
Period	7/10/09 → 9/10/09

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/978-3-642-04568-4_80

https://rdcu.be/exeSJLicence: Other

Cite this

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title = "Thinking style diversity and collaborative design learning",

abstract = "The paper explores the impact of structured learning experiences that were designed to challenge students{\textquoteright} ways of thinking and promote creativity. The aim was to develop the ability of students, coming from different engineering disciplines and characterized by particular thinking style profiles, to collaboratively work on a project-based learning experience in an educational environment. Three project-based learning experiences were structured using critical thinking methods to stimulate creativity. Pre and post-survey data using a specially modified thinking style inventory for 202 design students indicated a thinking style profile of preferences with a focus on exploring and questioning. Statistically significant results showed students successfully developed empathy and openness to multiple perspectives",

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note = "PRO-VE 2009 10th IFIP Working Conference on Virtual Enterprises ; Conference date: 07-10-2009 Through 09-10-2009",

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Volpentesta, A, Ammirato, S & Sofo, F 2009, Thinking style diversity and collaborative design learning. in L Camarinha-Matos, I Paraskakis & H Afsarmanesh (eds), Leveraging Knowledge for innovation in Collaborative networks. vol. 2009, Springer, New York, pp. 785-798, PRO-VE 2009 10th IFIP Working Conference on Virtual Enterprises, Thessaloniki, Greece, 7/10/09. https://doi.org/10.1007/978-3-642-04568-4_80

Thinking style diversity and collaborative design learning. / Volpentesta, Antonio; Ammirato, Salvatore; Sofo, Francesco.
Leveraging Knowledge for innovation in Collaborative networks. ed. / L Camarinha-Matos; I Paraskakis; H Afsarmanesh. Vol. 2009 New York: Springer, 2009. p. 785-798.

Research output: A Conference proceeding or a Chapter in Book › Conference contribution › peer-review

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AU - Ammirato, Salvatore

AU - Sofo, Francesco

PY - 2009

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N2 - The paper explores the impact of structured learning experiences that were designed to challenge students’ ways of thinking and promote creativity. The aim was to develop the ability of students, coming from different engineering disciplines and characterized by particular thinking style profiles, to collaboratively work on a project-based learning experience in an educational environment. Three project-based learning experiences were structured using critical thinking methods to stimulate creativity. Pre and post-survey data using a specially modified thinking style inventory for 202 design students indicated a thinking style profile of preferences with a focus on exploring and questioning. Statistically significant results showed students successfully developed empathy and openness to multiple perspectives

AB - The paper explores the impact of structured learning experiences that were designed to challenge students’ ways of thinking and promote creativity. The aim was to develop the ability of students, coming from different engineering disciplines and characterized by particular thinking style profiles, to collaboratively work on a project-based learning experience in an educational environment. Three project-based learning experiences were structured using critical thinking methods to stimulate creativity. Pre and post-survey data using a specially modified thinking style inventory for 202 design students indicated a thinking style profile of preferences with a focus on exploring and questioning. Statistically significant results showed students successfully developed empathy and openness to multiple perspectives

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DO - 10.1007/978-3-642-04568-4_80

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BT - Leveraging Knowledge for innovation in Collaborative networks

A2 - Camarinha-Matos, L

A2 - Paraskakis, I

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T2 - PRO-VE 2009 10th IFIP Working Conference on Virtual Enterprises

Y2 - 7 October 2009 through 9 October 2009

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Thinking style diversity and collaborative design learning

Abstract

Conference

UN SDGs

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