Drawing Insight from Student Perceptions of Reflective Design Learning

Thomas V. Wilkins; John Georgas

doi:10.1109/ICSE.2015.154

Drawing Insight from Student Perceptions of Reflective Design Learning

Thomas V. Wilkins, John Georgas

Informatics, Computing, and Cyber Systems, School of

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

2 Scopus citations

Abstract

While design and designing are core elements in computer science and software engineering, conventional curricular structures do not adequately support design learning. Current methods tend to isolate the study of design within specific subject matter and lack a strong emphasis on reflection. This paper reports on insights and lessons learned from a user study in the context of ongoing work on developing an educational intervention that better supports design learning with a particular emphasis on learner-driven reflection. Insights drawn from this study relate to general aspects of design learning, such as the importance of collaborative reflection and the impact of learner perceptions regarding their abilities, as well as to specific improvements to our approach.

Original language	English (US)
Title of host publication	Proceedings - International Conference on Software Engineering
Publisher	IEEE Computer Society
Pages	253-262
Number of pages	10
Volume	2
ISBN (Print)	9781479919345
DOIs	https://doi.org/10.1109/ICSE.2015.154
State	Published - Aug 12 2015
Event	37th IEEE/ACM International Conference on Software Engineering, ICSE 2015 - Florence, Italy Duration: May 16 2015 → May 24 2015

Other

Other	37th IEEE/ACM International Conference on Software Engineering, ICSE 2015
Country/Territory	Italy
City	Florence
Period	5/16/15 → 5/24/15

Keywords

Design learning
Reflection
Software design
Software engineering education
Structured reflection

ASJC Scopus subject areas

Software

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10.1109/ICSE.2015.154

Cite this

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title = "Drawing Insight from Student Perceptions of Reflective Design Learning",

abstract = "While design and designing are core elements in computer science and software engineering, conventional curricular structures do not adequately support design learning. Current methods tend to isolate the study of design within specific subject matter and lack a strong emphasis on reflection. This paper reports on insights and lessons learned from a user study in the context of ongoing work on developing an educational intervention that better supports design learning with a particular emphasis on learner-driven reflection. Insights drawn from this study relate to general aspects of design learning, such as the importance of collaborative reflection and the impact of learner perceptions regarding their abilities, as well as to specific improvements to our approach.",

keywords = "Design learning, Reflection, Software design, Software engineering education, Structured reflection",

author = "Wilkins, {Thomas V.} and John Georgas",

year = "2015",

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doi = "10.1109/ICSE.2015.154",

language = "English (US)",

isbn = "9781479919345",

volume = "2",

pages = "253--262",

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publisher = "IEEE Computer Society",

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AU - Georgas, John

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Y1 - 2015/8/12

N2 - While design and designing are core elements in computer science and software engineering, conventional curricular structures do not adequately support design learning. Current methods tend to isolate the study of design within specific subject matter and lack a strong emphasis on reflection. This paper reports on insights and lessons learned from a user study in the context of ongoing work on developing an educational intervention that better supports design learning with a particular emphasis on learner-driven reflection. Insights drawn from this study relate to general aspects of design learning, such as the importance of collaborative reflection and the impact of learner perceptions regarding their abilities, as well as to specific improvements to our approach.

AB - While design and designing are core elements in computer science and software engineering, conventional curricular structures do not adequately support design learning. Current methods tend to isolate the study of design within specific subject matter and lack a strong emphasis on reflection. This paper reports on insights and lessons learned from a user study in the context of ongoing work on developing an educational intervention that better supports design learning with a particular emphasis on learner-driven reflection. Insights drawn from this study relate to general aspects of design learning, such as the importance of collaborative reflection and the impact of learner perceptions regarding their abilities, as well as to specific improvements to our approach.

KW - Design learning

KW - Reflection

KW - Software design

KW - Software engineering education

KW - Structured reflection

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U2 - 10.1109/ICSE.2015.154

DO - 10.1109/ICSE.2015.154

M3 - Conference contribution

AN - SCOPUS:84951824715

SN - 9781479919345

VL - 2

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EP - 262

BT - Proceedings - International Conference on Software Engineering

PB - IEEE Computer Society

T2 - 37th IEEE/ACM International Conference on Software Engineering, ICSE 2015

Y2 - 16 May 2015 through 24 May 2015

ER -

Drawing Insight from Student Perceptions of Reflective Design Learning

Abstract

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Keywords

ASJC Scopus subject areas

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