Staff view for Connected Design Rationale: Modeling and Measuring Engineering Design Learning

cdi_proquest_journals_1901451547

Document Data

	--- !ruby/object:Document::ArticleItem::General
data:
  pnx:
    sort:
      author:
      - Arastoopour Irgens, Golnaz
      title:
      - 'Connected Design Rationale: Modeling and Measuring Engineering Design Learning'
      creationdate:
      - '20170101'
    control:
      recordtype:
      - dissertation
      addsrcrecordid:
      - eNotjktLxDAUhQMiKGP_Q8B1oelNcxt3UscHdEaQ2Q83yW2plFSb9v9bdTbnsTiH70pkFmsFxqLBqjA3IktpcAVgWSMqeyuOzRQj-4WDfOI09FF-0DJMkUZ-kIcp8DjEXlIM8sCU1vm37WM_ROa_fBm1THPc-p247mhMnF18J07P-1PzmrfvL2_NY5u7CjEvrQfsau2c02gAA2yQ2IEK3tRUmg1XdR7Mpg4C1broCAKTd560dRZ24v7_9muevldOy_lzWucNOp2VLZSuVKURfgDoCErn
      sourcetype:
      - Aggregation Database
      sourceformat:
      - XML
      sourcesystem:
      - Other
      pqid:
      - '1901451547'
      recordid:
      - cdi_proquest_journals_1901451547
      sourcerecordid:
      - '4322480901'
      originalsourceid:
      - FETCH-LOGICAL-b577-29c37f84bbb47637d37817f31dc68a266971fc3671fb3da840fa3deacbca49b93
      sourceid:
      - proquest_G20
      score:
      - '0.0020486994'
    addata:
      genre:
      - dissertation
      au:
      - Arastoopour Irgens, Golnaz
      btitle:
      - 'Connected Design Rationale: Modeling and Measuring Engineering Design Learning'
      date:
      - '2017-01-01'
      risdate:
      - '2017'
      ristype:
      - THES
      pub:
      - ProQuest Dissertations Publishing
      abstract:
      - 'Design thinking is central to 21st century problem solving and thus, is central
        to engineering education. Design work is inherently complex and multi-faceted
        but fundamentally requires two key skills: (1) making appropriate design moves—actions
        taken during the design process and (2) providing explicit design rationale—justifications
        for chosen design moves. Moreover, learning sciences research argues that
        learning a practice, such as engineering design, centers on understanding
        the connections among actions and justifications rather than measuring isolated
        instances of skills and knowledge. Modeling and measuring the complex nature
        of authentic design learning, however, remains a challenge. Thus, the goal
        of my dissertation work is to merge current learning sciences research with
        design education to develop an approach for modeling and measuring design
        thinking. Building on existing learning theories, I hypothesize that design
        learning can be effectively modeled as a network of relationships among design
        moves and justifications—what I call a connected design rationale. To test
        this hypothesis, part one of this study examines how students in a real-world
        engineering internship learned design with the guidance of professional engineers.
        Part two of this study investigates connected design rationale in more detail
        by examining digital log data from high and low outcome students in a virtual
        internship program. Finally, part three of this study compares the virtual
        internship students to the real-world professional engineers. The results
        show that modeling design learning in terms of connections distinguishes among
        various levels of expertise, and thus, suggest that connected design rationale
        is a useful method for measuring design thinking. By better understanding
        the development of design skills, this work begins to shed light on a complex
        process that is fundamental to design education.'
      isbn:
      - '9781369767506'
      - '1369767501'
      format:
      - dissertation
    links:
      openurlfulltext:
      - "$$Topenurlfull_article"
      linktorsrc:
      - "$$Uhttps://search.proquest.com/docview/1901451547?pq-origsite=primo$$EView_record_in_ProQuest$$FView_record_in_$$GProQuest"
      openurl:
      - "$$Topenurl_article"
      thumbnail:
      - "$$Usyndetics_thumb_exl"
      linktohtml:
      - "$$Uhttps://www.proquest.com/docview/1901451547?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H"
    search:
      description:
      - 'Design thinking is central to 21st century problem solving and thus, is central
        to engineering education. Design work is inherently complex and multi-faceted
        but fundamentally requires two key skills: (1) making appropriate design moves—actions
        taken during the design process and (2) providing explicit design rationale—justifications
        for chosen design moves. Moreover, learning sciences research argues that
        learning a practice, such as engineering design, centers on understanding
        the connections among actions and justifications rather than measuring isolated
        instances of skills and knowledge. Modeling and measuring the complex nature
        of authentic design learning, however, remains a challenge. Thus, the goal
        of my dissertation work is to merge current learning sciences research with
        design education to develop an approach for modeling and measuring design
        thinking. Building on existing learning theories, I hypothesize that design
        learning can be effectively modeled as a network of relationships among design
        moves and justifications—what I call a connected design rationale. To test
        this hypothesis, part one of this study examines how students in a real-world
        engineering internship learned design with the guidance of professional engineers.
        Part two of this study investigates connected design rationale in more detail
        by examining digital log data from high and low outcome students in a virtual
        internship program. Finally, part three of this study compares the virtual
        internship students to the real-world professional engineers. The results
        show that modeling design learning in terms of connections distinguishes among
        various levels of expertise, and thus, suggest that connected design rationale
        is a useful method for measuring design thinking. By better understanding
        the development of design skills, this work begins to shed light on a complex
        process that is fundamental to design education.'
      subject:
      - Education
      - Educational psychology
      recordtype:
      - dissertation
      creator:
      - Arastoopour Irgens, Golnaz
      recordid:
      - eNotjktLxDAUhQMiKGP_Q8B1oelNcxt3UscHdEaQ2Q83yW2plFSb9v9bdTbnsTiH70pkFmsFxqLBqjA3IktpcAVgWSMqeyuOzRQj-4WDfOI09FF-0DJMkUZ-kIcp8DjEXlIM8sCU1vm37WM_ROa_fBm1THPc-p247mhMnF18J07P-1PzmrfvL2_NY5u7CjEvrQfsau2c02gAA2yQ2IEK3tRUmg1XdR7Mpg4C1broCAKTd560dRZ24v7_9muevldOy_lzWucNOp2VLZSuVKURfgDoCErn
      sourceid:
      - G20
      title:
      - 'Connected Design Rationale: Modeling and Measuring Engineering Design Learning'
      creationdate:
      - '2017'
      general:
      - ProQuest Dissertations Publishing
      rsrctype:
      - dissertation
      startdate:
      - '20170101'
      enddate:
      - '20170101'
      scope:
      - 0-V
      - '054'
      - 0BH
      - 0Q0
      - 3V.
      - 7XB
      - 88B
      - 8FK
      - AAFGM
      - ABUWG
      - ACUIN
      - ADZZV
      - AEUTQ
      - AFOLM
      - AGAJT
      - ALSLI
      - AMEAF
      - AZQEC
      - BENPR
      - CJNVE
      - DWQXO
      - EDUXX
      - EU9
      - G20
      - GNUQQ
      - M0P
      - OK5
      - P6D
      - PQCXX
      - PQEST
      - PQQKQ
      - PQUKI
      - Q9U
      creatorcontrib:
      - Arastoopour Irgens, Golnaz
      isbn:
      - '9781369767506'
      - '1369767501'
      fulltext:
      - 'true'
    delivery:
      delcategory:
      - Remote Search Resource
      fulltext:
      - fulltext_linktorsrc
    display:
      description:
      - 'Design thinking is central to 21st century problem solving and thus, is central
        to engineering education. Design work is inherently complex and multi-faceted
        but fundamentally requires two key skills: (1) making appropriate design moves—actions
        taken during the design process and (2) providing explicit design rationale—justifications
        for chosen design moves. Moreover, learning sciences research argues that
        learning a practice, such as engineering design, centers on understanding
        the connections among actions and justifications rather than measuring isolated
        instances of skills and knowledge. Modeling and measuring the complex nature
        of authentic design learning, however, remains a challenge. Thus, the goal
        of my dissertation work is to merge current learning sciences research with
        design education to develop an approach for modeling and measuring design
        thinking. Building on existing learning theories, I hypothesize that design
        learning can be effectively modeled as a network of relationships among design
        moves and justifications—what I call a connected design rationale. To test
        this hypothesis, part one of this study examines how students in a real-world
        engineering internship learned design with the guidance of professional engineers.
        Part two of this study investigates connected design rationale in more detail
        by examining digital log data from high and low outcome students in a virtual
        internship program. Finally, part three of this study compares the virtual
        internship students to the real-world professional engineers. The results
        show that modeling design learning in terms of connections distinguishes among
        various levels of expertise, and thus, suggest that connected design rationale
        is a useful method for measuring design thinking. By better understanding
        the development of design skills, this work begins to shed light on a complex
        process that is fundamental to design education.'
      identifier:
      - 'ISBN: 9781369767506'
      - 'ISBN: 1369767501'
      subject:
      - Education ; Educational psychology
      language:
      - eng
      creator:
      - Arastoopour Irgens, Golnaz
      publisher:
      - ProQuest Dissertations Publishing
      type:
      - dissertation
      source:
      - ProQuest Dissertations & Theses Global
      title:
      - 'Connected Design Rationale: Modeling and Measuring Engineering Design Learning'
      creationdate:
      - '2017'
      rights:
      - Database copyright ProQuest LLC; ProQuest does not claim copyright in the
        individual underlying works.
    facets:
      topic:
      - Education
      - Educational psychology
      prefilter:
      - dissertations
      collection:
      - ProQuest Social Sciences Premium Collection
      - 'Dissertations & Theses Europe Full Text: Social Sciences'
      - ProQuest Dissertations and Theses Professional
      - Dissertations & Theses @ University of Wisconsin at Madison
      - ProQuest Central (Corporate)
      - ProQuest Central (purchase pre-March 2016)
      - Education Database (Alumni Edition)
      - ProQuest Central (Alumni) (purchase pre-March 2016)
      - ProQuest Central Korea - hybrid linking
      - ProQuest Central (Alumni Edition)
      - Education Collection - hybrid linking
      - ProQuest Central (Alumni) - hybrid linking
      - Education Database (Alumni) - hybrid linking
      - ProQuest Central Student - hybrid linking
      - ProQuest Central Essentials - hybrid linking
      - Social Science Premium Collection
      - 'ProQuest Dissertations & Theses Global: The Humanities and Social Sciences
        Collection'
      - ProQuest Central Essentials
      - ProQuest Central
      - Education Collection
      - ProQuest Central
      - Education Database - hybrid linking
      - ProQuest Dissertations & Theses A&I
      - ProQuest Dissertations & Theses Global
      - ProQuest Central Student
      - Education Database
      - Dissertations & Theses @ BTAA Institutions
      - 'ProQuest Dissertations and Theses A&I: The Humanities and Social Sciences
        Collection'
      - ProQuest Central - hybrid linking
      - ProQuest One Academic Eastern Edition
      - ProQuest One Academic
      - ProQuest One Academic UKI Edition
      - ProQuest Central Basic
      toplevel:
      - online_resources
      frbrgroupid:
      - cdi_FETCH-LOGICAL-b577-29c37f84bbb47637d37817f31dc68a266971fc3671fb3da840fa3deacbca49b93
      frbrtype:
      - '5'
      language:
      - eng
      creationdate:
      - '2017'
      rsrctype:
      - dissertations
      creatorcontrib:
      - Arastoopour Irgens, Golnaz
  delivery:
    link:
    - "@id": _:0
      linkType: http://purl.org/pnx/linkType/thumbnail
      linkURL: syndetics_thumb_exl
      displayLabel: thumbnail
    deliveryCategory:
    - Remote Search Resource
    availability:
    - fulltext_linktorsrc
    displayLocation: false
    additionalLocations: false
    physicalItemTextCodes: ''
    feDisplayOtherLocations: false
    displayedAvailability: 'true'
    holding: []
    almaOpenurl: https://na02.alma.exlibrisgroup.com/view/uresolver/01UWI_MAD/openurl?ctx_enc=info:ofi/enc:UTF-8&ctx_id=10_1&ctx_tim=2023-02-05
      04:43:32&ctx_ver=Z39.88-2004&url_ctx_fmt=info:ofi/fmt:kev:mtx:ctx&url_ver=Z39.88-2004&rfr_id=info:sid/primo.exlibrisgroup.com-proquest_G20&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft.genre=dissertation&rft.btitle=Connected+Design+Rationale%3A+Modeling+and+Measuring+Engineering+Design+Learning&rft.au=Arastoopour+Irgens%2C+Golnaz&rft.date=2017-01-01&rft.isbn=9781369767506&rft.pub=ProQuest+Dissertations+Publishing&rft_dat=<proquest_G20>4322480901</proquest_G20>&svc_dat=viewit&rft_pqid=1901451547
  context: PC
  adaptor: Primo Central
  extras:
    citationTrails:
      citing: []
      citedby: []
    timesCited: {}
  "@id": https://na02.alma.exlibrisgroup.com/primaws/rest/pub/pnxs/PC/cdi_proquest_journals_1901451547

	

Electronic Resources

Full text is available

Proxy will be added to source or direct links

This document is link to source

			---
- :link: https://search.proquest.com/docview/1901451547?pq-origsite=primo
  :title: ProQuest