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- W3093856538 abstract "A short d.school-style design thinking project was offered to first-year engineering students as an option in an introduction to engineering course. Using the Stanford d.school bootcamp bootleg as the guideline, students went through the process - empathy, define, ideate, prototype, and test - very fast with different levels of depth. The works were evaluated using the d.school rubric and found to gain limited success. In order to improve the instructional design, the formal developmental study was initiated. Using class observation, focus-group interview and comparison with similar classes, the instructional design was analyzed and weakness identified. The major problems included the student preparation, engagement, participation, core concept understanding as well as active learning activities, technology utilization, feedback and reflection, in short, the class control and facilitation. The instruction design was adjusted with detailed activities such that it would be implemented in the next iteration." @default.
- W3093856538 created "2020-10-29" @default.
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- W3093856538 date "2019-12-01" @default.
- W3093856538 modified "2023-10-05" @default.
- W3093856538 title "A Reflection on Teaching Design Thinking to First-Year Engineering Students" @default.
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- W3093856538 doi "https://doi.org/10.1109/tale48000.2019.9225890" @default.
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