Integrating data information literacy into a service-learning engineering design course

Recent research has shown that inquiry‐based learning and project‐based learning (PBL) are better than the traditional didactic approach in promoting various learning outcomes. There is also a large literature on how collaboration among different teachers can enhance student learning. In Hong Kong, inquiry‐based learning has been integrated into the General Studies curriculum. This study investigated the effects of an intervention that used a collaborative teaching approach and inquiry project‐based learning on the development of primary students' information literacy and information technology skills. Students in a Hong Kong primary school completed two inquiry‐based group projects as part of their General Studies curriculum. A collaborative teaching approach involving three teachers with different specialties (Language [Chinese], IT, and General Studies) and a school librarian was taken in guiding students through the two projects. Results indicated the positive impact of collaborative teaching and inquiry PBL on the development of students' information literacy and IT skills.

technology [4] to a course management system of ED education as it has become a major technology which supports multimedia content publishing and sharing over the Internet. The authors proposed a concept of a new Web 2.0 course management system of ED education as the first step to complete the proposed system. Kanazawa Institute of Technology is a pioneering university in Japan that began its Engineering Design education in 1996. Our Engineering Design courses are characterized by project-based learning in groups. The current web-based information systems for Engineering Design education at KIT are composed of the following independent systems: a course website, an e-Learning system, an oral-presentation review system, and a report-submitting system. The systems are causing unnecessary confusion to both instructors and students, because it is composed of a variety of independent software and their human interfaces are not unified. 2. Learning activities of Engineering Design education A total of 1,700 engineering students from all fourteen engineering divisions must take ED courses. Fifty ED classes are offered in each year. A class consisting of approximately 34 students is divided into seven teams. Each team consists of 4 to 5 students. In order to maintain a high level of quality in the course management, a learning manual for students as well as a course management manual for instructors have been published and revised every year. The students must conduct two hours of in-class instructed learning as well as four hours of outside-class learning activities in teams per week for ten weeks. In our ED education, the Engineering Design Process (EDP) is defined as the process by which the following activities (stages) are performed. The authors analyzed students' learning activities in Engineering Design courses and then designed a new Web 2.0 course management system of Engineering Education in order to help students' learning. The paper shows the first stages of our research efforts toward the completion of a new Web 2.0 course management system of Engineering Education.

Collaboration is highly emphasized in engineering design education. While it offers various advantages in fostering learning and professional development, it is imperative to acknowledge the adverse factors that can disrupt collaborative efforts. A key challenge in student teamwork is perceived contribution inequity, which often leads to frustration during collaboration and strains peer relationships. While effective team collaboration has been widely studied, little research has empirically delved into perceived contribution fairness or contribution equity from the lens of team diversity in engineering design. This study aims to investigate the complex relationship between team diversity (in terms of differences in gender composition and self-perceptions about one’s ability and interests) and contribution equity in student teams. Data were collected from 26 teams in a sophomore-level engineering design course across two semesters. Findings suggest that gender-diverse teams and teams with aligned design interests and teamwork preferences were more likely to exhibit higher levels of contribution equality. In contrast, variations in self-perceived engineering design self-efficacy (EDSE) and creative self-efficacy (CSE) showed no clear association with contribution fairness. These results highlight the importance of a strategic approach to team formation in which diversity dimensions are considered to promote equitable collaboration in engineering design education.

Problem-based learning techniques involving small collaborative teams of students are widely regarded as being effective in teaching engineering design courses. However, the heavy requirements upon the teaching staff to support and coordinate such teams typically limit these courses to small numbers of students. In this paper, we describe the design of a computer-based tool for supporting small collaborative teams with the ultimate goal of scaling these engineering design courses to larger numbers of students. The system, deployed on laptops with wireless networking, utilizes student self-evaluations and instrumented project management tools to provide feedback of individual and team performance to the students and teaching staff. We present an example of the usage and data collected from this system during a pilot test in an undergraduate computer science design course. Based on that experience, we discuss future plans to refine the system for early detection of problem teams and to instrument asynchronous and instant messaging tools to support social network analysis of team communication.

<abstract> <bold>Abstract.</bold> For four years (eight academic semesters), the Ohio AgrAbility Program and the University of Dayton Engineering Innovation course (EGR 103) have partnered to provide students with an open-ended engineering design project related to the mission of AgrAbility. This partnership allowed students to identify and solve a variety of problems within agricultural systems, and yielded creative, practical design solutions and prototypes. The partnership and prototypes were shown and demonstrated for farmers at key agricultural workshops/events and highlighted in a ThinkTV® video on agricultural engineering sponsored by the Dayton, Ohio STEM Center. This poster highlights the partnership and the quality, novel, and affordable ($50 or less) design solutions generated by first-year students in the course. Examples include an adaptive crutch tool, ergonomic shovel, watering device for persons with cognitive limitations, compression garments and gloves for arthritis sufferers, safety harness for grain silos, and various assistive devices for farmers in wheelchairs. These design solutions address a host of prevention, safety, and assistive needs. In addition to design solutions, the partnership provides an enhanced experiential learning design experience for students. EGR 103 is a project-based first-year engineering design course, which requires students to work in teams on service-learning design projects, and collaborate on design activities and technical reports to solve open-ended problems using engineering design. Multidisciplinary engineering design teams are given guidance and key deadlines, but the teams primarily work independently on projects and must diligently exercise project management. Realistic, relevant engineering problems and productive client interactions are essential components of the Engineering Innovation course that enhance the design and learning experience. Ohio AgrAbility staff and clients help fulfill these objectives by working with course instructors to craft pertinent problem statements, serving as clients that provide meaningful interaction and feedback, arranging site visits/tours for design teams, and donating materials so students can design and test realistic prototypes.

1 INTRODUCTION Design education usually employs project-based learning, in which students learn to research, plan, design and reflect on the creation of technological projects [1], [2]. Student experience issues may influence students' design process, as well as their perception of professional knowledge development. Studies have pointed out students are ill-informed about design education when entering university [3]. In the field of design, although there have been student surveys to analyze design thinking skills and for assessing design literacy. However, these studies are primarily assessment tools, and do not investigate students’ attitudes or experiences of their design courses. While several studies focus on measuring students’ cognitive knowledge, assessments of affective variables, such as attitude, are far fewer in number. The objective of this study was to investigate student experiences, specifically the issues and challenges faced by students in three foundational design courses – focusing on introductory design, architectural design and engineering design – at the . We investigate issues such as how do students experience various instruction modes such as lectures and studio; and their experience of working individually or as teams in the three foundational design courses. 2 METHOD We conducted a survey in three foundational design courses, in both online and paper format. The survey comprised quantitative and qualitative components. Respondents consisted of 248 students from the introductory design course, 48 students from the introductory architectural design course and 71 students from the engineering design course. Respondents rated their perceptions on 23 items in two types of questions: Likert, semantic differential. Additionally, they provided their input in two open-ended questions. 3 RESULTS A principal component analysis conducted on the data revealed five factors that primarily contributed to students’ perception of foundational design courses: (1) the fun aspects of design, (2) the stressful aspects of design, (3) Course Pressures, (4) Student temperament issues, (5) Teamwork experience. Performance pressures majorly affected student experience in all three courses. The architectural design course was seen to be the most enjoyable for students, as fun scores were higher than the stress scores, and low course pressures. The engineering design course was observed to be very stressful for students, with low scores for fun. 4 SIGNIFICANCE Student perception of foundational design courses is important because it can be used to drive forward changes in curriculum and pedagogy. While this study uses data from one university, the issues reported here are generic and relevant for instructors developing design courses across different parts of the world. Research in student experience and perspectives is crucial to develop design education and propel it into the future. REFERENCES [1] Y. Doppelt, “Assessing creative thinking in design-based learning,” International Journal of Technology and Design Education, vol. 19, no. 1, pp. 55–65, 2009, [2] N. Lee, “Project methods as the vehicle for learning in undergraduate design education: a typology,” Design Studies, vol. 30, no. 5, pp. 541–560, Sep. 2009, [3] A. B. Gencosmanoglu, “Learning, teaching and administration in design education: DESIGNtrain Project: Training tools for developing design education,” in Procedia - Social and Behavioral Sciences, 2010.

Digital natives are often perceived as experts in managing digital technology, but recent studies show that they do not have a very high level of developing information literacy skills. This research aimed to investigate the relationships between students' level of development of information literacy skills and the teacher's level of expression of pedagogical skills. A correlational research design was used. The research method was questionnaire survey. The results show that there are links between how students perceive pedagogical competences in action and the level of assimilation of information and information literacy skills.

Assessment in capstone engineering design courses is vital to engineering education programs. The capstone design course is the climax of design education and often the context for much of the assessment done in engineering degree programs. Capstone design course instructors’ admittedly low confidence for assessing student performance in these courses poses a crucial obstacle to the assessment process. A key issue is a lack of clear outcomes definition for engineering design and sound, defensible assessments for these outcomes. This paper draws from findings in design literature and from engineering design education experience to construct a conceptual model of engineering design that guides development of associated design learning outcomes and assessment of student achievements in design. A conceptual model of design is vital to design education, because it is one of three essential cornerstones— model, observation, and interpretation— for constructing assessments. In the context of an engineering classroom, design performance produces two different and complementary types of outcomes: learner development and solution development. Further, design is: open-ended, iterative, creative, collaborative, goal-driven, process-intensive, productfocused, customer-oriented, value-added, and constrained by society. Learner and solution development usually progresses from a state of students’ fragmented understanding and ideas to a more mature state of integrated understanding and design solutions. The proposed conceptual model for engineering design identifies four areas of performance that describe design: (1) personal capacity, (2) team processes, (3) solution requirements, and (4) solution assets. The first two characterize learner development and the latter two characterize solution development. Personal capacity is the designer’s development of skills which support technically sound and responsible design. Team processes address a team’s behaviors and productivity in design activities. Solution requirements address the team’s understanding of stakeholder needs and concerns. Solution assets encompass the value added, practicality, and impact of the design solution. These four performance areas are essential to design. They identify performances that develop over time, contribute to the success of design outcomes, and stimulate growth in one another for integrated enhancement of design performance. They also provide the basis for a versatile, comprehensive definition of engineering design performance that can guide instruction and can focus assessments in capstone engineering design courses.

This report gives an overview of the work to date of the Welsh Information Literacy Project (WILP). WILP is a cross sector project looking to embed information literacy skills across Wales and has been funded by the Welsh Government through CyMAL (Museums, Archives and Libraries, Wales). The report provides specific details of phase three of the project (April 2012-March 2013). The focus of this current phase of the project is the development of information literacy skills amongst public library staff so that these staff can support the development of information literacy skills amongst the whole range of different public library users. In addition, the project is supporting the development of information literacy skills amongst secondary school pupils, by working with school librarians and teachers.

This work reviews best practices in first-year engineering design courses at 40 universities across Canada and the United States. The authors reviewed the subject matter and instructional methods of these engineering design courses. University selection was based on prominence, level of engineering design content, and availability of data. The authors narrowed the scope of the study to seven Canadian programs and eight American programs for further investigation: University of British Columbia, University of Calgary, University of Manitoba, Queen’s University, University of Sherbrooke, University of Toronto, University of Western Ontario, University of Colorado, Franklin W. Olin Engineering College, Harvey Mudd College, Massachusetts Institute of Technology, Northwestern University, Rensselaer Polytechnic Institute, Stanford University, and Virginia Polytechnic Institute. The authors then identified six reoccurring themes in the methods of engineering design instruction: full-scale project, small-scale project, case study analysis, reverse engineering project, design tools and methods instruction, and integration. These themes are then discussed from the point of view of educators looking to develop first-year engineering design courses.

In Memoriam: Dr. Clive L. Dym (1942–2016)

Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills

In Hungary, the digital pillars of an information society have not been given serious consideration as a complex entity; the structured foundation and development of information literacy have not been achieved. A complex set of competencies necessary to navigate in the information society has to be developed at three levels: basic education (primary and secondary schools), higher education and adult education. The components of information literacy are to be compared with the requirements of the national curriculum, and assigned to the appropriate levels of education. The core elements at each level are selected. In this way a systematic approach for teaching information literacy can be applied from the elementary school to adult education. The aim of the paper is to outline a methodology of creating a curriculum framework for the consecutive development of information literacy skills and competencies at all levels of education.

This paper explores some sustainability issues as they relate to library services for a growing cohort of online university students. The students in question come from a range of educational backgrounds, countries and cultures. Addressing their needs has become increasingly important as the amount of information available continues to grow, the nature of information access changes, and the number of students taking up online study also grows. Lifelong learning has long been recognised as necessary to adapt to changing roles in the information rich society and the resulting need to upgrade education and work skills. The IFLA statement on libraries and sustainable development highlights the importance of improving educational and social skills in an information rich society. One of the results of development is the explosion of information; with that comes the need to be able to filter the good information from the bad. This author is convinced that the increasing amount and easy availability of information mean that the development of information literacy skills is more critical than ever. As Gorman1 argues, the key to bridging the literacy divide (thus being a contributor to sustainable development) is information literacy; the ability to understand, filter, evaluate and use information. Using the example of Open Universities Australia (OUA) students, the paper focuses on the emerging role of Distance Liaison Librarian at Swinburne University of Technology. Library services to support distance learning and information literacy needs are scrutinised in terms of the particular requirements of the growing numbers who are choosing to study online. A review of the literature to identify issues of sustainability in relation to library services to online students, particularly addressing the development of information literacy skills is followed by an exploration of the characteristics, needs and challenges of these students. Enabling and supporting these students to develop high order information literacy skills in an online environment raises questions about possible implications for academic library services should the trend to study online increase.

The purpose of this study is to consider how to use the e-Learning system in the engineering design courses at Kanazawa Institute of Technology (KIT). The courses consist of two levels: Engineering Design I (ED I) and Engineering Design II (ED II). The former is taken by all freshmen during the second quarter, and the latter is taken by all sophomores during the sixth quarter. KIT's calendar has three 10-week quarters per year. The courses require students to participate in a team project from the problem discovery stage to the concept design stage. As the first e-Learning trial in the engineering design course, we introduce the collaboration-communication function of the e-Learning system to our ED I class. In this paper, we describe the students' activities in each engineering design process in situations where students can use the e-Learning system.