Table 1 GDEC pedagogical and technological design elements mapped to outcomes
From: Beyond “group work”: an integrated approach to support collaboration in engineering education
Desired outcome | Rationale | Pedagogical and technology elements |
|---|---|---|
Developing collaboration skills—via supporting positive interdependence | Johnson et al. (1998) model of cooperative learning. Successful cooperative learning requires positive interdependence. ABET | Complex design problem that requires all team members to contribute Social scripts on collaborating with other team members |
Developing collaboration skills—via supporting individual accountability | Johnson et al. (1998) ABET (2016) | Individual assessment of homework and exams that include content learned via group project. GDEC environment showed how individuals contributed to team artifacts. Social scripts on collaboration |
Supporting constructive criticism for improved collaborative writing | Common problem in collaborative writing (Johnson and Johnson 2007)—plus based on instructor experience | In-class workshop Writing rubric |
Overcoming logistical barriers to collaboration | Students have trouble meeting and the mechanics of sharing writing and designs. | Cloud/Google Drive functionality Anytime anywhere editing Seamless integration task and the technology |
Supporting engineering design | ABET and Reiser (2004) | Scaffolds implemented as epistemic scripts focused on the domain and problem solving task (Reiser 2004; Quintana 2004). |
Ability to communicate analysis results and recommendations | ABET (2016) | Project write ups, both final and the interim project work |
Ability to support your ideas and to write a persuasive summary | ABET (2016) | Epistemic scripts required/structured students’ project analysis results including data support |
Transfer abilities to other problem-solving activities (collaborative and individual) | ABET (2016) | Required reflection on collaboration and problem-solving processes |