Practice based learning approaches in collaborative design and engineering education

a case study investigation into the benefits of a crossdisciplinary practice based learning strategy

Christian McLening, Lyndon Buck

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This study explores the ongoing pedagogical development of a number of undergraduate design and engineering programmes in the United Kingdom. Observations and data have been collected over several cohorts to bring a valuable perspective to the approaches piloted across two similar university departments while trialling a number of innovative learning strategies. In addition to the concurrent institutional studies the work explores curriculum design that applies the principles of Co-Design, multidisciplinary and trans disciplinary learning, with both engineering and product design students working alongside each other through a practical problem solving learning approach known as the CDIO learning initiative (Conceive, Design Implement and Operate) [1]. The study builds on previous work presented at the 2010 EPDE conference: The Effect of Personality on the Design Team: Lessons from Industry for Design Education [2]. The subsequent work presented in this paper applies the findings to mixed design and engineering team based learning, building on the insight gained through a number of industrial process case studies carried out in current design practice. Developments in delivery also aligning the CDIO principles of learning through doing into a practice based, collaborative learning experience and include elements of the TRIZ creative problem solving technique [3]. The paper will outline case studies involving a number of mixed engineering and design student projects that highlight the CDIO principles, combined with an external industrial design brief. It will compare and contrast the learning experience with that of a KTP derived student project, to examine an industry based model for student projects. In addition key areas of best practice will be presented, and student work from each mode will be discussed at the conference.

Original languageEnglish
Title of host publicationDesign education for future wellbeing
Subtitle of host publicationproceedings of the 14th international conference on Engineering and Product Design Education, Artesis University College, Antwerp, Belgium 6th – 7th September 2012
EditorsLyndon Buck, Geert Frateur, William Ion, et al
Place of PublicationBristol (UK)
PublisherDesign Society
Pages661-666
Number of pages6
ISBN (Print)978-1-904670-36-0
Publication statusPublished - 2012
Event14th international conference on Engineering and Product Design Education - Artesis University College, Antwerp, Belgium
Duration: 6 Sep 20127 Sep 2012

Conference

Conference14th international conference on Engineering and Product Design Education
Abbreviated titleEPDE 2012
CountryBelgium
CityAntwerp
Period6/09/127/09/12
Other14th international conference on engineering and product design education

Fingerprint

Engineering education
learning strategy
engineering
learning
education
Students
student
Product design
industry
transdisciplinary
product design
best practice
personality
experience
Curricula
Industry
curriculum
Education

Keywords

  • CDIO
  • Cross-disciplinary
  • Knowledge transfer partnerships
  • Practice based learning

Cite this

McLening, C., & Buck, L. (2012). Practice based learning approaches in collaborative design and engineering education: a case study investigation into the benefits of a crossdisciplinary practice based learning strategy. In L. Buck, G. Frateur, W. Ion, & et al (Eds.), Design education for future wellbeing: proceedings of the 14th international conference on Engineering and Product Design Education, Artesis University College, Antwerp, Belgium 6th – 7th September 2012 (pp. 661-666). Bristol (UK): Design Society.
McLening, Christian ; Buck, Lyndon. / Practice based learning approaches in collaborative design and engineering education : a case study investigation into the benefits of a crossdisciplinary practice based learning strategy. Design education for future wellbeing: proceedings of the 14th international conference on Engineering and Product Design Education, Artesis University College, Antwerp, Belgium 6th – 7th September 2012. editor / Lyndon Buck ; Geert Frateur ; William Ion ; et al. Bristol (UK) : Design Society, 2012. pp. 661-666
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McLening, C & Buck, L 2012, Practice based learning approaches in collaborative design and engineering education: a case study investigation into the benefits of a crossdisciplinary practice based learning strategy. in L Buck, G Frateur, W Ion & et al (eds), Design education for future wellbeing: proceedings of the 14th international conference on Engineering and Product Design Education, Artesis University College, Antwerp, Belgium 6th – 7th September 2012. Design Society, Bristol (UK), pp. 661-666, 14th international conference on Engineering and Product Design Education, Antwerp, Belgium, 6/09/12.

Practice based learning approaches in collaborative design and engineering education : a case study investigation into the benefits of a crossdisciplinary practice based learning strategy. / McLening, Christian; Buck, Lyndon.

Design education for future wellbeing: proceedings of the 14th international conference on Engineering and Product Design Education, Artesis University College, Antwerp, Belgium 6th – 7th September 2012. ed. / Lyndon Buck; Geert Frateur; William Ion; et al. Bristol (UK) : Design Society, 2012. p. 661-666.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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AB - This study explores the ongoing pedagogical development of a number of undergraduate design and engineering programmes in the United Kingdom. Observations and data have been collected over several cohorts to bring a valuable perspective to the approaches piloted across two similar university departments while trialling a number of innovative learning strategies. In addition to the concurrent institutional studies the work explores curriculum design that applies the principles of Co-Design, multidisciplinary and trans disciplinary learning, with both engineering and product design students working alongside each other through a practical problem solving learning approach known as the CDIO learning initiative (Conceive, Design Implement and Operate) [1]. The study builds on previous work presented at the 2010 EPDE conference: The Effect of Personality on the Design Team: Lessons from Industry for Design Education [2]. The subsequent work presented in this paper applies the findings to mixed design and engineering team based learning, building on the insight gained through a number of industrial process case studies carried out in current design practice. Developments in delivery also aligning the CDIO principles of learning through doing into a practice based, collaborative learning experience and include elements of the TRIZ creative problem solving technique [3]. The paper will outline case studies involving a number of mixed engineering and design student projects that highlight the CDIO principles, combined with an external industrial design brief. It will compare and contrast the learning experience with that of a KTP derived student project, to examine an industry based model for student projects. In addition key areas of best practice will be presented, and student work from each mode will be discussed at the conference.

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McLening C, Buck L. Practice based learning approaches in collaborative design and engineering education: a case study investigation into the benefits of a crossdisciplinary practice based learning strategy. In Buck L, Frateur G, Ion W, et al, editors, Design education for future wellbeing: proceedings of the 14th international conference on Engineering and Product Design Education, Artesis University College, Antwerp, Belgium 6th – 7th September 2012. Bristol (UK): Design Society. 2012. p. 661-666