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Online Design Platforms: A Design Ba...

Mohney, Michael R.

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Online Design Platforms: A Design Based Research Project Describing Participant Interactions that Support Collaborative Design Activities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Online Design Platforms: A Design Based Research Project Describing Participant Interactions that Support Collaborative Design Activities./
Author:	Mohney, Michael R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	172 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
Subject:	Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13804026
ISBN:	9780438717282

Online Design Platforms: A Design Based Research Project Describing Participant Interactions that Support Collaborative Design Activities.
Mohney, Michael R.

Online Design Platforms: A Design Based Research Project Describing Participant Interactions that Support Collaborative Design Activities. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 172 p.

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2018.

This item must not be added to any third party search indexes.

This dissertation addresses the integration of an existing collaborative design pedagogy model, Learning by Collaborative Designing, to support students' learning in an online design platform in an undergraduate landscape design course. Five design teams (n = 15, 3 students per team) participated in this study during the spring 2017 semester. Design-based research methods guided this study's design, which focused on the third iteration of an online collaborative design activity. Data analysis relied on five design team discussions, fifteen individual design artifacts, and multiple iterations of five team designs to develop a thorough understanding of design team's learning experiences. Two qualitative content analyses were performed on: (1) the Trimble Connect discussion forum focusing on Learning by Collaborative Designing Guidelines and how they supported the instructional intervention, and (2) the collaborative design activity of one design team use of components from the educational theory of cognitive apprenticeship. Findings from the first analysis revealed that while LCD Guidelines were effective at facilitating a collaborative design activity in a web-based environment, additional support from faculty was needed as students progressed throughout the instructional intervention. Findings from the second analysis revealed that cognitive apprenticeship constructs reflection and articulation encouraged more detailed justifications, explanations, and elaborations when design team members provided feedback or proposed solutions.

ISBN: 9780438717282Subjects--Topical Terms:

3432465
Instructional Design.

Online Design Platforms: A Design Based Research Project Describing Participant Interactions that Support Collaborative Design Activities.
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520 $a This dissertation addresses the integration of an existing collaborative design pedagogy model, Learning by Collaborative Designing, to support students' learning in an online design platform in an undergraduate landscape design course. Five design teams (n = 15, 3 students per team) participated in this study during the spring 2017 semester. Design-based research methods guided this study's design, which focused on the third iteration of an online collaborative design activity. Data analysis relied on five design team discussions, fifteen individual design artifacts, and multiple iterations of five team designs to develop a thorough understanding of design team's learning experiences. Two qualitative content analyses were performed on: (1) the Trimble Connect discussion forum focusing on Learning by Collaborative Designing Guidelines and how they supported the instructional intervention, and (2) the collaborative design activity of one design team use of components from the educational theory of cognitive apprenticeship. Findings from the first analysis revealed that while LCD Guidelines were effective at facilitating a collaborative design activity in a web-based environment, additional support from faculty was needed as students progressed throughout the instructional intervention. Findings from the second analysis revealed that cognitive apprenticeship constructs reflection and articulation encouraged more detailed justifications, explanations, and elaborations when design team members provided feedback or proposed solutions.
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