fostering student’s innovative · work plan 5. main outcomes ... innovation = creativity +...

Fostering student’s innovative capacity in undergraduate

Building Technology Education (BTE).

Ir. Robert Ovbiagbonhia

Promotor: prof. dr. P. den Brok (Tue)Co-promotor: dr. B. Kollöffel (Ut)

dr. M. Wolfensberger (lector Hanze)

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Research Context & Relevance

• Critical to economic and societal success (McAloone, 2007)

• Innovate capacity is a competence (Coakes & Smith, 2007)

• End qualification (HOG, 2015)

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But no clear instructional programs…

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Research question

The research aim - to develop teaching-for-learning interventions that foster

undergraduate students’ innovative capacity.

Overall research question- what teaching-for-learning intervention(s) can improve students’

innovative capacity in undergraduate Building Technology Education?

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Pastactivities

Phase 1Problem

establishment

Phase 2&3Intervention design

Experiment

End Phase Dissertation

Nov. ‘16 – Sep. ‘18

-Developing & testing-Max. 3 design iterations-Experimental test of effects

Sep. ’18 - Sep. ‘19

-Writing the dissertation-PhD defence-Dissemination

Sep.’14 – Dec. ’15

-Theoret. framework -EBTE Profile research-Focus group & Delphi

Sep.‘15 – Sep. ’16

-Needs analysis-Context analysis

Work plan

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Main outcomes

• Better prepare students for careers

• Contribute to teachers’ professional development

• Provide empirical link between TL innovative capacity

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The INNOVATION process includes:

All of which entailsIDEA GENERATION

which involves:

CREATIVITY

DESIGN activities

INVENTION activities which are also:

PROBLEM SOLVING activities

Related Concepts

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Innovation Process

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Innovation = Creativity + Implementation.

Creativity Implementation

1. Idea FINDING

2. Idea SHAPING

3. IdeaPLAYING

4. IdeaREFINING

5. IdeaSHARING

Innovative problem-solving process. Skaggs, West, & Wright, 2013).

CPS Process

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Creativity Implementation

1. Problem

Definition

2. Idea Generation

3. IdeaEvaluation

4. IdeaJudgment

5. SolutionImplementation

Creative problem-solving process. (Lumsdaine, 1999)

JUDGE DETECTIVE EXPLORER ARTIST

ENGINEER

PRODUCER

Analytical, Factual, logical, critical

Holistic, Imaginative, contextual, Visual

Planned, controlled, Administrative, Detailed

Value-based, intuitive, Interpersonal Emotional

B C

A D3. Creative Idea Evaluation

1. Problem Definition

5. Solution Implementation

4. Idea Judgment

3. Idea Generation

IPSF & MM

Creative problem solving framework and metaphorical mindsets superimposed on the Herrmann brain dominance instrument (HBDI) four-quadrant model (after Lumsdaine et al. 1999). 10

Teaching Innovation4 major instructional strategies:

• User-centred approach

• Trans/multidisciplinary teams

• Project-based learning

• A practice supportive climate

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Measuring Innovative Capacity

Our research will use 3 instruments:

• The youth innovation skills measurement tool (YISMT)

• Torrance Tests of Creative Thinking (TTCT)

• The Ideas Generation Implementation (IGI)

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Great impact on linksbetween components

Little impact on linksbetween components

Little impact oncomponents

Great impact oncomponents

ArchitecturalInnovation

RadicalInnovation

IncrementalInnovation

ModularInnovation

The Architectural Innovation Model (AIM) (Henderson and Clark 1990).

Levels of Innovation

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Students’ Learning Activities

Teachers’ instructions Students’ Assessment Task

Student

Innovative Capacity

Innovative Process Verb Taxonomy

Teachers’ Goal (Innovative Process)

Instruction Design

Task Design

Feedback Design

Real world Problem Based

Inter-disciplinary Collaboration

Reflective Practice

Expert comparative Judgement

Standardized Test

Survey

Students’ Innovative Capacity AssessmentTechniques

CAM Redesign IC

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Teaching/learning activities

Idea finding objectives

Idea shaping objectives

Idea playing objectives

Idea refining objectives

Idea sharing objectives

Curriculum objectives

Observe Experience Inquire

Organize Simplify Clarify

Combine (connect)

Associate Reframe

(restructure) Widen

Visualize Validate Iterate

Show Demonstrate Describe

Assessments task

References:(Biggs, 2003)

(Amabile, 1996; Lumsdaine, 1999; Skaggs, West, & Wright, 2013).

(Amabile, 1996; Lumsdaine, 1999; Skaggs, West, & Wright, 2013).

(Antonietti, Colombo & Pizzingrilli, 2011; Skaggs, West, & Wright, 2013)

(Amabile, 1996; Lumsdaine, 1999; Skaggs, West, & Wright, 2013).

(Amabile, 1996; Lumsdaine, 1999; Skaggs, West, & Wright, 2013).

Curriculum objectives, aligning teaching/leaning activities (TLAs) and assessment tasks

TL Activities & AT

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Overall setup Phase Research Question (RQ) Studies

1. Problemestablishment

RQ1. What aspects of innovativeness do Building Technology (BT) professionals consider relevant for the future BT engineering students?

RQ2. To what degree are these aspects present in the curricula of the built environment education?

Needs analysis (4 UAS) - Focus group & Delphi- Questionnaires survey studyErrors analysis (4 UAS) - TTCT (standardized test)- IGI (Assignment). - YISMT (questionnaire)- 2 Articles

2.Intervention design study

RQ3. What design criteria can be formulated for a teaching-for-learning intervention that stimulates students’ innovative capacity in BTE and how can this intervention be successfully implemented in practice?

Developing & testing; design principles (needs & errors analysis = learning goals)

- Max. 3 Iterations- 1 Article

3. Experimental study

RQ4. What is the effect of the proposed teaching-for-learning intervention on students’ innovative capacity?

- Preparing experimental setup- 1 Article

EDR intervention design guideline

Figure 4. Generic model for conducting educational design research (McKenney & Reeves, 2012)

Analysis

Exploration

Design

Construction

Evaluation

Reflection

Maturing intervention

TheoreticalUnderstanding

Implementation & spread