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Change for group design exercises in a lighting design program
Jönköping University, JTH, Byggnadsteknik och belysningsvetenskap.ORCID iD: 0000-0001-6867-4712
Jönköping University, JTH, Byggnadsteknik och belysningsvetenskap.ORCID iD: 0000-0003-0574-3850
2020 (English)In: Proceedings of the 16th International CDIO Conference, Chalmers University of Technology, Gothenburg, Sweden, 9-11 June 2020, 2020Conference paper, Published paper (Refereed)
Abstract [en]

The lighting design education was recently converted to a three-year bachelor program, from a two-year non-engineering track, in which students' group design exercises resembled a design studio process characterized by high uncertainty, self-anchored problem solving and creativity. Consequently, students who attends to this program is less disciplined in engineering which predominates other educational programs at the School of Engineering. The aim of this study was to map the Lighting design students' ability for a problem-solving approach and their ability of control in group design exercises to create a strategy for sustainable change, if necessary. The study employed a mix-method approach. In the quantitative data gathering, an online survey collected 18 students' responses using convenience sampling on locus of control. Additionally, this survey registered the student's perception on the experienced group design exercise in terms of how concrete (assignment-based) or open (problem-based) the design exercise was. The visualization of this data together with the locus of control measurement revealed that students in the first year (N=4) tend to be located centrally with no preference for problem solving approach. In the meantime, the second-year students (N=6) developed an open (problem-based) approach to problem solving, while their overall control in life is still more external. Finally, the trend for the students on the third year (N=8) move to a more assignment-based approach and more to an internal locus of control. The qualitative investigation involved three focus group interviews (N=13) emphasizing on the following themes: open/closed projects, control, the teacher's role, instructions, demands, realism in the projects, project size, project budget, project time, group dynamics, group size, group roles, leadership, personality, and conflicts. Results reflect a shift in confidence in the ability to exert control over one's own motivation and behavior in the group design exercise. The themes were also reflected in the content of the focus group interviews. Based on these findings and according to the adaptation and implementation of a CDIO's design-implemented experiences, the preparation for introducing small gains for students and staff members were proposed.

Place, publisher, year, edition, pages
2020.
Keywords [sv]
locus of control, lighting design, learning outcomes, active learning, CDIO Standard 5
National Category
Architectural Engineering
Identifiers
URN: urn:nbn:se:hb:diva-31005OAI: oai:DiVA.org:hb-31005DiVA, id: diva2:1819386
Conference
16th International CDIO Conference, Chalmers University of Technology, Gothenburg, Sweden, 9-11 June 2020
Note

Conference hosted on-line by Chalmers University of Technology.

Available from: 2020-06-17 Created: 2023-12-13 Last updated: 2023-12-18Bibliographically approved

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Fischl, GézaWänström Lindh, Ulrika

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