Design-based learning ( DBL ), also known as design-based instruction , is an inquiry-based learning form, or pedagogy, based on integration of design thinking and the design process into the classroom at the K-12 and post-secondary levels. Design-based learning environments can be found in many disciplines, including those traditionally related to design (eg art, architecture, engineering, interior design, graphic design), as well as others that are not usually considered design-related (science, technology, business, humanities ). DBL, as well as project-based learning and problem-based learning, are used to teach 21st century skills such as communication and collaboration and foster deeper learning.
Deeper learning is supported when students design and create artifacts that require understanding and application of knowledge. DBL activity supports iterations as students create, rate, and redesign their projects. The complexity of work often requires collaboration and special roles, providing students with the opportunity to become "experts" in a particular field. The design project requires students to set goals and limitations, generate ideas, and create prototypes through storyboards or other representational practices. Robotics competitions in schools are popular design-based learning activities, where student teams design, build and then pilot their robots in competitive challenges.
Design-based learning was developed in the 1980s by Doreen Nelson, a professor at California State Polytechnic University, Pomona and the Art Center College of Design. His findings suggest that kinesthetic solutions help students acquire, maintain, and synthesize information in a practical way.
Video Design-based learning
Design process
The design process is a recurring process that has various sequential steps:
- investigate the context
- identification needs
- develop criteria
- generate alternatives
- select alternate
- prototype/test
- generate
- evaluation
A similar approach is the ADDIE Learning Model, a generic process framework used by instructional designers and training developers. This is a descriptive guide with five distinct phases:
- Analysis
- Design
- Development
- Deployment
- Evaluation
Maps Design-based learning
Results
Positive benefits of a design-based learning approach have been observed, including student-based learning where students (often) identify their project needs, develop their own ideas, and engage in broader thoughts than with traditional script-based question models. Results from a 2008 study by Mehalik et al. found a significant improvement in student performance using the DBL model compared with the model written. A 1998 study (Fraser, Fraser & Tobin, 1991) suggests that DBL has the potential to increase students' desire to learn, increase success in science classes, and increase interest in science topics. Students are observed to engage in DBL and low-achieving students are able to explain concepts at a higher level than their teachers have previously observed. Deep experience in design activities and the creation of meaningful results in technology is observed in terms of finished products, documentation, and reflection.
Significant benefits of DBL application have been observed in the areas of mathematics and science (Darling-Hammond et al., 2008). Research has found that students who participate in learning by design projects have a more systematic understanding of the parts and functions of systems that control groups (Hmelo, Holton, & Kolodner, 2000).
A 2000 study (Hmelo, Holton, and Kolodner) found that design projects led to better learning outcomes and included deeper learning than traditional learning approaches. The researchers also noted that the students developed a greater understanding of complex systems. The study found that in using DBL, both higher performing and underachieving students showed strong evidence of progress in learning targeted concepts, students were able to apply key concepts in their work, and there was a positive effect on motivation and ownership. more than the work product by both groups and each student.
Implementation
21st century skills teaching is more effective when teachers gain skills both in practice and in teaching these skills, which ultimately become successful 21st century learners in the field of: communication and collaboration between teachers and with students; be flexible with new class dynamics; foster independent student learning; adapting the teaching style and learning to a new pedagogical approach.
Challenges to implement DBL include developing instructor skills:
- the teacher's ability to choose supportive topics and activities, and benefit from, different perspectives and real-world experiences of students
- select students who will work well
- setting the effective ground rules to ensure equal opportunity to participate,
- encourages many strategies to encourage full participation for all team members.
See also
- 21st century skills
- Design thinking
- Problem-based learning
- Project-based learning
- STEM field
References
- Fraser, B. J., & amp; Tobin, K.: Incorporates qualitative and quantitative methods in classroom environmental research. In B. J. Fraser & amp; H. J. Walberg (Eds.), Environmental education: Evaluation, antecedents, and consequences (pp.Ã, 271-290). Oxford, UK: Pergamon Press. 1991.
External links
- Design Based Learning
- Design Based Learning for STEM
- Education in the new millennium: the case for design-based learning , the International Council of the Industrial Design Society
- About Design Based Learning, Cal Poly Pomona
Source of the article : Wikipedia
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