Communication in the Implementation of a Metacognitive Strategy for Learning to Design (original) (raw)

Metacognition in the Wild: Metacognitive Studies in Design Education

Proceedings of DRS Learn X Design 2019: Insider Knowledge, 2019

This paper presents a literature review conducted to establish the current state of the discussion on the topic of metacognition in design education based on a review of empirical studies that present the results of educational interventions that introduced aspects of metacognition to design students. Inspired by Edwin Hutchins' seminal book "Cognition in the Wild," this paper intends to start a discovery trip to study metacognitive processes in real-world educational settings as part of a long-term research plan to investigate the intersection of metacognition and design. The paper presents the theoretical framework that contextualizes this review in which the concept of metacognition is discussed and is contextualized in design education. Likewise, the paper presents the methodology that was followed to complete this review, which consisted of four phases: search of relevant literature; sampling and selection of relevant articles; analysis and summary of each source; and synthesis of the body of research. Based on the reviewed articles, it was found that in design education metacognition is addressed as an instructional outcome, as a mechanism to promote other learning outcomes, and as a result of educational interventions. Likewise, it was found that the reviewed studies report, in general, positive results in terms of learning outcomes after conducting metacognitive interventions in design educational settings. Finally, this review identifies the field of metacognition in design education as a research opportunity for further research given the positive results that were found, and the limited body of research that has explored this topic.

The role of metacognition in the first-year design lab

educational technology research and development , 2020

Metacognition, or the ability to think about thinking, plays a significant role in the performance of first-year design students. Although the number of studies that focus on metacog-nition has increased in the past decade, additional studies are needed to more fully investigate metacognition and the use of metacognitive strategies in design education. Thus, this study focused on the influence of metacognitive knowledge, monitoring, and control on first-year design students' performance. The conditions leading to changes in first-year design students' metacognitive thinking and behaviors were also investigated. The processes of gathering data through concurrent verbalization and retrospective verbalization methods and a questionnaire are described. Thematic data analysis was used to extract the emerging themes from these data sources. Results indicated that metacognitive thinking was present in the generation and development of design ideas. Comparisons of higher-and lower-performing students demonstrated the importance of metacognitive thinking during design learning tasks; higher-performing (HP) students tended to focus more on metacognitive thinking, whereas lower-performing (LP) students focused more on cogni-tive activities. Other comparisons between HP and LP students, along with recommendations for improving students' problem solving performance in design courses, are shared.

A Technology-Enhanced Metacognitive Strategy

eCAADe proceedings, 2007

This paper describes the implementation of a technology-enhanced metacognitive strategy that seeks to improve the learning outcomes in beginners design studios. The implementation was based on the use of time-based richmedia tools that allowed the students to document and present the different stages of their design process. The results of the design assignment in the experimental group were compared with the results of the same assignment implemented without such a metacognitive strategy and this comparison has provided evidence about the potential benefits of the tested methods.

Exposing and improving the metacognition of designing through practical structured workshops

1997

This paper is a result of two one week workshops, delivered at the Departement van ProductOntwikkeling (Product Development) de Hogeschool, Antwerp, Belgium. The workshops were delivered to first year undergraduates, on the 5 year degree Product Development course. They consisted of 4 one day design projects around the context of 'children and food' in the first week and 'children and play' in the second. Each project was different in focus and complexity, and the students' means of operating was deliberately constrained in different ways by each of the projects. The pattern of each day was designed so as to both 'fast forward' the students' working and to focus their attention onto different aspects of their designing. Details of the students' reactions at the start and end of the week were collected as a record of the change in their understanding of their designing. The work confirms that it was possible to increase a group of design students&#...

Metacognition in Graphic Design Education

Advances in Education Sciences, 2023

Birinci Basım Ekim, 202 Yayımcı Sertifika No 458 Matbaa Sertifika No 47 8 ISBN 978-625-6454-05-7 ©copyright ki a n a m hakk P a an P i hin e ai ir. a nak ö eri me en a n a amaz, izin a nma an hi ir o a o a amaz. Adres: a o o a. ahri or rk ah. 57 , 06480, amak, nkara, rki e. e efon 90 2 90 8 e. a an ki a. om e-mai a an ki a mai. om PLATANUS PUBLISHING ® Advances in Education Sciences 189 CHAPTER 12

Modeling metacognition in design thinking and design making

International Journal of Technology and Design Education, 2019

Results of numerous studies indicate that metacognition plays a significant role in students’ design education. Despite the growing number of studies on the role of metacognition, the nature of metacognitive processing in design education and how metacognitive strategies contribute to students’ design are not well understood. Thus, the main purpose of this inquiry was to employ rich qualitative data to construct a detailed conceptual model of metacognitive processes in students’ design-thinking and design-making. This study demonstrates that metacognitive thinking plays an essential role in design idea generation and development and that it is an important part of the creative process in design. Moreover, the resulting model illustrates how components of metacognition interact and can provide insights to educators seeking to enhance the design process and its outcomes for learners.

Insights on how metacognition influences knowledge application in product design education

2018

An empirical study investigating creativity relevant factors that impact on knowledge application within the context of Product Design Education has been undertaken in the form of survey. The principal creativity relevant factor is identified as metacognition, which is related to creative thinking. Different kinds of knowledge applied in Product Design students’ final year design projects (FYDPs) have been assembled and arranged into three categories. Possible ways of categorising knowledge according to the influences of metacognition are proposed that may inform design education practices.

The Truth about Designing: Conclusions from the Video Assisted Learning in Design (VALiD) Project

2003

Prescriptive models of design often consider designing to be an objective process. We show, in a study requiring two groups of student designers to produce a 10 minute film from their riginal two and half hour design process, how this is far from the truth. Using qualitative and quantitative analysis we suggest that accounts of designing, while focusing on key events, are determined by how those events fit (or can be made to fit) a particular story narrative. It follows, then, that the prescriptive model is simply one story about designing. We describe the VALiD methodology, a tool for detailed reflection on designing, and speculate that it could be useful in professional design contexts.

Engaging design students through a video-based tutorial system

ERGA Conference (5th: …, 2010

This study explores the efficacy of a video-based tutorial system within second year design education. It reports on a pilot study conducted in semester one, 2010, using an existing academic platform, the second year design core course Technology in Design, in the School of Architecture, Landscape Architecture and Urban Design at the University of Adelaide. Over one semester, 118 design students, including 27 international students, and 11 Graduate Diploma students, engaged with their learning through an online video-based resource, 24/7 Bec, in addition to the traditional teaching mechanisms of lectures and studios. Each video, ten in total, addressed a different design communication skill and was hosted through MyUni. The evaluation process involved intermittent feedback from students throughout the semester, a post-semester survey, and project-specific reflections at the completion of the course. The 24/7 availability and the video-based format of the resource conformed to both the asynchronous learning characteristics of mature-age students and the 'anytime, anywhere' work attitude of Generation-Y students, while also negating common learning hurdles, such as language barriers, of international students. It proved highly beneficial to staff as it eliminated the need to reiterate 'basic skills' teaching within class time, allowing studio sessions to be better utilised engaged in face-to-face development of design projects. The project will expand in 2011 to include other courses and programs within the faculty.

Metacognitive Strategies to Train Creative Thinking Skills in Creating Media for Learning

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018), 2018

Abstract— Students’ creative thinking skill is still found to be low. One strategy to train creative thinking skill is metacognitive strategies. In this strategy, students are trained to monitor their own thinking to come up with ideas to solve problem of creating a work. This study aims to train students' creative thinking skills through metacognitive strategies. Aspect to be measured is skill in creating learning media on the material of coordinate system. This research uses pre-experimental design with one-shot case study which involves 23 Senior High School students of grade XI. Data analysis technique uses descriptive analysis of quantitative and qualitative. Findings indicate that students can create learning media coordination system in the form of a poster, a game of monopoly, and 3D media with creative after experiencing learning with metacognitive strategies. The average score of students’ creative thinking skill on aspect of originality is 84.75 with a very unique category and falls to creative thinking with very high criteria. Learning on metacognitive strategiesbased coordination system is able to train students’ creative thinking skills in making learning media.