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- Bernhard, Jonte, 1953-, et al.
(author)
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By hand and by computer : – a video-ethnographic study of engineering students’ representational practices in a design project
- 2020
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In: Educate for the future. - Aalborg : Aalborg Universitetsforlag. - 9788772103136 ; , s. 561-570
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Conference paper (peer-reviewed)abstract
- In engineering education there has been a growing interest that the curriculum should include collaborative design projects. However, students’ collaborative learning processes in design projects have, with a few exceptions, not been studied in earlier research. Most previous studies have been performed in artificial settings with individual students using verbal protocol analysis or through interviews. The context of this study is a design project in the fifth semester of the PBL-based Architecture and Design programme at Aalborg University. The students had the task to design a real office building in collaborative groups of 5–6 students. The preparation for an upcoming status seminar was video recorded in situ. Video ethnography, conversation analysis and embodied interaction analysis were used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task. Complete six hours sessions of five groups were recorded using multiple video cameras (2 – 5 cameras per group).The different collaborative groups did not only produce and reach an agreement on a design proposal during the session – in their design practice they used, and produced, a wealth of tools and bodily-material resources for representational and modelling purposes. As an integral and seamless part of students’ interactional and representational work and the group’s collaborative thinking bodily resources such as “gestured drawings” and gestures, concrete materials such as 3D-foam and papers models, “low-tech” representations such as sketches and drawings by hand on paper and “high-tech” representations as CAD-drawings were used.These findings highlight the cognitive importance of tools and the use of bodily and material resources in students’ collaborative interactional work in a design setting. Furthermore, our study demonstrates that a focus primarily on digital technologies, as is often the case in the recent drive towards “digital learning”, would be highly problematic.
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| 2. |
- Bernhard, Jonte, 1953-, et al.
(author)
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Engineering Students’ Dynamic and Fluid Group Practices in a Collaborative Design Project
- 2023
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In: Proceedings of SEFI Annual Conference.
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Conference paper (other academic/artistic)abstract
- There is a growing interest in engineering education that the curriculum should include collaborative design projects. Collaboration and collaborative learning imply a shared activity, a shared purpose, a joint problem-solving space, and mutual interdependence to achieve intended learning outcomes. The focus, in this study, is on engineering students’ collaborative group practices. The context is a design project in the fifth semester of the problem-based Architecture and Design programme at Aalborg University. Students’ collaborative work in the preparation for an upcoming status seminar was video recorded in situ. In our earlier studies video ethnography, conversation analysis and embodied interaction analysis have been used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task on a momentmoment basis. In this paper we report from a one-hour period where a group of four engineering students do final designs in preparation for the status seminar. Using recorded multi-perspective videos, we have analysed students’ fine-grained patterns of social interaction within this group. We found that the interaction and collaboration was very dynamic and fluid. It was observed that students seamlessly switched from working individually to working collaboratively. In collaborative work students frequently changed constellations and would not only work as a whole group, but also would break into subgroups of two or three students to do some work. Our results point to the need to investigate group practices and individual and collaborative learning in design project groups and other collaborative learning environments in more detail and the results challenge a naïve individualcollaborative- binary.
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| 5. |
- Bernhard, Jonte, 1953-, et al.
(author)
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Group Practices in a Collaborative Design Project : A Video-Ethnographic Study
- 2023
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In: Proceedings of the 19th International CDIO Conference.
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Conference paper (peer-reviewed)abstract
- CONTEXT: There is a growing interest in engineering education that the curriculum should include collaborative design projects. The problem-based and project-based learning context of this study is a design project in the fifth semester of the problem-based Architecture and Design programme at Aalborg University. The students had the task to design a real office building in collaborative groups of five to six students. PURPOSE: Collaboration and collaborative learning imply a shared activity, a shared purpose, and a mutual interdependence to achieve the intended learning outcomes. In earlier studies we have highlighted the cognitive importance of tools and the use of a wealth of bodily and material resources in students’ collaborative interactional work in the design project. In this study, we focus on students’ collaborative group practices in the design project. The fine-grained details of collaborative work in engineering students design projects are currently underresearched. METHODOLOGY: The preparation for an upcoming status seminar was video recorded in situ. Video ethnography, conversation analysis and embodied interaction analysis were used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task. Complete six hours sessions of five groups were recorded using multiple video cameras (two to five cameras per group). OUTCOMES: The fine-grained patterns of social interaction within groups were found to be complex and dynamic. In the video recordings it was observed that students often changed constellations and break into subgroups of one, two or three students to do some work and to congregate later as a whole group. Thus, we found that the patterns of collaboration in groups practical day-to-day work were not static but displayed a myriad of different patterns. CONCLUSION: Our results challenge a naïve individual-collaborative binary and point to the need to investigate group practices and individual and collaborative learning in design project groups and other collaborative learning environments in more detail. Physical settings in active learning environments should make fluid collaboration patterns in students’ collaborative work feasible and it should be encouraged by instructors.
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| 6. |
- Bernhard, Jonte, 1953-, et al.
(author)
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Is “Digital Education” The Right Way Forward? : Or Is, Maybe, Postdigital Education What Is Needed!
- 2022
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Conference paper (peer-reviewed)abstract
- The use of “digital tools” have usually played an important role in the transformation to “emergency remote teaching” during the pandemic. However, even before the pandemic there has been a strong pressure that education should become more “digital”. Nevertheless, we see several problems associated with the present discourse related to “digitalisation” of education. 1) It often unclear what is meant with “digital education”, 2) very narrow view of “digital tools” too mainly be tools for information and communication neglecting other uses of digital technology, 3) unbalanced focus on “digital tools” there other tools are either neglected or seen as inherently inferior and “old-fashioned”, 4) conflation between “digital” and “distance”, 5) adherence to either a technological determinism or a pedagogical determinism (technology is a neutral tool). Engineering students’ courses of action have been videorecorded in design projects and in electronics labs at two universities. It can bee seen that students’ use a wealth of bodily-material resources that are an integral and seamless part of students’ interactions. They use bodily resources, concrete materials, “low-tech” inscriptions as well as “high-tech” (“digital”) inscription devices. Our results challenge that by hand – by computer and analogue tools – digital tools should be seen as dichotomies. Our empirical evidence suggests that students should be trained to not only be trained to work with “digital” tools but with a multitude of tools and resources. We, thus, advocate that a postdigital perspective should be taken in education where the digital makes up part of an integrated totality
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| 7. |
- Bernhard, Jonte, et al.
(author)
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Practical Epistemic Cognition in a Design Project - Engineering Students Developing Epistemic Fluency
- 2019
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In: IEEE Transactions on Education. - : IEEE. - 0018-9359 .- 1557-9638. ; 62:3, s. 216-225
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Journal article (peer-reviewed)abstract
- Contribution: This paper reports engineering students' practical epistemic cognition by studying their interactional work in situ. Studying "epistemologies in action'' the study breaks away from mainstream approaches that describe this in terms of beliefs or of stage theories.Background: In epistemology, knowledge is traditionally seen as "justified true belief'', neglecting knowledge related to action. Interest has increased in studying the epistemologies people use in situated action, and their development of epistemic fluency. How appropriate such approaches are in engineering and design education need further investigation.Research Questions: 1) How do students in the context of a design project use epistemic tools in their interactional work? and 2) What are the implications of the findings in terms of how students' cognitive and epistemological development could be conceptualized?Methodology: A collaborative group of six students were video recorded on the 14th day of a fifth-semester design project, as they were preparing for a formal critique session. The entire, almost 6 h, session was recorded by four video cameras mounted in the design studio, with an additional fifth body-mounted camera. The video data collected was analyzed using video ethnographic, conversation analysis, and embodied interaction analysis methods.Findings: The results show that the students use a wealth of bodily material resources as an integral and seamless part of their interactions as epistemic tools, in their joint production of understanding and imagining. The analysis also suggests that students' epistemological and cognitive development, individually and as a group, should be understood in terms of developing "epistemic fluency.''
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| 8. |
- Davidsen, Jacob, et al.
(author)
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Everything comes together
- 2020
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In: Thinking Skills and Creativity. - : ELSEVIER SCI LTD. - 1871-1871 .- 1878-0423. ; 37
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Journal article (peer-reviewed)abstract
- Previous studies of engineering and design students found that they are less competent than professionals in managing iterative processes, working with ill-structured problems and integrating objects and materials into their design process. Accordingly, there is a broad interest in understanding how students learn to design collaboratively and how they are becoming professionals. In this paper, we explore how a group of architectural engineering students are collaboratively developing a dialogic practice, which resembles how professionals work. We base this analysis on video extracts of a group of students preparing for a formal design review session by asking: What are the characteristics of students dialogic practice in a collaborative design project? Does it develop into a professional dialogic practice? Based in embodied interaction analysis of the video extracts, we show how this professional dialogical practice is developed using bodily, material and historical resources, rather than only being manifested in verbal discourse. We argue that mastering these dialogic practices is an important part of becoming a professional. Our analysis shows that the students are oriented to the tactile and kinaesthetic aspects of their collaborative work, they engage in collaborative embodied design activities and they integrate the history of the design process by repurposing materials in their current activity. We also argue that our methodological orientation to the students interactional work allows us to see how they develop a dialogic practice better than existing studies using protocol analysis.
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| 9. |
- Jandrić, Petar, et al.
(author)
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Teaching in the Age of Covid-19
- 2020
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In: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 2:3, s. 1069-1230
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Journal article (other academic/artistic)abstract
- A collection of 84 author's testimonies and workspace photographs between 18 March and 5 May 2020.
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| 10. |
- Jandrić, Petar, et al.
(author)
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Teaching in the Age of Covid-19 : The New Normal
- 2022
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In: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868. ; 4:3, s. 877-1015
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Journal article (peer-reviewed)abstract
- On 17 March 2020, Postdigital Science and Education launched a call for testimonies about teaching and learning during very frst Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19’ (attached), presents 81 written testimonies and 80 workspace photographs submitted by 84 authors from 19 countries. On 17 March 2021, Postdigital Science and Education launched a call for a sequel article of testimonies about teaching and learning during very first Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19—1 Year Later’(attached), consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries.These two articles have been downloaded almost 100,000 times and have been cited more than 100 times. This shows their value as historical documents. Recent analyses, such as ‘Teaching in the Age of Covid-19—A Longitudinal Study ’(attached), also indicate their strong potential for educational research. As the Covid-19 pandemic seems to wind down, pandemic experiences have entered the mainstream. They shape all educational research of today and arguably do not require special treatment. Yet, our unique series of pandemic testimonies provides a unique opportunity to longitudinally trace what happens to the same people over the years—and this opportunity should not be missed.Today, we launch a call for fnal sequel: Teaching in the Age of Covid-19—The New Normal. In this sequel, we would like to hear about ways in which you—contributors to the previous articles—have established your own new normal. We hope that this will be the last iteration in this series of testimony articles. Unless the world faces another strong pandemic outburst, we would like to end the series with this last article.
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| 12. |
- Ryberg, Thomas, et al.
(author)
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Ecotones : a Conceptual Contribution to Postdigital Thinking
- 2021
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In: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 3:2, s. 407-424
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Journal article (peer-reviewed)abstract
- In this paper, we explore the notion of ecotones and argue how it can contribute to postdigital thinking. We do so using two empirical examples as backdrop for our discussions. We argue the concept of ecotones can add to postdigital research particularly in relation to addressing problematic dichotomies such as the digital vs analogue/material. We highlight how the notion of ecotones has a conceptual dimension having to do with tensions, diversity and richness emerging in the meeting between two entities. Secondly, we discuss how ecotones have a spatial and material dimension. Through the analysis of empirical examples, we discuss how the notion of ecotones can contribute to postdigital theory and analytic approach to dichotomies, such as the digital vs analogue/material. Further, we discuss ecotones in relation to hybridity and liminality, which are similar concepts.
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| 13. |
- Ryberg, Thomas, et al.
(author)
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Knowledge Forms in Students' Collaborative Work : PBL as a Design for Transfer work
- 2020
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In: Designing for situated knowledge transformation. - Abingdon, Oxon, UK : Routledge. - 9780367225735 - 9780429275692 ; , s. 127-144
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Book chapter (peer-reviewed)abstract
- This chapter analyses selected video data from a long-term, collaborative problem-based project work conducted by groups of Architecture and Design students within the frame of the Aalborg PBL model. This pedagogical model is discussed in relation to the analytic framework for transfer developed in Chapters 2 and 3. Following that, the chapter zooms in on selected extracts of video data of students’ actual group work, which is analysed from the perspective of embodied interaction analysis. Through the use of this analytical perspective, the chapter draws out two themes: “Embodiment – the intimacy of talk, gestures and artefacts” and “The material, collective history of the group and the production of shared artefacts and practices”. In relation to the first theme, it is discussed how e.g. the bodily-material handling of a styrofoam model can be viewed as an example of ‘practical knowledge’ that transgresses a merely ‘communicative’ or ‘illustrative’ purpose and can be seen as a way of ‘building an argument’ within a design process and as participating in an ‘epistemic design game’. In relation to the second theme, this argument is extended to include the physical surroundings the students work in and it is argued that the students develop ‘practical knowledge’ as patterns of practice for organising their work, organising the studio and working with models. In the conclusion, this is discussed in relation to the Aalborg PBL model.
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