Design Reasoning Patterns in NPD Education Design
DS 78: Proceedings of the 16th International conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations, University of Twente, The Netherlands, 04-05.09.2014
Editor: Erik Bohemia, Arthur Eger, Wouter Eggink, Ahmed Kovacevic, Brian Parkinson, Wessel Wits
Author: Juuti, Tero Sakari; Lehtonen, Timo; Kaisu, R.
Institution: 1 Tampere University of Technology, Machine and Production Engineering; 2 University of Eastern Finland; 3 University of Tampere, Finland
Section: Teaching Design Education Methods
arch methodology. We use data from our six teaching development projects, most of them reported in earlier E&PDE conferences, the reports and related research. The map is updated based on the research project results, case summaries from the IPPD courses from our experiments and observations during the years 1995-2014.
The design reasoning patterns show how the simulation game creates common point of reference to the students and to the teacher. It is an example how increased pedagogical content knowledge effects on student learning and on teaching effort. For the second question we are able to find reasoning pattern that shows the “Teacher as researcher” –approach is working and how the latest research results can be used quickly in education. The design reasoning pattern for the third question reveals that the background and work life experience of the professor and his predecessors played a key role on the curriculum design and that there are many stakeholders with different needs having effect on the curriculum design.
Our experience is that design reasoning patterns are a useful tool to make subject matter knowledge and pedagogical content knowledge explicit and develop course content and implementation. The map creates common ground for people from different functional areas of university organization to develop curriculum together.