East Tennessee State University (UNITED STATES)
About this paper:
Appears in: INTED2014 Proceedings
Publication year: 2014
Pages: 3811-3813
ISBN: 978-84-616-8412-0
ISSN: 2340-1079
Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain
Critical thinking, teamwork, and communication skills are fundamental components to the design process, and with technology, building systems and construction there is a need for collaboration among professionals during the early stages of a project. It is essential that students emerging into the profession are knowledgeable of, and committed to, construction and design while being able to learn in a collaborative environment.

In essence, the learning process is through the active engagement of the learner. Widely recognized as a constructivist approach to learning, teaching concepts with a focus on the active engagement of students within the context of the project increases student success and motivation. Additionally, with constructivism becoming more prevalent in educational environments, hence the recent thrust of focus on student-centered learning, the shift of teaching roles are moving from lecturer to collaborator.

Programs in design and technology, evolving from an inquiring, studio-based learning culture, are uniquely situated to provide a positive example of how undergraduates can work to develop creative design solutions and fully engage in the learning process. In studies on both creativity and student learning and retention, intrinsic motivation is a significant tool to engage students in learning and discovery. When students take possession of their design solutions within a supportive and collaborative learning environment, one that monitors them and provides momentum for them to discover new questions, they will learn and ascertain new knowledge with greater achievement.

Collaborative learning fosters the development of social and cognitive learning through development of critical thinking, interpersonal relations, social support, and creativity. In this studio, building systems, interior construction, environmental controls and collaborative learning are addressed in several standards (5, 13, and 14) for program accreditation as stated in the 2011 professional standards of the Council for Interior Design Accreditation.

Students were introduced to concepts used in design and technology education. Group work strategies and grading structures were actively used to encourage participation. Concepts were purposefully selected to include the following variables—site, structural and non-structural systems, electrical and thermal design, indoor air quality, behavior and application in order to create a building system and construction interactive “game”.

This presentation shares the experience of junior level students, developing an achievable design solution and engaging students throughout the creation process. Particular attention is given to the process of guiding and engaging undergraduate students in an agenda that illustrates how these procedures can be used in design studios.
Collaborative learning, building systems, interior design, engineering technology, digital media, student interaction, video projects.