In this paper, the authors aim to explore how students learn how to learn in a team-based graduate course Designing for Open Innovation using a theoretical framework that focuses on the cognitive functions of team-based processes and team performance.
An automated assessment methodology for the structural and semantic analysis of individual and shared knowledge representations serves as a foundation for the approach. A case study is presented that explores the development of individual mental models and shared mental models over the course.
An assessment of the mental models indicates that in this course three types of learning took place, namely individual learning, team-based learning, and learning from each other.
The automatically generated graphical representations provide insight into the complex processes of the learning-dependent development of individual mental models and shared mental models.
The authors express their deep appreciation to their colleagues Professors Janet K. Allen and Randa Shehab (School of Industrial and Systems Engineering at University of Oklahoma) for the framing of the study and Deniz Eseryel (College of Education) for her encouragement in pursuing this project. Dirk Ifenthaler acknowledges the support from the US Department of State Fulbright Scholarship and the support from the University of Oklahoma School of Education and School of Aerospace and Mechanical Engineering. Farrokh Mistree acknowledges the support from the L.A. Comp Chair and NSF EAGER grants 1042340 and 1258439.
Ifenthaler, D., Siddique, Z. and Mistree, F. (2014), "Exploring learning how to learn in a team-based engineering education", Interactive Technology and Smart Education, Vol. 11 No. 1, pp. 63-82. https://doi.org/10.1108/ITSE-10-2013-0025
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