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Connected Design Rationale: A Model For Measuring Design Learning Using Epistemic Network Analysis, Golnaz Arastoopour Irgens
Connected Design Rationale: A Model For Measuring Design Learning Using Epistemic Network Analysis, Golnaz Arastoopour Irgens
Publications
Virtual learning environments have the potential to support students’ development of design skills in engineering education. However, few approaches exist for modeling and measuring design learning as it emerges in authentic practices, which often includes collaboration. This study merges learning sciences research with engineering design education to develop an approach for modeling and measuring design thinking. I propose a connected design rationale model which identifies relationships among design moves and rationale. Results from a qualitative examination of how professional engineers make connections among moves and rationales were used as the foundation to examine students in virtual internships. Using digital collaborative …
In Search Of Conversational Grain Size: Modelling Semantic Structure Using Moving Stanza Windows, Amanda L. Siebert-Evenstone, Golnaz Arastoopour Irgens, Wesley Collier, Zachari Swiecki, David Williamson Shaffer
In Search Of Conversational Grain Size: Modelling Semantic Structure Using Moving Stanza Windows, Amanda L. Siebert-Evenstone, Golnaz Arastoopour Irgens, Wesley Collier, Zachari Swiecki, David Williamson Shaffer
Publications
Analyses of learning based on student discourse need to account not only for the content of the utterances but also for the ways in which students make connections across turns of talk. This requires segmentation of discourse data to define when connections are likely to be meaningful. In this paper, we present an approach to segmenting data for the purposes of modeling connections in discourse using epistemic network analysis. Specifically, we use epistemic network analysis to model connections in student discourse using a temporal segmentation method adapted from recent work in the learning sciences. We compare the results of this …