Collaborative modelling lab to increase learning engagement

dc.creator	Gwendolyn Kolfschoten
dc.creator	Niki Frantzeskaki
dc.creator	Alexander de Haan
dc.creator	Alexander Verbraeck
dc.date	2008-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:34Z
dc.date.available	2015-08-12T11:21:34Z
dc.identifier	1750-0044
dc.identifier	1750-0052
dc.identifier	https://doaj.org/article/8eb9965a492844bdb955266b169e724b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29027
dc.description	Modelling is one of the critical skills that engineering students need to acquire. Models are used to represent complex processes or systems in order to enhance understanding of a particular aspect. Hence, models need to be constructed in such a way that information and understanding of a complex reality can be reduced to a pragmatic assessment at the project level. In modelling education we find a paradox. The end-result of a modelling exercise is, by definition, a less complex representation of the system or process that is studied. Therefore, when providing examples of a modelling task, the true complexity of the analysis and process is often underestimated. Consequently, studying worked examples of a model or observing a teacher during the modelling process is insufficient to learn how to analyse and to model a system or a process. The difficulty of the task is only experienced and understood when students try to model by themselves. However, from the authors’ experience, this is difficult to accomplish in a classroom setting. In this study we tested a new method for a modelling lab: a semi-structured interactive workshop in which students work in groups on large whiteboards using flexible modelling blocks. We evaluated the method using a questionnaire and the results are encouraging.
dc.language	English
dc.publisher	The Higher Education Academy
dc.relation	http://www.engsc.ac.uk/journal/index.php/ee/article/view/107/138
dc.relation	https://doaj.org/toc/1750-0044
dc.relation	https://doaj.org/toc/1750-0052
dc.rights	CC BY-NC-ND
dc.source	Engineering Education, Vol 3, Iss 2, Pp 21-27 (2008)
dc.subject	collaborative planning
dc.subject	engineering education
dc.subject	modelling
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:General and Civil Engineering
dc.subject	DOAJ:Technology and Engineering
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	DOAJ:General and Civil Engineering
dc.subject	DOAJ:Technology and Engineering
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Engineering (General). Civil engineering (General)
dc.subject	TA1-2040
dc.subject	Technology
dc.subject	T
dc.title	Collaborative modelling lab to increase learning engagement
dc.type	article