Toward infusing modular and reflective design learning throughout the curriculum

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Scopus citations

Abstract

Design is a core activity in computer science and software engineering, but conventional curricula do not adequately support design learning since they isolate the explicit study of design to only a few select courses. This paper reports on our initial efforts toward addressing this challenge through an intervention focusing on the modular deployment of design challenges and design stories throughout the curriculum: Design challenges allow learners to work through open-ended problems, which is followed by the creation of a design story narrative through the use of a structured reflection framework. Our intervention strategy is intended to be easily adoptable within existing curricular structures and leverages reflective-learning theories.

Original languageEnglish (US)
Title of host publication2013 26th International Conference on Software Engineering Education and Training, CSEE and T 2013 - Proceedings
Pages274-278
Number of pages5
DOIs
StatePublished - Oct 8 2013
Event2013 26th International Conference on Software Engineering Education and Training, CSEE and T 2013 - San Francisco, CA, United States
Duration: May 19 2013May 21 2013

Publication series

NameSoftware Engineering Education Conference, Proceedings
ISSN (Print)1093-0175

Other

Other2013 26th International Conference on Software Engineering Education and Training, CSEE and T 2013
CountryUnited States
CitySan Francisco, CA
Period5/19/135/21/13

ASJC Scopus subject areas

  • Software
  • Education

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    Georgas, J. C. (2013). Toward infusing modular and reflective design learning throughout the curriculum. In 2013 26th International Conference on Software Engineering Education and Training, CSEE and T 2013 - Proceedings (pp. 274-278). [6595260] (Software Engineering Education Conference, Proceedings). https://doi.org/10.1109/CSEET.2013.6595260