Planning to iterate: Supporting iterative practices for real-world ill-structured problem-solving
Planning to iterate: Supporting iterative practices for real-world ill-structured problem-solving
复制标题
规划迭代：支持迭代实践来解决现实世界中结构不良的问题
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Matthew W. Easterday
中科院分区：
文献类型：
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作者：
D. Lewis;Jamie Gorson;Leesha Maliakal;S. E. Carlson;E. Gerber;C. Riesbeck;Matthew W. Easterday
解决现实世界中高度结构不良的问题涉及迭代：收集信息，构建，测试和修改产品，实验和理论。然而，我们不知道如何创建学习环境来教授高度结构不良问题的迭代。我们如何帮助学生团队有效地解决高度结构不良的设计问题？在这项基于设计的研究中，我们建立在学习科学研究的基础上，实施规划迭代-每周一次的规划会议，团队在其中创建问题和规划表示。这项研究是在一个为期6周的课外本科设计项目中进行的，五个本科项目团队致力于解决高度结构不良的问题。为了理解团队迭代实践，我们分析了团队每周计划会议的视频和团队的工件。学生们显著增加了迭代实践，但很少将实践整合在一起，这表明需要额外的指导来重新设计。
: Solving real-world highly ill-structured problems involves iteration: gathering information, building, testing, and revising products, experiments, and theories. However, we do not know how to create learning environments to teach iteration for highly ill-structured problems. How might we help student teams effectively iterate for highly ill-structured design problems? In this design-based research study we built on learning sciences research to implement Planning to Iterate —a weekly planning session in which teams create problem and planning representations. The study took place in a 6-week extracurricular undergraduate design program with five undergraduate project teams working on highly ill-structured problems. To understand team iterative practices, we analyzed videos of teams’ weekly planning sessions, and teams’ artifacts. Students significantly increased iterative practices, but infrequently integrated the practices together, suggesting re-design with additional coaching.