Developing Innovative Thinking Among Undergraduates Enrolled in Large Lecture Courses

工科大学生创新思维能力的培养对设计新产品、新系统、创造新服务具有重要意义，对国民经济发展具有重要意义。本项目旨在研究教学技术的有效利用，特别是石板启用技术，是否对大型讲座班就读的工程本科生的创新思维能力产生影响，并根据研究结果开发和实施教学模型。使用的方法是利用对照组和治疗组的准实验混合方法。通过调查收集数据（即，定量评估）和访谈、焦点小组和直接观察（即，定性评估）。该项目通过确定可衡量和可识别的学习成果，促进了对学生如何学习创新的理解。此外，关于如何最好地教创新思维技能的本科生在一个积极的和有吸引力的教育环境中使用石板使能的教学技术提供了一个有用的教育模式。该模型考虑了教师采用积极和引人入胜的学习策略的动机，这些学习策略利用支持石板的教学技术来发展创新思维，基础设施（例如，无线能力、学生要求、技术支持），以及如何评估该模型的使用有效的程度。该项目有可能产生信息，导致本科STEM教育的变革。

Development of innovative thinking skill among engineering undergraduates is of critical importance in designing new products/systems and creating new services, and thus is vital to the national economy. This project examines whether effective use of instructional technology, specifically slate-enabled technology, has an impact on the innovative thinking skills of engineering undergraduates enrolled in large lecture classes, and develops and implements a pedagogical model based on the findings. The methodology used is a quasi-experimental mixed method approach utilizing a control and treatment group. Data are being collected through surveys (i.e., quantitative assessment) and interviews, focus groups, and direct observation (i.e., qualitative assessment). The project advances understanding of how students learn to be innovative through determination of measurable and identifiable learning outcomes. In addition, information about how best to teach innovative thinking skills among undergraduates in an active and engaging educational environment using slate-enabled instructional technology provides a useful educational model. The model considers faculty motivation for employing active and engaging learning strategies that utilize slate-enabled instructional technology in developing innovative thinking, the infrastructure (e.g., wireless capabilities, student requirements, technology support) that is necessary to facilitate such a model, and how to assess the extent to which the employment of the model has been effective. The project has the potential to produce information that will lead to transformative change in undergraduate STEM education.