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Teaching design through international teams

Teaching design through international teams. Why do it? Case study 1: Operations Management Overview Teaching module that emerged Closing remarks Case study 2: Global Design Overview Findings Closing remarks Summary. Why do it?.

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Teaching design through international teams

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  1. Teaching design through international teams • Why do it? • Case study 1: Operations Management • Overview • Teaching module that emerged • Closing remarks • Case study 2: Global Design • Overview • Findings • Closing remarks • Summary

  2. Why do it? • To reflect how operations management and design is carried out in practice • To broaden student experience • To learn from others

  3. Two case studies • Operations management (Peter) • Penultimate honours year students • With Iowa State University, USA • Haggis production and sales • … learning on behaviour • Global design (Hilary) • Undergraduate 5th year students (some from ops mgt!) • With Stanford University and Olin College, USA • Design of coffee cup holder • … learning on nature & management of distributed design

  4. What is haggis?

  5. Plan Source Deliver Deliver Source Deliver Source Make Make Source Make Deliver Suppliers Customers Customers’ customers Suppliers’ Supplier Your company Operations management global teams • To understand practice of operations management • Sharing, working across time zones, rarely meeting, etc. • Collaborators • Iowa State (+ Mexico & China) • Initiated by Iowa State to introduce global teaching • Teaching in parallel • Students independently taught • Collaboration on assignment • 30 teams of 4 students • 6 weeks student activity (3 weeks intense) • 25% of module (12 modules/year) • Resources • Problem Solving Learning Portal • Case data (reasonably complete!)

  6. The model that emerged … BALL, P.D., GRIERSON, H., MIN, J., JACKMAN, J.K. & PATTERSON, P. “Working on an assignment with people you'll never meet! Case study on learning operations management in international teams”, International Journal of Engineering Education, Vol. 23, No. 2.

  7. Case study 1 closing remarks … • Students • Initially exciting • Hard work managing • Rewarding outcome • Staff • Fun • Time consuming to set up first time • Need to follow the same rules given to students!!

  8. Case study 2: Global Design • To understand practice of distributed design: • nature & management of distributed design and how technology can support this • prepare students with the knowledge, skills and experience to become competent members of global design teams • Collaborators: • Stanford University, CA and Olin College, MA, USA • DIDET Project funded by JISC/NSF • Undergraduate 5th PDE students at Strathclyde; Masters & PhD students at Stanford; Undergraduate students at Olin College

  9. Case study 2: Global Design • Teaching: • Students taught independently at each institution • 8 weeks: 3 weeks lectures/tutorials/case studies; 3 weeks intense project; 2 weeks reflection • 10 credit class at Strathclyde (120credits/year) • Collaboration on project; design of coffee cup holder • 6 teams of 4 - 6 students (UK/Stanford and UK/Olin) • Assessment: reflective reports and examination based on project experience • Evaluation: reflective session, confidence logs, final design presentation, staff feedback

  10. Case study 2: Global Design • Resources: • 1 academic, 1 researcher; 1 learning support staff • Digital Design Laboratory • Communication, Collaboration & Information Storing technologies: ………………but free to chose their own. • Class/project resources on Learning Environment • Team homepages using wiki technology • Access to digital library containing project resources

  11. Findings • Teaching and Learning: • Confidence logs showed students’ development • Relating theory to practice was positive • New people and experience of different design methods and approaches • More time for team bonding; technologies; and feedback • Different expectations and assessment at each institutions caused issues

  12. Findings • Collaboration: • Smaller teams of equal numbers of UK/USA students were more successful • Strathclyde-Olin collaboration was more successful than Strathclyde-Stanford collaboration • Time difference was challenging • VC supported across-team collaborative work most successfully • High percentage of work outside these sessions were across local sides of teams

  13. Findings • Tools and Technologies: • More tutorial time on tools and technologies • Students found other easier tools e.g. Googledocs, SocialText, Box.Net, Campfire, Flickr • Difficult to locate information in several places • PolyCom VC was preferred method of collaborative working • Access to video conferencing equipment at Strathclyde was sometimes problematic

  14. Case study 2 closing remarks … • Positive experience for students and staff • Exchange educational ideas, share resources andexperience distributed design working • Valuable preparation for future employment • High maintenance but reusable

  15. Teaching and Learning Benefits: students • International Experience • Different cultures and approaches to work, formality/informality • Better appreciation of language (terminology) • Exposure to different design methods • Getting students used to working in wider networks • Managing Work/Planning • Experience of working at distance - across different time zones, with unfamiliar people/disciplines • Timely exchange of information and work • Management of project or assignment resources in a virtual space • Getting students to understand how to work with others who may have different expectations and priorities

  16. Teaching and Learning Benefits: students • Tools and Technologies • Greater understanding of the variety and power of IT to support project work and communication • Personal Development • Practical experience of international teamwork • Prepare students to become competent members of global design teams; future employment

  17. Teaching Benefits: staff • Teaching Practice • Greater depth of understanding of how others teach by working with them closely (leading to new ways of teaching) • Opportunity to teach "in context" – practically…………… • …..opportunity to do something new and different, which in • turn motivated the students.

  18. Further information • Peter • p.d.ball@cranfield.ac.uk • Peter & Hilary’s paper on team working in International Journal of Engineering Education, Vol. 23, No. 2. • Hilary • h.j.grierson@strath.ac.uk • JISC/NSF DIDET project • www.dmem.strath.ac.uk/didet • LauLima is downloadable from website

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