Advances in Engineering Education - Designing for Global Data Sharing, Designing for Educational Transformation

Oct 15, 2026

Uploaded by Terk

This paper demonstrates a global data sharing initiative designed to support educational transformation. The shared dataset and sharing experience were shaped to enable multiple perspective inquiry and foster integrative, critically reflexive research-to-practice dialogue. It includes multiple disciplinary design review conversation instances as digital video recordings. International design researchers contributed expertise, participating in a face-to-face multi-day symposium to catalyze conversations linking design thinking, teaching, and learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Introduction

Transformative learning and educational transformation

Challenges in engineering education research and faculty adoption

Data sharing project design and implementation

| | Ad | vances in Engineering Edu | cation | | | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | SPRING 2016 Designing for Global Data Sharing, Designing for Educational Transformation ROBIN S. ADAMS DAVID RADCLIFFE AND MICHAEL FOSMIRE Purdue University West Lafayette, IN ABSTRACT This paper provides an example of a global data sharing project with an educational transformation agenda. This agenda shaped both the design of the shared dataset and the experience of sharing the common dataset to support multiple perspective inquiry and enable integrative and critically reflexive research-to-practice dialogue. The shared dataset contains multiple disciplinary instances of design review conversations – digital videos of conversations between those who give and those who receive feedback, guidance, critique, or mentoring during a design review event. International design researchers were invited to apply their expertise to the dataset and participate face-to-face in a multi-day symposium for catalyzing conversations connecting design thinking, teaching, and learning. In this paper we describe this data sharing project, highlighting (1) the principles that guided the design of the shared dataset,(2) challenges encountered with implementing the project, and (3) the approach for broadening the dataset experience from sharing to enabling learning partnerships. We conclude with insights from this experience for improving methodologies for global data sharing and designing data sharing for educational transformation. Key words: data sharing, multiple perspective inquiry, learning partnerships, educational transformation, design thinking INTRODUCTION Integrating knowledge about how people learn with the practice of teaching and the design of learning environments is a well-known problem that has evaded the best of intentions (Borrego, Froyd and SPRING 2016 1 ADVANCES IN ENGINEERING EDUCATION Designing for Global Data Sharing, Designing for Educational Transformation Hall, 2010; Henderson, Finkelstein and Beach, 2010; Kezar and Eckel, 2000) . Literature on approaches to transforming engineering education focus on the uptake of research, building a foundation for evidence-based practice, developing reflective teachers and learning communities, enacting policy, developing a shared vision, taking a complex social systems perspective, and enabling a community of practitioners and researchers collaborating in support of a continuous cycle of educational practice and research (ASEE, 2012; Henderson, Finkelstein and Beach, 2010; Lattuca and Stark, 2009; NAE, 2012; Siddiqui and Adams, 2013; Siddiqui, 2014) . Many of these emphasize the importance of dialogue, critical reflection, and discourse, which are the essence of transformative learning approaches to change (Baxter Magolda and King, 2004; Kegan and Lahey, 2009; Lysaker and Furuness, 2011) . In the engineering education community, many point to the challenges of filling in or bridging gaps in the current knowledge base such as an emphasis on thinking in terms of local level change as compared to system level change (McKenna, Froyd and Litzinger, 2014), what engineering should look like as compared to guidance on how to achieve that vision (Besterfield-Sacre, Cox, Borrego, Beddoes and Zhu, 2014), and a broaden adoption perspective that motivates a drive for generalizable research as compared to a social reconstruction or transformative learning perspective that motivates a drive for contextualized research (Siddiqui and Adams, 2013) . The community requires a stronger empirical foundation on how people learn engineering or become engineers that can provide discipline-based evidence for guiding engineering education practice (NAE, 2012) . Other research illustrates challenges associated with understanding faculty motivations and beliefs and how these shape approaches to accessing, sharing, and adopting teaching practices. Research

FAQs

What is the main purpose of the global data sharing project?

It provides an example of a project that uses a dataset and a sharing experience to support educational transformation and enable research-to-practice dialogue.

What does the shared dataset contain?

The dataset includes digital videos of design review conversations, capturing feedback, guidance, critique, and mentoring among participants.

How were international researchers involved in the initiative?

International design researchers were invited to apply their expertise and participate face-to-face in a multi-day symposium to catalyze conversations connecting design thinking with teaching and learning.

Oct 15, 2026

Uploaded by Terk