The work being done on this project at Northern Arizona University serves to explore ways of enhancing design learning in undergraduate computer science courses. The project focuses on utilizing reflection-based learning for students in the School of Informatics, Computing, and Cyber Systems.<\/p>\n
John Georgas<\/p>\n\n<\/div>\n\n
James Palmer<\/p>\n\n<\/div>\n<\/div>\n
Designing, as an activity, and design, as an outcome, are central elements in computer science and software engineering, shaping both the functional and non-functional qualities of software systems. This project is investigating strategies to better foster design learning in undergraduate computer science courses, and centers on constructivist learning theories, particularly reflection-based learning. Our approach focuses on the centrality of structured reflection over a design problem — called a design challenge — to result in a reflective narrative — called a design story.<\/p>\n
Our work thus far has focused on developing the foundations of supporting reflective design learning in computer science courses. We are working on refining a structured reflection framework that is useful in guiding learners in their self-reflection over design challenge solutions and on creating a web application that supports the digital collection and archival of design stories.<\/p>\n
To support the creation of design story narratives, we are pursuing a structured reflection strategy. This strategy is embodied in a set of categorized questions that provide assistance to learners in identifying important aspects of their overall design experience and the specific design decisions they have made. The development of this framework is informed by our understanding of both general design as well as design in the context of software architecture.<\/p>\n