Learning communities, coaching

Year: 2022

Type of publication: Conference paper 

Abstract: Coaching students in CBL settings requires specific approaches. Although CBL has similar characteristics as Design-based learning (DBL), the educational concept and approach applied in the engineering programs at the Eindhoven University of Technology for over the past twenty years, CBL evolves from the DBL concept to emphasize the importance of addressing the sustainable development goals in education. Despite the fact that DBL coaching characteristics have been investigated, it becomes interesting to research these practices in CBL settings. The aim of this research study was to investigate coaching practices and explore differences among experienced coaches versus novice coaches, and the influence of the project set-up (e.g. group versus individual projects). The study was conducted in the department of Industrial Design, where students work on open- ended and hands-on challenges in groups or individually in the squad, an educational organizational form, where education and research come together. Project coaches and teacher coaches support the students to gain and apply knowledge and in the supervision of self-directed learning. The research method consisted of observations of coaching sessions (N=9), and semi-structured individual interviews with coaches (N=13 coaches) of various levels of experiences. Semistructured interviews with individual (N=14) and groups of students (N=3) took place. Data were analyzed using thematic analysis and categories within the framework of coaching in Design-based Learning by Gómez Puente (2013) and the theoretical framework of Cognitive Apprenticeship by Collins (1991). Results indicate that the 3 most frequently used coaching practices are a) asking open-ended questions; b) providing feedback on progress in technical design and design process; c) encouraging students to explore alternatives for problem solving using different perspectives. The results are in line with teaching the discipline as design process are embedded in uncertain and creative undertakings in which students are motivated to think big in proposing solutions. Novice coaches focused more on technical design while more experienced coaches encouraged students to reflect on their learning process and to become more self-regulated learners.

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Year: 2023

Type of publication: Conference paper

Abstract: Collaborative learning communities are becoming popular in engineering education. The department of Industrial Design at Eindhoven University of Technology (TU/e) has almost 20 years of experience in the organization of small-scale and challengebased education (CBL). In Industrial Design, students work in ‘collaborative communities’ called ‘squads’ that share an interest in specific application domains. Within the squads, vertical learning takes place and students from different bachelor and master years exchange experiences and learn together in a learning community while solving open-ended societal challenges. The purpose of the research was to map the characteristics of two ID squads ( for the purpose of this study we will name the squads Vitality and Crafting Everyday Soft Things (CEST), and study the educational elements influencing students’ learning. In nature, the two squads share the same educational principles, however, the differ in the organization of education and the level guidance provided, decreasing, to some extent, the open-endedness characteristics of CBL. To conduct the study, we used the constructive alignment as a research framework to map the alignment between vision, teaching and learning activities and assessment of the squads. Results show alignment of the Intended Learning Outcomes (ILOs) with teaching and learning activities, and assessment in the two squads. The analysis draws attention to the similarities and differences between the two squads, specially in the manner of structuring learning. Finally, the suitability of the framework to analyse the CBL curriculum in engineering education contexts is demonstrated. This research opens up opportunities for future studies to investigate learning in small communities.

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