Journal Resume: ‘Three Dimensions of Learning: Experiential Activity for Engineering Innovation Education and Research’

Name: Anis Septianingsih

Class: 4E

NPM: 1910631060066

Journal: ‘Three Dimensions of Learning: Experiential Activity for Engineering Innovation Education and Research’ by Catherine P. Killen

A Resume

This journal called ‘Three dimensions of learning: Experiential activity for engineering innovation education and research’ written by Catherine P. Killen describes about the engineering education research findings from an experiential class activity that provided three types of learning. The activity was designed to meet the needs of a relatively new and growing theme within engineering education: the management of engineering innovation. The three types of learning are: students’ learning about decision-making frameworks for managing engineering innovation and about the research process; learning about learning - through engineering education research on the effects of experiential activity on learning and retention; and learning from innovation decision research on the effectiveness of the methods used in the activity.

The design of the study, by merging three types of learning into one experiential activity, resulted in a revolutionary approach that can help engineering educators address current challenges. It builds on the ongoing evolutions in engineering education such as increasing experiential and active learning and the use of students to test methods during educational sessions.

The decision task, applied as part of the experiential engineering approaches to engineering innovation education has been a huge success. The first and most important thing is that student learning has been enhanced. Several measures of learning confirm that students have benefitted from the experiential activity. Enjoyment of the activity was high and student perceptions of educational value are statistically supported by the educational research study.

In addition, students received an additional knowledge of learning about the nature of research and the research process. The second success from the decision task is the strength of findings from the educational research study. The study has given clear correlations between experience and increased learning and retention of learning, and provides additional insights on the influence of engagement and interest in a topic. The third success is from the parallel study. The decision task has further expanded the understanding of methods for visualizing data to support project portfolio decision making. This parallel study has produced a series of findings that are reported in other publications and has also provided insights to support the educational study.

The study has implications for engineering education and research. The findings show the effect of experiential activity on learning and give out support for further addition of experiential activity in engineering education. In particular this journal shows how experiential activity can help engineering educators meet the growing need to develop engineering students’ ability to manage technological innovation. Engineering educators and researchers may find inspiration from this example and design a multi-dimensional study using a similar approach. The decision task study provides a very detailed example of experimentation in the classroom and illustrates how it can be designed to be educational and engaging and to collect data for multiple purposes. The study demonstrates how this type of approach can help to address challenges in engineering education by doing more with less. It provides an experiential learning task that is designed for innovation engineering education, generates insights through a simulated experience based on a real-world scenario, engages and educates students, and enables researchers to perform research and generate results for multiple studies at once.

The reason why I chose this journal to be resumed was because the topic of the journal seemed interesting. It provided a brand new method of learning, which is through an experiential activity. As an undergraduate trainee teacher, I also found the journal to be quite useful as it gave me an insight and knowledge about a new teaching approach that could hopefully enhance students’ learning in the future.

After reading this journal I am inspired to try to apply the teaching method hopefully one day, and maybe I could create a similar method with more advantages that can engage and educate students, and enable researches to perform research and help educators address current challenges.