Teaching Theoretical Concepts to Large Groups of Design Students Using Fish Bowl Sessions
“Teaching Theoretical Concepts to Large Groups of Design Students Using Fish Bowl Sessions” lautet der Beitrag von Frido Smulders, Remko van der Lugt, Dirk Snelders, zur DS 33: Proceedings of E&PDE 2004, the 7th International Conference on Engineering and Product Design Education, Delft, the Netherlands, 02.-03.09.2004
Die Autoren beschreiben die Herausforderung und Meisterung von der Theorievermittlung an der Universität Delft bei Gruppen mit 200 und mehr Studierenden mit Hilfe von Fish Bowl Sessions. Ziel hierbei ist die größtmögliche Verinnerlichung der Materie auf Seiten der Studierenden. Die gewählte Methode basiert auf einer von David Kolb entwickelten Lehrform, in der die kognitive und die verhaltensabhängigen Anteile des Lernens zusammengeführt werden. Hierzu wird die Theorievermittlung um ein Designprojekt entlang der FishBowl Methode angelegt.
“ABSTRACT
This paper describes a teaching approach developed to pass theoretical concepts to large groups (>200) of Design students. The teaching approach is brought to the students in a cluster of three integrated and parallel courses with a total study load of 400 hours (15 ECTS points) and covering a period of 5 months. The aim of this teaching approach is to maximize internalization of the theory. The cluster focuses on corporate and market oriented product development and consists of two disciplinary courses with a more theoretical signature and a design project that has a practical signature.
The layout of the course plan is based on the experiential learning model of David Kolb that integrates the cognitive and behavioral side of learning. During part of the program the two disciplinary courses synchronize with the various stages of the design project. At the appropriate times, the courses provide plenary ‘Fish Bowl’ meetings, in which theoretical concepts and their practical applications are discussed. We will make clear how Fish Bowl discussions enhance in-depth participation of the students regarding theoretical concepts.”
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