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Project-Based Learning in Disaster Response: Designing Solutions with Sociotechnical Complexity

Published online by Cambridge University Press:  26 May 2022

V. Rao ,
R. Dzombak ,
D. Dogruer  and
A. Agogino
V. Rao*
Affiliation:
University of California, Berkeley, United States of America
R. Dzombak
Affiliation:
Carnegie Mellon University, United States of America
D. Dogruer
Affiliation:
University of California, Berkeley, United States of America
A. Agogino
Affiliation:
University of California, Berkeley, United States of America
*
vivek.rao@berkeley.edu

Abstract

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Design education increasingly blends technology learning with sociotechnical challenges, but little is understood about how students simultaneously engage with both of these elements. In this preliminary study, we describe the results of two offerings of a design course focusing on disaster response at a major public research institution. We present a preliminary analysis of 52 students’ course reflections suggesting that sociotechnical challenges uniquely contextualize technology during project-based learning, presenting promising opportunities for future design education and research study.

Keywords

design educationsocio-technical systemsblended learning in designhumanitarian assistance and disaster responseproject-based learning
Type
Article
Information
Proceedings of the Design Society , Volume 2: DESIGN2022 , May 2022 , pp. 2373 - 2382
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2022.

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