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A Conceptual Framework for Understanding the Impact of Digital Libraries on Engineering Design Learning

[+] Author Affiliations
Neeraj Sonalkar, Ade Mabogunje, Malte Jung, Larry Leifer

Stanford University, Stanford, CA

Ozgur Eris

Olin College, Needham, MA

Andrew Wodehouse, Hilary Grierson

University of Strathclyde, Strathclyde, UK

Andrew Lynn, Neal Juster, William Ion

University of Strathclyde, Glasgow, Scotland, UK

Paper No. DETC2006-99311, pp. 211-218; 8 pages
doi:10.1115/DETC2006-99311
From:
  • ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 4a: 18th International Conference on Design Theory and Methodology
  • Philadelphia, Pennsylvania, USA, September 10–13, 2006
  • Conference Sponsors: Design Engineering Division and Computers and Information in Engineering Division
  • ISBN: 0-7918-4258-4 | eISBN: 0-7918-3784-X
  • Copyright © 2006 by ASME

abstract

Engineering design is an information intensive activity. Right from need finding to final prototyping, designers are constantly acquiring, assimilating, transforming and giving out information. In fact in a design process, designers act as autonomous learners actively seeking and processing information. However, the mechanism by which information influences design learning is not well understood. This paper presents a conceptual framework for studying the impact of information resources on design learning based on a survey conducted on engineering students participating in a two-week long global collaborative design exercise to build bicycles out of paper materials.

Copyright © 2006 by ASME

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