New article published: Coaching in design-based learning

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New article published: Coaching in design-based learning

Globally, design-based learning (DBL) is seen as a powerful method to support students in becoming creative and innovative thinkers and to develop associated and relevant skills. The role of the coach is very important in DBL. The coach strongly affects what students learn from DBL and how they perceive it. Coaching, though, is for many scientists a complex skill. They are oftentimes not educated to coach. Consequently, many academic teachers shape their coaching based on experience, intuition, and common sense. As a result, there is an urgent need to inform academic teachers about evidence-based principles of good coaching.

Several (former) employees of Eindhoven University of Technology took up this endeavour in various innovation projects funded by 4TU.CEE. These projects culminated in an article in the International Journal of Technology and Design. It addresses the question of what good coaching in DBL entails. The article presents a theoretical coaching model and practical propositions. The model and its propositions might be of use for those involved in coaching students in DBL and provide relevant directions for research on coaching in DBL. Read the article ‘Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions’, authored by Migchiel van Diggelen, Karolina Doulougeri, Sonia Gomez-Puente, Gunter Bombaerts, Kim Dirkx and Rachelle Kamp.

New article published: Coaching in design-based learning

New article published: Coaching in design-based learning

Globally, design-based learning (DBL) is seen as a powerful method to support students in becoming creative and innovative thinkers and to develop associated and relevant skills. The role of the coach is very important in DBL. The coach strongly affects what students learn from DBL and how they perceive it. Coaching, though, is for many scientists a complex skill. They are oftentimes not educated to coach. Consequently, many academic teachers shape their coaching based on experience, intuition, and common sense. As a result, there is an urgent need to inform academic teachers about evidence-based principles of good coaching.

Several (former) employees of Eindhoven University of Technology took up this endeavour in various innovation projects funded by 4TU.CEE. These projects culminated in an article in the International Journal of Technology and Design. It addresses the question of what good coaching in DBL entails. The article presents a theoretical coaching model and practical propositions. The model and its propositions might be of use for those involved in coaching students in DBL and provide relevant directions for research on coaching in DBL. Read the article ‘Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions’, authored by Migchiel van Diggelen, Karolina Doulougeri, Sonia Gomez-Puente, Gunter Bombaerts, Kim Dirkx and Rachelle Kamp.