Scaffolding knowledge integration through designing multimedia case studies of engineering design

The paper describes our experiences teaching a freshman design course ME39C using multimedia case studies of engineering design, multimedia tools, and the Internet. Students, in mixed-ability groups, learn design process and practice through reviewing engineering cases on CD-ROM and using software tools to develop a multimedia case of their own. The curriculum, although having theoretical bases in education research, is highly governed by practical concerns such as rapidly changing technologies, different background experiences of students, and the grading of open-ended work. The course is also driven by new developments in technology and the changing demands of students. In three years, a five person seminar course has evolved into a laboratory of thirty, changing the nature of learning, teaching style, and quality of student work in both positive and negative ways. We describe this course as it progressed from an experimental course to an institutionalized one. Our experiences confirm our belief that curricula should be designed to promote scaffolded knowledge integration by encouraging students to become more independent learners while capitalizing on collaboration and social aspects of learning. Moreover, curricula should be continuously refined and updated to meet the needs of students and reflect advances in technological development toward better preparation in engineering.