THE TRIPLE JUMP LEARNING MODEL: ACCELLERATING DESIGN EDUCATION
Year: 2018
Editor: Erik Bohemia, Ahmed Kovacevic, Lyndon Buck, Peter Childs, Stephen Green, Ashley Hall, Aran Dasan
Author: Smit, Mark; Bijleveld, Eveline
Series: E&PDE
Institution: Rotterdam University of Applied Science, Netherlands, The
Section: Project / Problem-Based Learning (PBL) in Design and Engineering Education
Page(s): 700-705
ISBN: 978-1-912254-02-6
Abstract
In a decade-long search for high impact education, providing continuous feedback in a safe yet challenging learning environment, the Industrial Design Education (IDE) course of Rotterdam University of Applied Science has moved from assessment of learning towards assessment as learning. A major step in this development has been the introduction of a self-developed learning system called “Triple Jump Learning” (TJL). TJL offers students a framework of four different stepping stones, supported by a set of specific interventions. These stepping stones are meant to induce several formative strategies such as lecturer feedback, peer assessment, benchmarking of results, selfassessment and self-reflection. Thus, students are gradually guided towards higher competence-, knowledge- and skills-levels without the need of an overly detailed assessment framework. As feedback rich learning systems imply risks for high lecturer effort, the interventions within the TJL model have been developed as to reduce teaching and coaching effort, without decreasing learning speed and student motivation. We have tested the TJL approach with all 75 first grade students in the project class. We have found some strong indications of which interventions may be the most and least effective in terms of learning effect versus staff effort. Collaborative learning, comparing work to peers and fed-forward based final assessments are amongst the most effective interventions. The results have been compared with existing learning theories.
Keywords: Design Education, Didactics, Project Based Learning, Motivation, Feedback, Feed Forward, Formative strategies