LEARNING LOGS IN PRODUCT DEVELOPMENT EDUCATION

In this paper, we analyse engineering students’ learning logs on a basic course on Product design and development (4 credit points) for second year students. Our purpose is to improve the engineering education by focusing on the learning logs. We want to explore the possibilities of using a reflective assessment tool like a learning log in our courses. For the research strategy, we chose educational design research. Our research focuses on how we can benefit from learning logs in product development education. The learning logs with only a few log entries were lists of activities performed during the course. The most comprehensive learning logs with dozens of log entries demonstrated abilities of a reflective practitioner and knowledge of a variety of tools, and they provided proof of the creation of a design toolbox for future use. The reports discussed the knowledge of key concepts in product design and development and procedural issues. The separation of divergent and convergent problem solving phases and understanding the concepting process was well demonstrated. The learning logs also revealed metacognitive aspects, such as an awareness of personal product design and development skills and potential mental blocks in creativity. The learning logs are useful for the teacher, as the teacher receives feedback on the course, the tasks, instructions etc. The learning logs also reveal what the students thinks and why. This enables the teacher to evaluate the students’ skill levels and to plan the scaffolding activities to be used with the groups.