Distributed Cognition and Interactions in the Context of Bioengineering Design

Abstract

Distributed cognition is ubiquitous in design practice, yet most studies of design occur in isolation, resulting in a sequestered view. We examine in-situ student teams learning to design in a culturally-diverse bioengineering course, exploring students' negotiation of roles and differing interactions in a distributed cognition system. Via triangulation of quantitative and qualitative data, we examine how students learn to design. Characteristics of authentic student design experiences have emerged and have implications for teaching design.