Karen von Schmieden

Karen von Schmieden
Hasso Plattner Institute · School of Design Thinking

About

13
Publications
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16
Citations

Publications

Publications (13)
Chapter
Doing relevant and rigorous research often leads to a research-to-practice and practice-to-research gap, which both involved parties need to actively address and bridge. All parties involved face the challenges presented in the steps of identifying practice- and science-relevant research questions. This begins with the translation of these question...
Chapter
Design Thinking is a human-centered approach to innovation that has become increasingly popular globally over the last decade. While the spread of Design Thinking is well understood and documented in Europe and North America, this is not the case when it comes to the Arab world. This study explores the history, application, and understanding of Des...
Book
Full-text available
Conference proceeding of the EMOCs 2021 confernce in Potsdam (Germany)
Chapter
Massive Open Online Course (MOOC) instructors often use written discussion forum posts to initiate the course and to onboard their learners. To improve and expand on this practice, we adapted “warm-up games” from the context of design thinking and improvisational theatre to the discussion forum format of three MOOCs. In this chapter we describe how...
Conference Paper
Due to their openness and low barriers to enroll, most Massive Open Online Courses (MOOCs) offer free access to knowledge for almost everyone. This attracts a large number of learners, each with their own individual intentions and motivations to join a course. However, personal support and guidance can almost never be provided at this scale. All le...
Chapter
We are constantly striving towards improving our Massive Open Online Courses (MOOCs), in which we convey design thinking skills to thousands of learners. In this chapter we describe how lessons learned from our first MOOC and different educational frameworks influenced the course design for our second MOOC on synthesis, idea generation and idea sel...
Article
Full-text available
This paper describes an iterative approach to course design in an effort to improve the learner-centered conceptualization of Massive Open Online Courses (MOOCs). The research team built a (design research) MOOC prototype and used three measurement tools to gather user feedback. The authors categorized this feedback and translated it into 57 improv...
Chapter
How can design thinking be taught in a Massive Open Online Course (MOOC)? The research team took an iterative approach at designing an online course about the design research phase and built a prototype MOOC for testing. We applied three measurement tools (Course Evaluation Survey, Skill Confidence Rating, Qualitative Interviews) and categorized th...
Chapter
The increasing demand for learning and experiencing the human-centered approach of design thinking has led to a need for more and broader education formats. In this research project, we investigate how design thinking can be taught to a massive, global audience with the use of digital education. In this chapter, we describe our design thinking MOOC...
Chapter
Workspaces provide resources, facilitate (different) modes of working, and communicate an organization’s culture. As such they are a powerful resource to amplify the innovation culture of an organization. Changemakers and leaders of organizations face the challenge to create workspaces that promote innovative activities of teams. Companies too ofte...

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Projects

Projects (2)
Project
This research project aims to produce a comprehensive toolkit detailing steps for more user-centered digital communication and collaboration in public and private organizations as well as educational institutions, specifically during turbulent times.
Project
As in 2019 and the preceding years, the EMOOCs conference invites papers for the Experience, Policy, and Business Track. In addition, there will be a Future, Health, and International Track, as well as additional workshops to explore emerging trends in MOOCs in a more informal way. The seventh EMOOCs and Learning at Scale (L@S) will be co-located at Hasso Plattner Institute, Potsdam, Germany. Deadlines for all papers which will be part of the proceedings are coming in February. Please check here for details: https://emoocs2021.eu/ Here is the full list of track chairs: Future Track: Carlos Delgado Kloos (Universidad Carlos III de Madrid, Spain), Mauro Calise (Università degli Studi di Napoli Federico II) Experience Track: Martin Ebner (TU Graz, Austria), Anja Lorenz (Technische Hochschule Lübeck, Germany) Business Track: Janine Kiers (TU Delft, Netherlands), Christian Friedl (FH Joanneum Graz, Austria), Dhawal Shah (Class Central, US) Policy Track: Catherine Mongenet (France Université Numérique (FUN), France), George Ubachs (EADTU, Netherlands) Health Track: Kerstin Ritter (Charité Berlin, Germany), Bert Arnrich (Hasso Plattner Institute for Digital Engineering, Potsdam, Germany) International Track: José Ruiperez Valiente (Universidad de Murcia, Spain), Manoel Cortes-Mendez (Class Central, Belgium) Workshops: Agathe Merceron (Beuth Hochschule Berlin, Germany), Karen v. Schmieden (Hasso Plattner Institute for Digital Engineering, Potsdam, Germany)