... Currently, DT is taught at leading universities around the world [11,12] and is a part of programs in business [13], engineering [14], technology [15] and, more recently, education [11][12][13][14][16][17][18] due to its ability to promote creativity and innovation by applying an empathic, flexible and interactive approach, especially in the way it approaches problem-solving [10][11][12][13][14][15][16][17][18]. Teachers who have applied DT in education have argued that it promotes innovation, problem-solving, creativity and collaboration, and, as a constructivist learning strategy [16][17][18], it allows students to develop and believe in the intrinsic creativity of each human being. ...
... Currently, DT is taught at leading universities around the world [11,12] and is a part of programs in business [13], engineering [14], technology [15] and, more recently, education [11][12][13][14][16][17][18] due to its ability to promote creativity and innovation by applying an empathic, flexible and interactive approach, especially in the way it approaches problem-solving [10][11][12][13][14][15][16][17][18]. Teachers who have applied DT in education have argued that it promotes innovation, problem-solving, creativity and collaboration, and, as a constructivist learning strategy [16][17][18], it allows students to develop and believe in the intrinsic creativity of each human being. ...
... Currently, DT is taught at leading universities around the world [11,12] and is a part of programs in business [13], engineering [14], technology [15] and, more recently, education [11][12][13][14][16][17][18] due to its ability to promote creativity and innovation by applying an empathic, flexible and interactive approach, especially in the way it approaches problem-solving [10][11][12][13][14][15][16][17][18]. Teachers who have applied DT in education have argued that it promotes innovation, problem-solving, creativity and collaboration, and, as a constructivist learning strategy [16][17][18], it allows students to develop and believe in the intrinsic creativity of each human being. With the purpose of transforming challenges into opportunities, it proposes a change of mental models, where change involves not so much knowing an answer, but how to ask questions that allow for an approach and a new look at the problem to be dealt with [10][11][12][13][14][15][16][17][18]. ...
After a brief overview of the relationship between art and sustainability, in this paper we present a practical case that illustrates the potential of using design thinking in raising awareness towards environmental sustainability in the context of Higher Education. We describe the phases in the application of design thinking by a group of students and evaluate the impact of this procedure on their vision regarding the relationship between art and nature, and their motivation to find artistic solutions with an impact on society.
... From the early 2000s, when design thinking became popular among practitioners, many toolkits (IDEO, 2011(IDEO, , 2015 and practical guides (D.school, 2018) presenting prescriptive phased design thinking processes have been published. In their core, they follow the same overall logic on the pace of phases for problem-solving, even if they use different terms to describe these phases -which consist of need-finding, solution ideation, and solution implementation (Fleury et al., 2016;Johansson-Sköldberg et al., 2013;Micheli et al., 2019;Oliveira et al., 2021;Seidel and Fixson, 2013). ...
... From the early 2000s, when design thinking became popular among practitioners, many toolkits (IDEO, 2011(IDEO, , 2015 and practical guides (D.school, 2018) presenting prescriptive phased design thinking processes have been published. In their core, they follow the same overall logic on the pace of phases for problem-solving, even if they use different terms to describe these phases -which consist of need-finding, solution ideation, and solution implementation (Fleury et al., 2016;Johansson-Sköldberg et al., 2013;Micheli et al., 2019;Oliveira et al., 2021;Seidel and Fixson, 2013). ...
... We present design thinking as an approach due to its multivalence in the structures in which it can be adopted Johansson-Sköldberg et al., 2013). The label of "design thinking" has been put on structured step-by-step processes, toolboxes (IDEO, 2011(IDEO, , 2015, organisational culture (Kimbell, 2011), a way of working (Lloyd, 2019), and as a mental model that drives individual cognition into more desirable outcomes (Liedtka, 2015). Our understanding is that, due to its socio-technological (Liedtka, 2020) and infrastructuring character (Bjögvinsson et al., 2012), even though design thinking may be consolidated in a set of teachable practices, its enactment might take different shapes depending on its environment. ...
Design thinking does not have a consensually defined construct in the academic literature. This foundational fragility hinders theory building in the field. This study addresses this gap by providing a construct of design thinking following guidelines for developing theory-building instruments. We propose a non-normative, comprehensive construct composed of a conceptual definition and a subset of properties that portray tangible design thinking expressions. The proposed construct aims to provide a grounded foundation to support the advancement of design thinking theory building and testing.
... The modern business approach to design thinking [17][18][19][20] considers it in a structured way. Brown's approach [17] or Ideo's conceptual design [18] show examples and outline the process of Design Thinking by not explicitly explaining the principles of design thinking. ...
... The modern business approach to design thinking [17][18][19][20] considers it in a structured way. Brown's approach [17] or Ideo's conceptual design [18] show examples and outline the process of Design Thinking by not explicitly explaining the principles of design thinking. Brown [17] believes that so-called thinkers should be involved in the process from the very beginning. ...
... Ideo's approach includes a questionnaire, structure, field research, expert interviews, storytelling, brainstorming [18]. The approach of Plattner, Meinel and Weinberg [21] is a summary of design thinking developed by the Institute in Potsdam and Stanford University. ...
The COVID-19 pandemic forced national governments and administrations to seek flexible
solutions to deal with the emergency. Thus, the main purpose of the current study is to design a
model of a flexible methodology based on detailed flexible methodologies to make decisions and
measures connected to COVID-19 pandemic to be effectively applied without the loss of meaning and
within a short time. For the creation of the methodology, we used comprehensive desk research based
upon a literature review in the period May 2021–November 2021. As a result, an expandable set of
relevant methodologies for crisis management and flexible methodologies was identified, modeled,
and formalized using a broad literature review and an innovative model of a flexible methodology
for crisis management was created in accordance with standardized concepts, transforming them
into secondary use models. Furthermore, an algorithm for taking measures and decisions in crisis
conditions was designed. The next step is to implement the methodology, which is planned for future
empirical research. The findings provide an innovative model of a flexible methodology that could be
used by academic and business representatives, public institutions of central and local government,
and private stakeholders.
... The Stanford d.School Design Thinking Process Model, the most notable model, follows an iterative approach consisting of five phases (empathize, define, ideate, prototype, and test) into a problem and a solution space. Building on this, Design Thinking for Educators (IDEO , 2014), a model specifically designed for education contexts, guides educators to solve design challenges in their classrooms, school, and community following five phases: (1) discovery, (2) interpretation, (3) ideation, (4) experimentation, (5) evolution (IDEO , 2014). Other models present practical strategies for designing and implementing design thinking applications within school contexts (e.g., the Teachers Guild Approach to Design Thinking). ...
... The Stanford d.School Design Thinking Process Model, the most notable model, follows an iterative approach consisting of five phases (empathize, define, ideate, prototype, and test) into a problem and a solution space. Building on this, Design Thinking for Educators (IDEO , 2014), a model specifically designed for education contexts, guides educators to solve design challenges in their classrooms, school, and community following five phases: (1) discovery, (2) interpretation, (3) ideation, (4) experimentation, (5) evolution (IDEO , 2014). Other models present practical strategies for designing and implementing design thinking applications within school contexts (e.g., the Teachers Guild Approach to Design Thinking). ...
Design thinking has received considerable global attention in the education community given its focus on creative problem solving, human-centered design, and empathetic understanding. In response to the need for exemplary practices for teacher educators, we designed and implemented a design thinking module in a college-level learning technologies course offered in the teacher preparation program. Preservice teachers were asked to solve educational design challenges using learning technologies within specific problem spaces. We examined preservice teachers’ (n = 19) perceptions of design thinking mindsets and processes as well as perceived changes in their understanding of “teachers as designers.” A qualitative analysis of weekly student reflections and final reflection reports revealed that design thinking processes contributed to preservice teachers’ understanding of the design thinking role in education, its challenges, and design mindsets. A thematic analysis of their reflections revealed that their conceptualizations of teachers’ capacities for design had shifted. Subsequent to participating in the design thinking module, they perceived teachers as design thinkers, innovators and change agents. The implications of design thinking for preservice teacher education are discussed.
... practitioners (though not all) depict the Design Thinking approach as a five-stage process, to include some form of the constructs definition, perspective, exploration, prototype, and reflection, though not always in that order or by those names (Carlgren et al., 2016;Cross, 1990;IDEO, 2016;Lawson, 2005;Rowe, 1991;Schön, 1983). Although textual descriptions of these popular Design Thinking models express that design is an iterative process and likely to be nonlinear in execution, the relationship among the stages is often shown as sequential and linear. ...
... For example, Stanford University d.School (2017) and IDEO (Brown, 2009;IDEO, 2016) have both developed their own five-step Design Thinking models, both of which have been associated with highly structured project management models (Pereira & Russo, 2018). Dagnino et al. (2018) conducted a review of the literature to explore barriers to the adoption of design process models by teachers. ...
The educational landscape continues to become increasingly complex, which suggests a need for a teacher-driven creative approach to developing instructional lessons. This article introduces the Design Thinking and Instructional Lessons (DTAIL) model and describes its three-phase development. In Phase I, the Design Thinking literature and the first draft of the model are described. In Phase II and III, two design studies conducted with STEM K-12 public school and community college in-service teachers participating in summer research experience for teachers (RET) programs in the United States are described. In addition, during the second design study, ten teacher-participants were observed as they implemented their lessons and were interviewed concerning how and to what extent they perceived the DTAIL model to resonate with their approach to developing instructional lessons. Revisions to the model were made based on data analysis from those three design phases. Findings suggest that Design Thinking models that facilitate teacher-driven design of instructional lessons might usefully include design stages with an explicit depiction of rotation and recursiveness. In addition, Design Thinking models should also depict (1) iteration, reflection, and revision; (2) a chaotic fluctuating problem–solution space, and (3) circling backward to eventually narrow the problem space toward a satisficed solution. Furthermore, the majority of teacher-participants found the DTAIL model to resonate with their approach to developing instructional lessons.
... In recent years, a growing body of literature has emphasized the infusion of strategic thinking and innovation in schools through cross-sector disciplines. Approaches such as Design Thinking (Kelley & Kelley, 2013;IDEO, 2024) have gained prominence for their ability to foster creativity and problem-solving in educational settings. Design thinking, with its emphasis on empathy, ideation, and iterative testing, offers valuable insights into how educational leaders can cultivate innovative solutions. ...
In this chapter the authors use the impacts of the global pandemic on educational systems as a muse to highlight the need for educational leaders to transition from strategic planning to foresight thinking. They analyze the shortcomings of traditional bureaucratic models and emphasize the importance of adaptive leadership in addressing contemporary challenges. They present the Three Horizons Framework as a tool for envisioning long-term educational innovations and integrating foresight into school leadership. By examining issues like teacher shortages, school choice, and facilities management, the chapter provides practical steps for fostering a future-focused mindset in educational environments, urging leaders to embrace innovation, adapt to emerging trends, and cultivate resilience in the face of an ever-evolving educational landscape.
... In building creative and effective ideas by focusing on human needs can apply the designer's approach and methods for the development of innovation. Institute of Design at Stanford in bootleg design thinking, dividing the design stages into five, namely are empathize, define, ideate, prototype, dan test [13]. The design thinking process is not linear, here is a flow diagram of the design thinking process proposed by the Stanford D. School in bootleg design thinking as follows. ...
... There is no unique definition of Design Thinking (DT) as it can be seen in the form of a strategy, a method, a framework, a toolkit, and mindset (IDEO LLC 2012). It is widely recognised as an abductive process in which the designer/innovator produces a composition, a product, a service, or an intervention to respond to a given problem or opportunity. ...
The following chapter intends to critically reflect on multi-disciplinary collaboration and co-creation practices as educational design strategies for near-term impact within higher education, involving external organisations. As part of transformative learning applied to the area of sustainability, three distinct case studies from Northumbria University are presented to illustrate how collaborative projects with external partners around sustainable challenges are tackled by teams of university students supervised by experienced academics. This practice represents not only a testing and professionally rewarding learning and delivery experience for students and academics respectively, but also an effective and leading-edge educational delivery model to reflect on. Its associated pedagogic benefits and challenges will be discussed in order to provide a strategic overview of one of Northumbria University’s strands of ‘future-ready’ approaches to Higher Education which strongly supports students’ proactive attitude towards both innovation and an understanding of how to respond to ‘real-world’ sustainability-related challenges.
... It was decided to use these titles to describe the five phases of the DT process: discovery, interpretation, ideation, experimentation and evolution 7 . ...
Introduction: The medical school curricular structure may vary according to the educational planning of each higher education institution (HEI). The viewpoint of the coordination and the medical school faculty is not always aligned with the students’ opinions. Thus, using a methodology to identify the students’ point of view would be essential. Design thinking (DT) is a process that proposes a search, in an empathetic, collaborative, and creative way, for solutions to complex problems. Objectives: To present DT as a methodology to identify how clinical internship students believe the curricular structure from the 1st to the 4th year of a São Paulo state medical school should be, by collecting suggestions and points that require a re-evaluation process of the current curricular structure. Methods: This is a qualitative assessment, which will use the DT model. Students were divided into three groups of five, and each group was committed to having a free discussion on its ideas concerning the curricular structure. Then, a panel was presented to each group, dividing the semesters from the 1st to the 4th year with post-it notes representing the current curricular structure of the medical school, and each group had one hour to reassemble the curricular structure as they deemed appropriate. Results: After the discussion stage, each group assembled its curricular structure. Some changes concerning the year in which the discipline was provided were proposed, and the inclusion of others. Most of the suggestions were considered valid and were incorporated into the curriculum. Conclusions: The DT methodology contributed to the identification of several demands regarding the curricular structure in an orderly, empathetic, and collaborative way, taking into account the students’ opinions. It is, therefore, a planning strategy able to evidence weaknesses and strengths of the curriculum that might not have been noticed by the use of other strategies.
... The definition of Ideo indicates, Design thinking revolves around the designer's belief in his ability to make a difference and having a series of specific processes aimed at reaching new relevant solutions to make a positive impact. It gives the designer the ability to be creative and transform difficult design challenges into creative solutions (Ideo, 2012) . In summary, all previous definitions refer to the following aspects : ...
... Our encounters were built on the premise that CBL could provide a design process that was very different to the kinds of 'design thinking' that have emerged from the business services sector [50] and established a strong presence in education [51][52][53]. Indeed, our premise was that CBL might allow us to work differently even to the design thinking programs that have placed greater emphasis on feelings and emotions, at least in the problem identification phase, such as the Designing for Change organisation in India (https://dtg.dfcworld.org, ...
This paper reports from a design-based research project seeking to reduce bullying, and so, contribute to the sustainability goal of improving (understanding of) justice. Goals such as this call for holistic and interdisciplinary ways of thinking that are quite at odds with the linear and reductionist epistemologies available with globally dominant ‘neoliberal’ discourses on education and educational decision making. To achieve goals such as improving justice, sustainable education and educators must explore and champion expansive ways of knowing that acknowledge and celebrate the complexity of everyday learning contexts. Responding to this need, this paper presents a case study of how we, as a group of educational designers and teacher educators, have explored how the arts-based pedagogy known as Creative Body-Based-Learning, when coupled with Engeström’s expansive theory of learning, can provide an alternative structure and methodology for teacher professional knowledge production. The paper will also outline the use of the research methodology of computer-aided phenomenography as a means of evaluating this kind of complex learning where simple testing and self-reporting are typically inadequate.
... Esta metodología se centra en explorar las necesidades de las personas, generar oportunidades de indagación, reflexión, y utiliza herramientas digitales para estimular la creatividad. Asimismo, este enfoque combina el pensamiento divergente para explorar intereses y experiencias personales, y el pensamiento convergente para tomar decisiones y acciones concretas en forma de productos o servicios (IDEO, 2014). La narración consistió en explorar sucesos cotidianos, identificar problemáticas, generar soluciones y proponer un desenlace o conclusión (Johnstone, 2018). ...
Durante la pandemia de COVID-19 se restringió la interacción física como medida de confinamiento. Estas disposiciones dieron lugar a problemas emocionales como el aislamiento social y el estrés, disminuyendo la comunicación cara a cara y las conversaciones diarias entre las personas. Este trabajo presenta la implementación de un programa basado en Design Thinking y la narración como medio de apoyo socioemocional y prácticas comunicativas y formativas para promover la participación ciudadana. Un total de 63 personas de diferentes nacionalidades y edades participaron a lo largo de seis sesiones en un formato híbrido. Las actividades consistieron en indagar, explorar situaciones cotidianas y analizar problemáticas locales. La metodología de investigación fue cualitativa y etnográfica, y los datos se recolectaron a partir de reflexiones escritas, entrevistas semiestructuradas, observaciones y análisis de productos. La narración sirvió de medio para dar y recibir ayuda, permitir que la voz de las personas sea escuchada y comprenderse mutuamente. Asimismo, fue un medio para comunicar hechos, informar, sensibilizar y aumentar la motivación para la toma de decisiones informadas y la reconfiguración del tejido social en momentos de crisis como la pandemia. La comunidad local desempeñó un papel fundamental como mediadora y generadora de vínculos sociales y afectivos. Esta investigación destaca la importancia de la narración en la educación no formal para el desarrollo de habilidades de aprendizaje permanente, y en donde los ciudadanos encuentran espacios de diálogo constructivo, interacción social, apoyo emocional y construcción de identidades activas para su bienestar y transformación social.
... Hay un conjunto coherente de desafíos que los docentes y las escuelas parecen enfrentar, y que se centran en torno al diseño y al desarrollo de las experiencias de aprendizaje (plan de estudios), a los entornos de aprendizaje (espacios), a los programas y experiencias escolares (procesos y herramientas), y a las estrategias del sistema, objetivos y políticas (sistemas) [7]. ...
Los constantes cambios que plantea la sociedad del conocimiento requieren que la educación universitaria trabaje en la incorporación de nuevas prácticas y tendencias educativas emergentes que faciliten la vinculación del futuro egresado a un ámbito laboral cada vez más competitivo. Repensar la práctica docente y centrarse en el alumno, implica brindarle a este último un rol activo en su aprendizaje, permitiendo el desarrollo de competencias transversales cómo la autogestión del tiempo, la autoevaluación de su desempeño y el trabajo colaborativo entre pares, con el objetivo de que desarrolle la capacidad de planificar y ser protagonista de su formación, preparándose para un aprendizaje a lo largo de la vida que le permita responder a problemas reales y complejos. El siguiente trabajo de investigación plantea el uso de la Metodología de Pensamiento en Diseño, como una de las metodologías activas y factibles a ser utilizadas para promover el desarrollo de competencias en el ámbito de la ingeniería, que supone una manera de resolver problemas reduciendo riesgos y aumentando las posibilidades de éxito. Empieza centrándose en las necesidades humanas y a partir de ahí, observa, crea prototipos y los prueba, consigue conectar conocimientos de diversas disciplinas (psicología, sociología, marketing, ingeniería, entre otros.) para llegar a una solución humanamente deseable, técnicamente viable y económicamente rentable. Esta experiencia docente tiene de protagonistas a los estudiantes del último año de Ingeniería en Sistemas de Información, organizados en grupos de trabajo reducidos con el objetivo de elaborar posibles soluciones a problemas concretos utilizando tecnologías emergentes y acompañados por el equipo docente, en su rol de facilitadores del aprendizaje, auxiliando al estudiante en desarrollar sus capacidades metacognitivas en cada etapa de la metodología propuesta.
... Creativity can be achieved by starting with questioning the existence of the obvious factors, which leads us to look at things differently with a fresh perspective that rearrange old information into new insights (Grant, 2016). Accordingly, the incorporation of design thinking, as a creative act, can help educators to develop a curriculum that is both reflective and intentional; as well as educate learners to apply their knowledge outside of school by challenging the real issues they face while interacting with other people (IDEO, 2013). In this study, we introduce one of the KAIST (Korea Advanced Institute of Science & Technology) K-School's courses called "Needfinding Practice" where students work in a multidisciplinary team to enhance their observation skills and creative thinking through real-life experience. ...
The ambidextrous balance of combining quantitative and qualitative approach is crucial to achieve business innovation in our ever-changing society. While exploring the early stages of a problem space, profound and iterative observations of human behaviors allow designers to discover unusual insights and users’ needs. In this regard, the purpose of this study is to introduce the Needfinding Practice course at KAIST and emphasize the importance of observational research to frame new business opportunities. Main learning goal of this course is to expand the problem finding phase for enhancing students’ creativity and divergent thinking abilities. In this study, we have conducted a literature review on needfinding through observation and how the early stage of design thinking process is related to understanding users deeply. By presenting students’ field research projects, we highlighted the process of identifying unexpected latent needs to gain qualitative data for future business implications.
... And how can I know whether my concept is viable? Sketching, modelling, and building can be incorporated into this phase to uncover various new ideas (IDEO, 2013). Innovations are considered as a necessary and positive aspect of changes (Andersone, 2020), thus design thinking activities and experiential learning should be integrated into the lessons (Stock et al., 2018). ...
The concept of transversal skills is a crucial element in competency-based approach in Latvia, which is specified in project Skola2030 and gradually has been approbated since 2017 in schools in Latvia. Teachers were provided with the methodological tools to practise these skills successfully, however, there are still struggles in this field. The objective of the research was to demonstrate the evidence regarding whether the principles of IDEO workbook are appropriate (‘fits’) Latvian educational context, particularly, the notion of Skola2030 transversal skills. Based on fit and feasibility theory this work addressed the research question: ‘How does the design of IDEO workbook’s skill set fit to the transversal skills of Skola2030 methodological tool in English lessons?’ The examination used statistical descriptive frequency analysis of the transversal skills of each document and comparative analysis between the two document sets included in each of them, using Excel software. The results show that the Skola2030 methodological tool for teachers on transversal skills in language areas stresses critical thinking, collaboration, and digital skills, whereas IDEO workbook underlines critical thinking, creativity and entrepreneurship, and self-directed learning. The high fit of both documents suggests that the adaptation of the IDEO workbook in the schools of Latvia could considerably enrich the Skola2030 educational offer. Suggestions for the improvement of the IDEO workbook and its adaptation are put forward.
... Empathizing. Through empathizing, teachers gather comprehensive information about what students need and want and how they feel during learning (d.school, 2018;IDEO, 2016;Radford University, 2013). This step aligns with needs analysis in task-based language teaching (TBLT; Ellis, 2017;Long, 2014). ...
... In the process of both conventional teaching and teaching innovation, the research team utilizes the "EDIPT" (Empathy, De ne, Ideate, Prototype and TEST) DT theory [10] which originating in the Stanford University Design School to design teacher activities and student activities and select technical tools [11]. The basic process is shown in Fig. 1. ...
Background
Flexible hybrid teaching has become the new normal of basic medical education in the postepidemic era. Identifying ways to improve the quality of curriculum teaching and achieve high-level talent training is a complex problem that urgently needs to be solved. Over the course of the past several semesters, the research team has integrated design thinking (DT) into undergraduate teaching to identify, redesign and solve complex problems in achieving curriculum teaching and professional talent training objectives.
Methods
After attempting online and offline hybrid traditional teaching, the aim of the research is to study the positive attempt of online flipped teaching using two selected course chapters. The research team redesigned the curriculum and evaluation method involved in teaching these chapters and implemented them in accordance with this new curriculum, aiming at the problems uncovered in the initial attempts. Thus, the curriculum and questionnaire should have shown improvement, and iterative products should have been applied in a timelier manner in the later attempts at flipped teaching. The selected sample comprised the Jining Medical College (JNMC) undergraduate oral (112 students) and nursing (44 students) classes. Student performance was measured according to the questionnaire results, student feedback and course grades. GraphPad Prism software was used for data analysis, and the statistical method was conducted by multiple or unpaired t test.
Results
Most students report a positive attitude towards the teaching model, and nearly 80% of students reported exercising multiple abilities while learning the material. This further iteration of the design scheme improves the teaching effect of online flipped classrooms. The exam scores for flipped teaching chapters increase markedly in flipped classrooms, and the difference is statistically significant.
Conclusion
Online flipped teaching is an effective means of integrating DT into the flexible and mixed teaching of Health Education (HE), and it can effectively enhance students' learning input and cultivate students' autonomous learning ability. This research reshapes the approach to classroom teaching through the deep integration of modern information technology into educational philosophy. Future work should explore the optimal proportion by which to appropriately expand the scope of flipped teaching content.
... In summary, the three areas provide the basis for how a 'design thinking' approach can be applied in organizations. In addition to the methods, there are also toolkits (IDEO, 2013;Stanford, 2010) and frameworks (Hassi & Laakso, 2011;Liedtka & Ogilvie, 2011) proposed for design thinking. However, many of these are not empirically studies, and the one that are studied are usually examined under experimental conditions within academic settings. ...
... The philosophy of "Tao, Vessel, Change and Comprehensiveness" coincides with parts of the Western view of "design thinking", which assumes that the specific manifestation of innovative thinking in design activities encompasses the categories of understanding, observation, conception, creation, and testing [25][26][27][28]. The researchers would like to suggest that you do not have to be designers. ...
In essence, cultural and creative design features humanity and culture. The process of how to transform culture into creativity is an essential subject of design education, which, in turn, calls for a new design teaching system. In regard to combining traditional Chinese thinking with modern design experience, the question of how to apply traditional Chinese thinking to design concepts, methods, and education is systematically explored in this research. Firstly, the question of how to transform the philosophy of “Tao, Vessel, Change and Comprehensiveness” in the Book of Changes into “design thinking” in order to establish the learning process of creative design with added value—as well as to set up the teaching model of cultural and creative design under “Tao, Vessel, Change and Comprehensiveness”—is discussed. After this, two cases of the Aboriginal Harvest Festival’s cultural creativity “Dancing Together” candlestick and the animation, cultural, and creative design of the “Wind Lion God” are used in order to examine the effectiveness of the specific design and to verify the feasibility of this teaching model in the development and application of cultural and creative products. The results demonstrate the feasibility of this teaching model, which provides a new systematic approach for the purposes of teaching and practice in the field of cultural and creative design.
... Design thinking is a process that integrates people's needs, generates inquiry, and enables the use of technologies and creative tools to address problem-solving. This approach goes through divergent thinking based on personal interests and advances in convergent thinking to make concrete decisions and actions (IDEO, 2014). In design thinking, storytelling helps explain the interconnections between people in situations or problems and settings through listening and empathy (Collias, 2014). ...
This study analyzes the effect of a digital storytelling-based Design Thinking program in a language learning community. Participants from different countries joined a five-session program to explore local problems and prototype solutions. Data were collected through reflection journals, interviews, and observation notes. As a result, this experience became an opportunity for authentic learning in language learning to address individual and collective interests. Digital storytelling is a tool for social engagement, teamwork, and increasing motivation to communicate creatively in different formats. However, some limitations were observed, such as lack of time, attendance, and technological constraints. The partnership between learners and the local community is vital for developing sustainable communities and active citizenship through new forms of participation. Incorporating people with different linguistic and cultural differences benefits working collaboratively, service-learning, persisting and overcoming barriers.
... A variety of professional fields use design thinking, including engineering, information technology, medicine, and education (Dorst, 2011), and several modified frameworks tailor the design thinking process for teachers, scaffolding its application to instructional challenges (e.g., IDEO, 2013;d.School K12 Lab, 2018). We draw upon these frameworks and specifically those emerging from school settings (DEEPdt; Cantwell, 2017), to define design thinking as an iterative four-phase methodology that moves through discovery, empathy, experimentation, and production. ...
... Design thinking method started getting used in businesses, where numerous organizations used it to increase sales and profitability (Ward et al., 2009), and in academia when some of the leading design, engineering, and business schools adopted it as a teaching method. More recently, design thinking has been used by educators to improve school layouts, teaching ( Cankar, Deutsch, Zupan, & Setnikar Cankar, 2013), and course design (IDEO, 2014). ...
As the pace of societal and business change intensifies, so does the need to update curricula and innovate and optimize the delivery of courses within higher education institutions. Using an exploratory case study, we studied the use of Design Thinking as a course design method for designing an undergraduate entrepreneurship course. Despite being most commonly known as product or service design methodology, Design Thinking has shown promise as an innovation-oriented approach to course design. The case study shows how unlike traditional course design methods, the Design Thinking method is more empathetic and focused on the needs of students, is iterative, and supports creative solutions for key problems in the course. The key mindsets the teaching team developed were: (1) treating a course as an ever-evolving prototype; (2) empathizing with customers (students) to understand their beliefs, motivations, and needs; (3) rapidly responding to student feedback and consequently altering the prototype; and (4) changing the role of faculty members to not just deliver content but also to develop necessary skills and mindsets as well as to offer active support to student teams during project work. Some challenges of the method, such as the costs of continual prototyping, are also examined. This study adds to the limited body of literature on the use of Design Thinking in higher education for course design and innovation.
... Σύμφωνα με το συγκεκριμένο μοντέλο κατά την ανάπτυξη ενός project, η εργασία εξελίσσεται σε έξι φάσεις (IDEO, 2012). Η 1η φάση που αφορά στην ανίχνευση των γνώσεων των παιδιών για το θέμα (Discovery), περιλαμβάνει τις δραστηριότητες γνωστικής και ψυχολογικής προετοιμασίας. ...
Η εκπαιδευτική τεχνολογία προσφέρει νέες, σημαντικές δυνατότητες στην καθημερινή
εκπαιδευτική διαδικασία. Μέσα από το δίκτυο δέκα συνεργαζόμενων σχολείων e-lios
(e-learning interactive open school) είχαμε τη δυνατότητα να γνωρίσουμε το βαθμό
διείσδυσης της νέας τεχνολογίας σε χώρες της Ανατολικής Ευρώπης. Κυρίως ανιχνεύ-
σαμε το βαθμό διείσδυσης νέων τεχνολογιών στην καθημερινή εκπαιδευτική πρακτική,
το επίπεδο επιμόρφωσης των εκπαιδευτικών, τον αριθμό δυσπρόσιτων και απομακρυ-
σμένων σχολείων ανά χώρα με ανάγκες εξ αποστάσεως μαθημάτων και τις δυνατότητες
προσβασιμότητας στο διαδίκτυο. Παράλληλα, εξετάσαμε τις πρωτοβουλίες και τις δρά-
σεις που έχουν αναληφθεί σε κεντρικό επίπεδο ανά χώρα ώστε να επιτευχθεί η ψηφιακή
σύγκλιση. Αναζητήσαμε τις στρατηγικές που έχει αναλάβει κάθε χώρα ώστε να ενσω-
ματώσει στην εκπαιδευτική διαδικασία τις νέες τεχνολογίες και να καλλιεργήσει κατ’
αυτό τον τρόπο τις ψηφιακές δεξιότητες των μαθητών και των εκπαιδευτικών. Στον
ίδιο άξονα στρέψαμε την προσοχή μας στους εκπαιδευτικούς των συνεργαζόμενων
σχολείων εντοπίζοντας τις δυσκολίες που συναντούν στην ενσωμάτωση τεχνολογικών
εφαρμογών στην καθημερινή διδακτική τους πρακτική, αλλά και στην πρόθεσή τους
για δημιουργία σύγχρονου και ασύγχρονου, διαδραστικού εκπαιδευτικού υλικού.
From the beginning of modernism, the patterns of production and consumption have been
challenging due to some changes in stakeholder dynamics and social cognition. The dualities
of production/consumption, and supply/demand have been changed constantly due to the revolutions
in the value-creation ecosystem. With the emergence of postmodernism, the collective
creativity has challenged the conventional economic patterns. The power of representing individual
or social preferences in daily life products and systems activated bottom-up creative practices.
The proliferation and democratization of self-production, DIY, and Maker movements, and
advancements in realization technologies like additive manufacturing and crafting equipment,
have enabled this social change and support consumers to be creators; makers, and prosumers.
As an ever-evolving field, design has become the main driver for innovation, development and change for the society. From a conventional perspective, design has been considered to operate between the intersection point between “industrial” and “artistic” expressions, which altered for desired outcomes. It has been observed that throughout the years this evident connection between two spectrums has loosened and design itself has become an openly accessible medium for anyone to utilize for varied purposes and interventions. Within this shift from closed and exclusive systems to open and transparent structures, open paradigm (OP) has emerged within the design field to signify the openness ideology on both theoretical and practical approaches. Throughout this paradigm shift, design has been considered as a vital tool to enhance social innovation and its related deliveries as design outputs to propose the framework of open innovation. Having placed within the fundamental clusters of OP, open innovation suggests the utilization of crowdsourcing approach within the design discourse to include varied actors within the innovation ecosystem on product and design development processes. This paper aims to build a contemporary connection between the open paradigm under the main framework of design profession with the concept of social innovation, through the consideration of crowdsourcing approach to estimate how open innovation can be realized to propose new and innovative solutions within the given discourse. The methodology of this paper consists of an extended review of the literature and selected cases from different sectors, regarding the selected framework to further investigate the contribution of crowdsourcing on enabling the transition from social innovation to open innovation within the OP framework.
Design thinking (DT) is becoming an innovative and popular teaching method. Recently, DT has been used as an unconventional method to develop skills of problem-solving, creativity, and innovation. However, its effects on student learning are unclear. This research aimed to examine the DT’s effects on student learning. The meta-analytic result based on 25 articles showed that DT positively affected student learning (r = 0.436, p < 0.001). Moreover, the learning outcome, treatment duration, grade level, DT model, and region had moderating effects. Additionally, moderator analysis suggested that DT instruction was more effective: (1) when class size is <=30; (2) on multidiscipline; (3) with long-term duration (>=3 months); (4) for secondary school and university students; (5) on student learning engagement, motivation, problem-solving skills, and academic achievement; (6) with the model of Observe, Synthesize, Ideate, and Prototype, and Empathize, Define, Ideate, Prototype, Test; (7) when team size is <=7; (8) on African and Asian students.
STEM, the integration of science, technology, engineering, and mathematics subjects is a popular topic as schools grapple with how to best prepare students for an ever-evolving society. As societal and technological challenges emerge, design thinking has been lauded as a method to enable people to help tackle those challenges. The steps of the design thinking process, empathize, define, ideate, prototype and test align with engineering design and can be used as a problem-solving method in classrooms to help promote creativity, critical thinking, and collaboration. The purpose of this explanatory sequential mixed methods study was to better understand if a STEM integrated curriculum helps promote design thinking in middle schoolers. The study compared two middle school groups, one that uses an integrated STEM curriculum and one that does not. Quantitative data was collected using the design thinking disposition survey through pre and post testing. Qualitative data was collected through free response questions and student and teacher interviews. There was no difference found in the change of design thinking dispositions between students at the two schools, however both groups scored lowest on the design thinking disposition of prototype. Free response questions showed that students at the STEM integrated school perceived an increased ability to design solutions to problems. Student and teacher interviews highlighted benefits of using a STEM integrated curriculum including providing collaborative opportunities to solve hands-on, open-ended problems. How a STEM integrated curriculum can develop design thinking should continue to be examined.
Doctors are nowadays experiencing many struggles in their daily practice, mainly due to new intricate challenges of the twenty-first century. However, despite the efforts of traditional medical education, it falls short in providing them with the required tools to effectively overcome these difficulties. In light of these shortcomings, this paper suggests the development of a new educational framework designed to guide medical educators in creating student-centered learning experiences. Which may be ensured by using Design Thinking (DT) as an instructional design method, merged with constructive alignment principles, and generative artificial intelligence. To demonstrate the effectiveness of this new educational approach, a case study is showcased wherein the framework was applied to design a new medical curriculum. The case study specifically focuses on first-year students in a Moroccan medical faculty and was developed based on DT principles, allowing students to engage in a transformative learning process that encourages innovation and creativity. The new curriculum includes lecture sessions, hands-on workshops, and project coaching where teams of medical students learn the design process and are given the opportunity to prototype and test their proposed solutions at local university hospital units. Overall, the showcased case study provides evidence of the framework's effectiveness in designing a new medical curriculum, illustrating its potential for enhancing medical education and engaging future doctors in impact-focused projects with long-term benefits for their career development.
This article takes its name from a semester 6 architectural design studio developed using semiotics as an approach to develop a design methodology / design thinking process. This involves exploring different interpretations of the symbols + and −, and their various applications to the field of architecture and design. We try to analyse, trace the course of problems/issues, and interpret ideas of subtractive processes (inf luenced by economic, cultural, and technological changes) involved in extracting resources from mother earth; and thereafter, the impacts of additive processes in the act of building and constructing. With the design project situated in the rich timber industrial heritage of the North Malabar region of Calicut, Kerala (India), this material is a crucial element associated with memories. The absorption of the relational aspects of timber in this region’s cultural semiotics has led to interesting shifting in the built and unbuilt environments over the years. This has become the core inquiry of students’ engagement in decoding signs and symbols through the mediums of photography, diagramming, and hybrid representation. These in turn inform them how to intervene using design and create an architectural project based on these findings.
One-third of the food produced globally is lost or wasted, and one cause is consumer leftovers. Re-licious was an eight-week pilot intervention aiming to increase awareness of food waste and healthy eating by building adolescents' ability to prepare and cook leftovers. Re-licious used a co-design approach and was piloted in a secondary school, half of which was during a COVID-19 lockdown period. Students watched videos on food waste and healthy eating during class. They identified leftover ingredients at home and repurposed ingredients to create recipes. Students co-created recipe criteria to ensure the personal relevance of the recipes. They completed pre-and post-intervention questionnaires (n = 40) about food waste and motivation and interest in healthy eating. Four group interviews were conducted. The factors identified as important in the co-creation sessions were preparation time, cost, healthiness, and sustainability. Participants with low motivation and interest in healthy eating decreased, and participants with high interest increased (p < 0.001). The intention to reduce food waste increased (p = 0.007), as did resourcefulness (p < 0.001) and personal norms (p = 0.048). Interviews highlighted the students' increased awareness of food waste and enjoyment of the intervention. With improvements based on this pilot, Re-licious could be adapted and re-trialled in a face-to-face format to educate young people about food waste.
El propósito de este trabajo es describir el proceso de diseño emprendido en la clase de Crítica del diseño de quinto semestre con los alumnos de la licenciatura en Mercadotecnia y publicidad en CENTRO, institución de educación superior afincada en la Ciudad de México. Como parte del modelo de trabajo se implementó un taller durante tres semestres (agosto–diciembre 2014, agosto–diciembre 2015 y agosto–diciembre 2016), experiencia en la cual participaron 49 estudiantes. Los participantes aplicaron el proceso de diseño para buscar y proyectar soluciones creativas concretadas en objetos conceptualmente críticos e ingeniosos.
After introducing the topic of education in immersive virtual reality (iVR), the authors describe the methodology and procedure used to test an educational game in virtual reality. The objective of this chapter is to contribute to the definition of a format for the evaluation of educational experiences in VR by describing the methodology adopted in the mentioned case study. A group of 30 students completed a lesson in virtual reality, and their experience was evaluated through qualitative (questionnaires, thinking aloud, interviews) and quantitative (task completion and time) tools. The results show some need for improvement of the simulation, but subjects were immersed in the experience and scored highly on the final assessment on understanding the educational content.
Este artículo destaca los resultados de la coordinación académica entre diferentes asignaturas de sexto semestre de la Licenciatura de Diseño Industrial en la Universidad de Monterrey (UDEM). La coordinación tuvo como objetivo el diseño y desarrollo de un producto de complejidad media. La experiencia de afrontar los distintos desafíos impuestos se hizo a través de la colaboración entre los cursos de DI-2330 Estudio y Desarrollo de Producto II, y los cursos de DI-2350 Simulación y Resistencia de Materiales, y DI-2320 Procesos Industriales y Prototipos Digitales. El desarrollo de este proyecto, además del desafío regular que implica para estudiantes y profesores un proyecto de diseño, implicó un gran reto de coordinación entre las diferentes asignaturas bajo el objetivo común que los estudiantes pudieran desarrollar un producto de alta calidad mediante una aplicación integral de los aprendizajes del semestre.
In recent years Design Thinking has established itself as a popular methodology for unlocking the creative potential that drives innovation, and scholars have begun to apply it in the health sector. However, as a conceptual framework, the approach has been criticised for lacking coherence and empirical validation. Although few have explicitly highlighted the central role of frame management in Design Thinking, we propose that much of the innovative potential, as outlined in its founding principles, stems from a concern with mental processes that contextualise new information to give it meaning and significance. Here we sought to address this gap by studying the framing process in two design teams tasked with developing solutions to assist an elderly population with compliance with medication schedules. Findings from a qualitative analysis indicate that although Design Thinking has clear merit as a methodology for helping designers shift beyond their immediate field of expertise, feedback and observations gathered during engagement with stakeholders inevitably appear to make their way through a filtering process where specific interpretations and meanings become censored and constrained by dominant discourses. Especially in the health sector, where information is sensitive, critical attention to the underlying value systems and prevailing discourses that influence designers' implicit frames of reference is needed if Design Thinking is to gain credibility as a scientifically robust method for innovation.
The term extended reality, or XR for short, references a group of emerging technologies that includes virtual reality (VR), augmented reality (AR), simulations, holograms, and other digital tools and applications that in some way manipulate our perception of physical reality (Fitzpatrick et al., 2021). These technologies stimulate our senses of sight, sound, and touch in such a way that we become immersed in digital environments (Stanney et al., 2020). In fact, we gain such a feeling of “presence” while immersed in an XR environment that it can deeply impact our sense of time and place (Vasarainen et al., 2021). This feeling of presence is a defining characteristic of immersion, and each type of XR technology generates that feeling in different ways. This book's chapters share different insights into leveraging that feeling for teaching and learning.
Sustainability challenges, being wicked, make problem framing essential to effectively direct problem-solving efforts. Problem framing is the process through which sustainability issues are conceptualized, and it has implications for the action. Inadequate or lack of problem framing can exacerbate situations implanting unsustainability or restraining action toward sustainability. Therefore, problem framing can be considered a brink for transformative praxis toward actions to achieve sustainability. Higher sustainability education (HSE) has been linked to sustainability as it aims to educate leaders who can contribute toward dealing with sustainability challenges. To nurture such leaders, HSE must train learners on problem framing. The chapter discusses design thinking (DT) as a pedagogy to train learners on problem framing while presenting the design and implementation of literature-based tools for the problem-framing stage in DT during a Hybrid Field Exercise Course at the University of Tokyo. The presented tools are critically assessed based on learners’ perspectives, and the way forward is presented to improve the learning process further to train students on problem framing for sustainability. The chapter offers lessons to inform curriculum design and learning practice to train learners on problem framing in HSE.
Tasarım odaklı düşünme, sorunları çözmek için hızlı bir şekilde prototip
oluşturma, erken başarısızlık deneyimleri yaşama, tekrarlanan süreçler sağlama ve
insan merkezli tasarım oluşturma gibi kazanımları içeren yenilikçi ve sistematik bir
yaklaşım olarak kabul edilmektedir (Elsbach ve Stigliani, 2018). Geleneksel tasarım
yaklaşımlarından farklı olarak tasarım odaklı düşünme, yaratıcılığı teşvik etmek ve
sorunları çözme becerisi kazandırmak için kullanılabilir (Akçaoğlu 2014; Hwang
vd., 2012).
Tasarım odaklı düşünme, inovasyona ilişkin iç görüler geliştirerek gözlemleri
yinelemeli ve doğrusal olmayan süreçlerden geçirerek beklenmedik keşiflerde
bulunmayı sağlamaktadır. Tasarım odaklı düşünme süreci empati, merak, iş birliği,
deneme, görselleştirme, esneklik ve sürekli öğrenme gibi becerilerin gelişimini
destekleyen süreçleri içermektedir (Andreassen vd., 2016; Koliji 2016; Ward vd.,
2009).
Σκοπός της παρούσας μελέτης είναι η διερεύνηση των απόψεων μελών του Πανεπιστημίου Θεσσαλίας σχετικά με δράσεις μείωσης του πλαστικού μιας χρήσης και πιο συγκεκριμένα σχετικά με τη χρήση του ψύκτη αντί για την αγορά πλαστικών μπουκαλιών νερού και τη χρήση επαναχρησιμοποιούμενων ποτηριών αντί για ποτήρια μιας χρήσης. Πραγματοποιήθηκε ποσοτική έρευνα και χρησιμοποιήθηκε το ερωτηματολόγιο για τη συλλογή δεδομένων. Το δείγμα αποτελείται από 1027 άτομα, μέλη της πανεπιστημιούπολης. Τα αποτελέσματα δείχνουν ότι το 62,7% του δείγματος δήλωσε την πρόθεσή του να χρησιμοποιήσει τον ψύκτη αντί να αγοράζει εμφιαλωμένο νερό έχοντας ως ισχυρό κίνητρο την αίσθηση της προσωπικής συμβολής στην προστασία του περιβάλλοντος και ως βασικό εμπόδιο την αμφιβολία για ασφαλή χρήση του ψύκτη.Το 61,6% του δείγματος θα έφερνε ποτήρι από το σπίτι για το ρόφημάτου αντί να το αγόραζε σε ένα πλαστικό ποτήριμιας χρήσης. Το κύριο εμπόδιο φάνηκε ότι ήταν η δυσκολία να κουβαλούν ένα ποτήρι από το σπίτι, ενώ το μεγαλύτερο κίνητρό τους ήταν ναυπάρχει στην αγορά ένα εύκολο στη μεταφορά ποτήρι . Τέλος, υπάρχουν κάποιες προτάσεις με βάση τα αποτελέσματα της έρευνας.ΛΕΞΕΙΣ-ΚΛΕΙΔΙΑ: Αειφόρο Πανεπιστήμιο, σχεδιαστική σκέψη, χρήση ψύκτη, μείωση πλαστικού, χρήση επαναχρησιμοποιούμενου ποτηριού
Addressing the ongoing challenges of environmental and sustainability education (ESE), a virtual reality course was developed for teachers to explore new pedagogical approaches with technologies for ESE. The chapter contributes practical insights for empowering and supporting teachers in designing immersive learning experiences with connections to natural environments and sustainability targets.KeywordsImmersive learningImmersive teachingInstructional designEnvironmental and sustainability educationVirtual realityWorld building
This 'project in a box' on building resilience and inter-community dialogue encompasses detailed instructions, illustrations, and inspiration. The toolkit focuses on how to deliver workshops on inter- and intra-community relationship building, and aims to improve global citizenship literacy, awareness of tools and learning of skills to build socially cohesive and tolerant communities that are resilient to violent extremism. This toolkit is for anyone who feels motivated to improve relationships and respect in the community, the workplace and even among friends and family. You can use it to improve respect generally or to tackle a specific issue, such as hate speech or inter-ethnic conflict. Depending on your level of experience of bringing people together, and the kinds of issues you are working with, you will find a range of different tools to apply. Whether you are experienced in facilitating change or are just starting out, this toolkit has been designed and tested for you.
The Transformative Consumer Research (TCR) and Transformative Service Research (TSR) movements seek to encourage, support, and publicize research benefiting consumer welfare. In this article, we introduce design thinking (DT) as a rigorous, effective, and creative problem‐solving process well‐suited to tackle the multi‐dimensional problems TCR/TSR researchers address. A scoping review of TCR/TSR and DT literatures examining complex issues, such as health and well‐being, inequality, and sustainability, reveals each orientation’s theoretical and methodological strengths as well as its opportunities to more effectively catalyze positive change. Specifically, DT would benefit from the rigorous theoretical perspective brought by TCR/TSR researchers. In turn, transformative consumer and service researchers can find inspiration in the participatory ideation and prototyping techniques central to DT. The Problem‐Solution‐Impact (PSI) Research Process Model for Transformative Change draws from the strengths of the two traditions to creates a rigorous and relevant approach to addressing the world’s most complex and dynamic problems.
The purpose of this article is to introduce an action-oriented framework aimed at clarifying and promoting a principled approach to creativity in education. A principled approach to creativity refers to the design and implementation of positive creative educational endeavors, which are guided by a set of agreed-upon commitments aimed at making a positive contribution to the learning and lives of others. We open by discussing how our conception of a principled approach to creativity connects to positive creativity and how this approach can guide creative educational endeavors. More specifically, we discuss the opportunities and responsibilities associated with a principled approach to creativity, including how educators, students, and researchers can re-conceptualize creative opportunities, creative risk-taking, creative action, and the intended and unintended outcomes that result from promoting creative thought and action in and beyond the walls of schools and classrooms.
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