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Abstract

Topic The main topic of this paper is to represent Design Thinking from the side of Art and Design Education based on the experimental study. Aim The gain is to solve research questions according to the webinar pilot study research paper mission what are talking about motivation, lightening the problems and finding the innovative methods in organising the education programs. This paper admits to collect the data for the main research about Design Thinking. Method Direction of the study is based on reading the papers and designing the webinars. The number of participants for the each session is not huge and it's possible to analyse the answers manually what was successfully realised and represented in the statistical data and personalised information. Main findings Results are expertised through positioning the key points of this case into the next sections: Creativity, Design Thinking in the relation of education, Webinar and Educators.
Alexandra Chudinova
Pilot study plan
ELTE University
Title
Pilot study webinar plan
Abstract
Topic
The main topic of this paper is to represent Design Thinking from the side of Art and Design
Education based on the experimental study.
Aim
The gain is to solve research questions according to the webinar pilot study research paper mission
what are talking about motivation, lightening the problems and finding the innovative methods in
organising the education programs. This paper admits to collect the data for the main research about
Design Thinking.
Method
Direction of the study is based on reading the papers and designing the webinars.
The number of participants for the each session is not huge and it’s possible to analyse the answers
manually what was successfully realised and represented in the statistical data and personalised
information.
Main findings
Results are expertised through positioning the key points of this case into the next sections: Creativity,
Design Thinking in the relation of education, Webinar and Educators.
Keywords
webinar, creativity, design thinking, media, learning
Introduction
The aims of the main study
Main study targets to create the methods and define design thinking in Art and Design Education; the
needed components of this process for designing educational programs and organising the classrooms,
systems for learning. Creativity is a character by educator, what has to be developed through the
methodologies what will be created by experimental and academic studies. For achieving the gain to
motivate students to learn and educators to teach, it’s not enough to give a set of skills and
opportunity to work. The foundation of specialisation is a way to socialise people and help to find «a
place» into community. Design thinking has a huge mission to diverse the education programs
coordinating people and making them «satisfied» in building and managing their professional life.
The rationale
The different types of study are included into design thinking. Research has the important role in
innovating and framing education for creating the conditions to motivate students and educators to be
professional and interested in working about their activities. To be productive, improve educational
process, being satisfied of what both of the considered target audience doing.
Theoretical background
My research is concentrated on the process of generating creative ideas in the educational domain.
Current research identifies a methodology of design thinking applied in art/design education through
a literature review about successful educational projects that stimulate creativity. Comparing research
results based on the creativity in psychology, marketing and neuroscience, it is possible to find new
models for developing creative thinking and for motivating students to have an interest, to be curious
in their education. Webinar is a form of representing theoretical and practical knowledge. Online
format is not the same than direct or live participation with the classroom. It can help to create a new
model in art and design education, communication through artificial intelligence, what can be
considered in the full research article.
Research questions
1. How can webinar improve the abilities to learn?
2. Does creativity makes study easy and What is the role of it in learning and Designing the
programs/materials?
3. Is it possible to say, that Design thinking can diverse the ways or forms of learning any
materials through artificial intelligence?
4. May Design Thinking motivate students to learn and teachers to teach?
About the pilot study
Pilot study has the gain to define the key points in the main research. It’s the experimental study, what
coordinates to approve the assumptions and achieve the expected results. Webinar is a digital form for
learning any materials. Webinar helps to collect the data and makes research alive. Design thinking
has the team based form, but the webinar is individually oriented tool. The opportunity to make it
collaborative gives this study innovative character.
Expected results
1. To evaluate the involvement into the process
2. Criticise the represented information based on the feedbacks, weak moments in the
planned paper
3. Learn and analyse the techniques in making the webinars for planning media strategy
and creating new methods to represent the information in the digital format
4. Analysing the online discussion and feedbacks, to select the next important sectors:
4.1 Online Activity. It will be measured by the quality of
commentaries.
4.2 The quality of questions (from 1 to 3, the relation to the
discussed topic).
4.3 The number of high interested modules (where the reaction is
more active than in others).
5. To accept that the most important motivators are interest and possibility to be
included in the webinar activity, being professional.
Method
Webinar has the next structure and modules:
1. Theory
a. What is Design thinking?
b. What is Creativity?
2. Practice
a. Brainstorming (38 min)
b. Workshop #1 (45 min)
c. Workshop #2 (18 min)
Theory a. The webinar
has a theory in the format of presentation with the text transcription. It was
organised by the online platform. The Target audience was not selected. The number of participants is
7 listeners with the different degrees and professional activity. Webinar had three questions before
starting: 1) Why have you decided to participate for the webinar? Three of the leasteners said that they
want to participate for the webinar because of their study, one person was invited, one is a trainer,
curious about new information and researchers in this area, two of them are marketers, looking for the
new information. Second question is about student’s expectations from their study, to get the
theoretical knowledge - 1 answer, for using the information in my active field - 6 answers. The
question about choosing the webinar as a format for learning and study has the positive answers (4
students), interested in using something else (3 students).*
Table 1a. Answers to the pre-webinar questions
Question
Option
Number of participants
All of the theoretical materials are presented into .pdf format. The number of slides starts from 20.
The structure of the information is logically built for creating the full picture of the learning
subjectives.
*These were multiple choice questions. Questions can be seen in Appendix A
Theory b. 20 participants. The engagement is created in:
1. age group (from 18 to 35)
2. academic degree
3. country of origin (for analysing cultural differences)
4. department
5. status (student/prof., dr., teacher)
Table 1b. Answers to the pre-webinar questions
Why have you decided to
participate for the webinar?
for their study
3
was invited
1
he is a trainer, curious about
new information and
researchers in this area
1
marketers, looking for the new
information
2
What do you want to learn?
to get the theoretical
knowledge
1
to use the information in my
active field
6
other
Do you like to use webinar like
a format for learning and
study?
Yes
4
No
Interested in something else
3
The results of the questions, what were before the webinar describes that creativity is understable and
can be described just by persons who are experienced in it (yes - 12 students, no - 8). The creative
confidence is inherent to seventeen of the listeners and three of them are criticised by themselves. The
role of creativity is important for the thirteen of the students and not for a few of the listeners.
The age group by the age from 27 to 35 (MA and PhD degrees) said “yes”, the youngest said “no”.
The reason of the answers is in the professional experience and distinctness in creativity according to
the specific field. Pre-courses like webinars can spot this direction in understanding the role of
creativity in study and professional field. For being confident in saying “I’m creative in my study,
work or life”, any student needs to work a lot about thinking “outline”. In the end of this webinar the
two tasks are given as a great example of the techniques to improve the creativity. The listeners
should after one month send me the results of their assurance by e-mail what will be analysed for the
acknowledgment that the level of “creative confidence” depends from the time and invested efforts to
make a skillset.
**These were multiple choice questions. Answers can be seen in Appendix B
Practice a. Brainstorming. 30 participants. There is a practice for training ability to make the creative
solutions. This webinar has two sessions. All of the members should take the notes. The title is “The
theory of big “What” (the right questions for being answered) from the side by students and teachers.
The participants have the different roles. First task
is to take the stickers and put on the wall according
to the question; second
is to build the questions in two categories: for students and teachers. If you are
not a student you’ll take a role by teacher, if a teacher - student; third
- the answers will be put on the
wall using the stick paper.
Question
Option
Number of participants
Could you tell/define the
term “creativity” in 1
second in one sentence?
Yes
12
No
8
Are you creative in your
study?
Yes
17
No
3
Is it important to be
creative in your study?
Yes
13
No
7
The answers are built in the relation for receiving the needed information.***
Students
Answering the questions about hobby, the answers were received very quickly. One said that he
spends a lot of time playing on the guitar. The most popular answer is art (11 participants) and Design
(13 students), dancing (performing arts are included to the art choice) is actual for two students,
reading (2), communication and collaboration - for the one student. All of the answers are related to
the studied and taught subjects.
The question about cross points in hobby and study helps to find the motivator to make education
process sapid and interactive. Imagination is a way for being creative, art and design needs in
“outbox” thinking, it’s a reason of choosing this variant. Passion is on the one line to the interest, two
of the listeners had chosen this characteristic, money and what the participants love to do are the
expected answers, five of them found it more useful and applicable for the reality, just one is
answered “activity” what is more suitable to the volunteers, “self-realisation” depends from the age
and achieving all of the life necessities (8 people gave this option), business can be considered with
“activity” or making the earnings what is near material thinking, but needs in art/design management
(3 participants), interaction (there is a connection between people, making the communication, team
work, international experience, sharing the ideas, two students had decided this opportunity.
The questions are created in the hierarchy from describing study/teaching to the what the
students/teachers want and like to do.
The question about the key points can explain what the auditory selects from the cloud of subjects and
find what they really like in their educational programmes. Subject “history” is very popular (11 of
the inquires), but all of the participants by art and Design Education had the chosen answer, what can
be explained by zest, professor or tasks. Theoretical knowledge is very important because 14 students
answered this question, Business planning and management are important for the educators by
Art/Design, Communication Business and Management departments.
Asking about learning outcomes, education, auditory said that they need the additional time what is
not strategical adequate because before designing or taking any courses, firstly, the listener or creator
should think about usefulness and causation.
The task about building the timetable was creative realised, the participants drew the different grids.
Curriculum was created based on the previous task. It will help to build the comfortable management
study/course plan.
Teachers
In the exercise for teachers, all of the listeners changed the role from the students to the teachers. First
question is about self-positioning: woman (two answers), man (three), ananas (one), artist (seven),
designer (fifteen), business woman or business man (two). The professionals gave in the first seconds
the answer according to their specialisation. Second answer is about subject for teaching what
describes the auditory: painting (three), fine arts (seven), graphic design (eleven), communication
design (six) and business in design (two). Third question is built according to the second question:
mark the art/design (thirteen participants), plan, design, targeting (three), talk with my clients (two),
dancing (one), organising (three), to solve design cases (two), talk about the interests (five), teach (1,
pedagogy isn’t actual for art/design education).
Fourth task is about real structure of the course what the educators have right now. Not all of them use
the modular system what isn’t comfortable and instructor recommended to make the titles/topics into
the groups. After that they collected the grouped topics summarised with the fields what the like to do.
And as a final version, they had built the grid/programme of the course.
It helps to create the cross-discipline subjects and be innovative in designing the educational
programmes.
***These were multiple choice questions. The questionnaire can be seen in Appendix C
Practice b. Workshop #1****
The results represent that not all of the participants can react on the tasks very quickly and be
according to the adequate time and they are not clear in understanding their time. A few of the
listeners asked about being more detailed in the description of the tasks and give the examples. For the
next webinars, this information helps to be prepared in the visual explanation of given tasks.
The objects as “it” (related to the webinar task) are described in the table P1. Difficulties represent the
way of thinking and abilities to take any actions. It coordinates in the field of evaluating “creativity”
in making the decisions.
Table P1. Object “it”.
Answer
Number of participants
Reaction
Parfume
1
in 1 minute. Long answer.
Mobile phone
15
This answer was reacted in 20
seconds.
Pen
5
35 seconds. Different
participants.
Wallet
2
50 seconds.
Tablet
1
1 minute.
Documents
2
1 minute.
Cosmetics
2
1 minute.
The process of selecting the item was delayed and taken by the reaction in 1-2 minutes. They couldn’t
think for a long time. It’s a personal reaction on what the person thinks about allways. Mobile phone
is day by day with human, it makes you connected with the social world. The hugest number of asked
personas said about mobile phone. The time of answering talk about the way of thinking in the key of
prioritising the things. Parfume is not an object without what you cannot go to anywhere, but for the
someone it’s very helpful for cleaning the screen on the phone, for making the atmosphere fresh in the
classroom and etc. This person had chosen this object based on the experience. About having the role
or status, for example “student”, the answer will be notebook, pencil or pen and etc., what is used
usually. This exercise helps to describe the meaning of the things what are with you. In the student’s
and teacher’s life, it’s very important to be in the right time of all of the things what are connected
with professional activity. To be creative means to develop human possibilities to optimise all kind of
processes. For the educators, to be innovative and motivate students are the most important directions.
The things what are important for the person, describe them.
****These were multiple choice questions. The questionnaire can be seen in Appendix D
Practice c. Workshop #2*****
This workshop helps to make the border and become more productive in the education field. Writing
the subjects, all of the participants were in the one direction: art, painting, design, communication,
graphic, web, ui/ux design, painting, business in art and design and etc. To write a short Brief about
the courses wasn’t difficult and in 5 minute the listeners made this task. It says that the description of
all of the courses is fully understandable by learners. The question “What am I want to know?” wasn’t
easy, auditory asked about the additional time. And the online question by the participant about the
difference between “to learn” and “to know” represents about professionalism and necessity in the
theoretical materials. After the webinar all of the participants had a course what indices educators to
learn and teach. This type of short webinars is effective and enough resultative in the context of
refining the skill sets, approaches, finding new perspectives in the professional life, career.
****These were multiple choice questions. The questionnaire can be seen in Appendix E
Results
The received data are readable and clear for analysing and acceptable for redesigning the main
research paper. The theory helps to understand the educator’s needs and knowledge what they should
have as a requirement and pre-course preparation for making syllabus and building educational
programme. In the creative fields like Fine arts and painting, it’s more easy to define the motivation
and interested fields in planning classroom organisation. The webinar materials have not just reached
the expected results and allowed to find useful sections what are shown the new vision in planning the
educational process:
1. who is a teacher? The role of professor in organising the class.
2. the difference and cross-points in hobby and professional life. The motivator in
teaching and learning.
3. making the knowledge production way. To form the knowledge based on Design
Thinking.
4. selection the attainments.
5. ability to think briefly. Comprise the creativity into all of the educational processes.
6. generate qualitative ideas.
Webinar has the opportunity to make the learning process individually based. Detailed description of
the each of the participants gives the data what makes sense to the projected system. The main
motivator in learning and teaching is to knock into one what educator prefers to do and professional
life.
All of the participants were active in the webinars, because the theory had the dialogue in asking the
questions to the listeners and webinar is professional oriented. Motivator for the students is to become
more creative and understand their education from the side how they will use their knowledge and
what type of management they can use in producing their skills more applicable and effective. For the
teachers, to understand what students want from their programs is not the major direction, firstly, they
have to discover themselves in the reflection of the course what they manage.
The academic degree talks about the knowledge measure, the questions what were asked before the
webinar had started show this assumption truthful. The score between teachers and students in
brainstorming and workshops again differently, teachers are more quickly and adequate in answering
and doing the exercises, but the level of creativity is much higher than teacher’s decisions.
Collaboration work by educators talk about that in the start point of designing curriculum and
educational program, teachers should drag in planning the students, making the focus group and using
different tools like questionnaires, webinars, brainstorm sessions.
Discussion
Creativity.
For creating masterpiece or educational paper, author needs to be creative, because logically and
systematically organised educational course will not respond to the art and design study. Student has a
role to learn, teacher everytime has two roles to educate and to learn. Do making the process to listen,
to percept the information, the interaction in the live format is more productive, the members don’t
think just in the one way of representing their ideas, being in the one cloud of thinking gives the
opportunity to produce creative solutions on the asked questions.
The role of creativity is huge in making and optimising professional and personal life. The role of it
needs to be reconsidered by academic systems in education and added to the education as a basic
subject.
The results by practicing creative thinking represents that the role of it is quite demand. Creative
practices motivate to learn more generative and have an attention to produce the selected knowledge.
Design thinking in Art/Design Education.
What is the place of Design thinking in Art and Design Education. Through practicing design thinking
methods, the learning process is more interesting and reveals the problems, what should be solved.
Interview and round discussions are very important for understanding student’s and teacher’s needs,
make the educational process innovative and amusing. The tangibility by different persons is
completely various. Ideation directs to the possibility to generate ideas, put the problem in the
solvable environment. Using brainstorming as a subject and a tool in searching/describing the
problem, the social and communication skills work for helping to clarify all roughs in the educational
process. Prototyping can be realised through testing the solutions by focus-group consisted from the
volunteers according to the ethical permission. Design thinking can be changed in applying to the
education side. For example, gamification is trusted form to interact all of the participants, it’s not a
solution, it’s a tool or description to the one of the components in it.
Webinar.
How can online live education help to get the knowledge? In nowadays, it’s a popular tool into
designing the courses, presentations and pre-course preparation. What is about the quality of materials
and how people can learn the information by online and IT tools. Artificial intelligence is a
progressive way to integrate the different stimulators in study process. Stimulators are the main points
what are really important, like triggers between materials and your ability to learn. Capacity can be
changed by using the interactive tools. Motivation depends from the presented content and form of it.
Webinar is a new tool to create the educational programs, how it can be improved? Design thinking
can help…
Online questionnaires and interview are suitable for the webinars what makes easy to collect the data,
analyse and practice it. Short test webinars handle the opportunity to practice research findings and
realise it after in the
live organised classroom
.
Educator.
Who is a teacher/professor? Who is a student? What do they want from the educational process? The
way of understanding yourself is a light to become successful and get the knowledge what you can
use. The specific field is to understand your audience if you teach and possibility to be high qualified
in your subject what you teach. Students should understand that it would be possible to apply their
knowledge to the personal and professional life for being motivated. To solve your personality is the
first step in applying to any kind of study.
References
Brophy, J. (2004). Motivating students to learn, 2nd edition. Mahwah, NJ: Erlbaum.
Brown, T. (2009). Change by design: How Design thinking transforms organisations and inspires
innovation. Harper Business, New York.
Buchanan, R. (1992). Wicked Problems in Design Thinking. The MIT Press. Design Issues, Vol. 8,
No. 2, pp. 5-21
Chamorro-Premuzic T. (2015). You Can Teach Someone to Be More Creative. Harvard Business
School Publishing.
//Chudinova A. (2019). Webinar materials. [https://issuu.com/alexandramiracle]
Claire I. Tsai, Manoj T. (2011). When Does Feeling of Fluency Matter?
How Abstract and Concrete Thinking Influence Fluency Effects. Volume: 22 issue: 3, pp. 348-354
Curedale R. (2017). Design Thinking Process & Methods 4th Edition. Design Community College
Incorporated.
IDEO (2009). Human Centered Design: Field Guide. IDEO.
Ling D. (2016). Design Thinking Guide for Successful Professionals. Lulu.com
Hoses L. (2012). Ultimate Webinar Marketing Guide. Amazon Digital Services LLC.
Kelley T., Kelley D. (2013). Creative Confidence: Unleashing the Creative Potential Within Us All.
Currency.
Appendix A
Questions before the webinar #1
1. Why have you decided to participate to the webinar?
2. What do you want to learn from this presentation?
a. to get the theoretical knowledge
b. to use the information in my active field
c. other
3. Do you like to use webinar like a format for learning and study ?
a. Yes
b. No
c. Interested in using something else
Appendix B
Questions before the webinar #2
1. Could you tell/define the term “creativity” in 1 second in one sentence?
a. Yes
b. No
2. Are you creative in your study?
a. Yes
b. No
3. Is it important to be creative in your study?
a. Yes
b. No
Appendix C
Questions before the webinar #2
Students.
1. What is your favourite hobby?
2. What are you studying?
3. What is common in your hobby and study? One sentence.
4. What are the main keys in your study?
5. What are your outcomes after finishing the course?
6. Take the notebook. Build the timetable.
7. What is your comfortable curriculum?
Teachers.
1. You are a…
2. What is your subject for teaching?
3. I love to do…
4. The structure of your course (topics, you can type down just the titles in the section/module
format)
5. What’s about the modules in your course according with what you love to do. Just add to the
titles of the sections the “sign +” and what you love to do. For example, design theory +
dancing.
6. Make a grid/timetable of your course. Put it with what you love to do.
Appendix D
Practice
“Make
it
for me”
. Looking at the slides, participants have the notes about the exercises what they
have to finish in 3 minutes. Common time - 42 minutes, +- 10 minutes.
1. What am i bringing with me everytime?
2. Is it comfortable to bring it
with me? What is wrong with it
or you want to
change/improve?
3. May I replace it
on something else? If yes, type what is it?
4. What type of problem can it
solve?
5. Sketch your it
.
6. Ask 4 different people. Do they need your it? Do they have anything similar? (15
minutes)
7. Take the stickers, write the possible solutions. Select Just one.
8. Sketch your final idea about possible solution what can else to solve your problem,
what your it
can.
9. Make the storyboard, how you will use it.
10. If you have any problems in functioning it, come back to the step #7-8.
All of the results were analysed and collected.
Appendix E
Practice
“Learn = Teach”. What is the difference between to learn and teach?
The relation between these two terms is defined in the key of solving the cases.
1. Write the note on the sticker: “What are your major subjects what you are learning
right now?”. Put it on the wall. (3 minutes)
2. What do you know? Write on the stickers what you know. (3 minutes)
3. Categorise it to the blocks. For example, design, painting, creativity and etc. (3
minutes)
4. What am I want to know? What am I want to learn? (3 minutes)
5. Select one category from the third task and put what you want to know in this
category. (3 minutes)
6. Separate it to the groups. (3 minutes)
7. You have the course.
ResearchGate has not been able to resolve any citations for this publication.
Article
Full-text available
It has been widely documented that fluency (ease of information processing) increases positive evaluation. We proposed and demonstrated in three studies that this was not the case when people construed objects abstractly rather than concretely. Specifically, we found that priming people to think abstractly mitigated the effect of fluency on subsequent evaluative judgments (Studies 1 and 2). However, when feelings such as fluency were understood to be signals of value, fluency increased liking in people primed to think abstractly (Study 3). These results suggest that abstract thinking helps distinguish central decision inputs from less important incidental inputs, whereas concrete thinking does not make such a distinction. Thus, abstract thinking can augment or attenuate fluency effects, depending on whether fluency is considered important or incidental information, respectively.
Article
Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn. Its focus on motivational principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). The author employs an eclectic approach to motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing 'repair work' with students who have become discouraged or disaffected learners. © 1997 Th e McGraw-Hill Companies, Inc. © 2004 Lawrence Erlbaum Associates, Inc.
Article
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
You Can Teach Someone to Be More Creative
  • T Chamorro-Premuzic
Chamorro-Premuzic T. (2015). You Can Teach Someone to Be More Creative. Harvard Business School Publishing.
Design Thinking Process & Methods 4th Edition. Design Community College Incorporated
  • R Curedale
Curedale R. (2017). Design Thinking Process & Methods 4th Edition. Design Community College Incorporated.
Human Centered Design: Field Guide
  • Ideo
IDEO (2009). Human Centered Design: Field Guide. IDEO.
Design Thinking Guide for Successful Professionals
  • D Ling
Ling D. (2016). Design Thinking Guide for Successful Professionals. Lulu.com
Ultimate Webinar Marketing Guide
  • L Hoses
Hoses L. (2012). Ultimate Webinar Marketing Guide. Amazon Digital Services LLC.
Creative Confidence: Unleashing the Creative Potential Within Us All. Currency. 1. You are a… 2. What is your subject for teaching? 3
  • T Kelley
  • D Kelley
Kelley T., Kelley D. (2013). Creative Confidence: Unleashing the Creative Potential Within Us All. Currency. 1. You are a… 2. What is your subject for teaching? 3. I love to do… 4. The structure of your course (topics, you can type down just the titles in the section/module format)