From knowledge and skills to digital works: An application of design thinking in the information technology course

Continuity is the relating of what goes on within the child with what goes on about him. Here is a thought-provoking presentation to help adults understand their role in raising self-selection to conscious deliberative action.

Continuity in Learning

The Bologna declaration states that, “successful learning and studying in higher education should involve students in deep learning”. However, a survey of faculty across institutes in Nepal and Bhutan highlights that the undergraduate students in engineering and management lack skills needed to be industry-ready. They face difficulty in getting employed after graduation and if placed, then struggle during their employment due to insufficient practical experience, lack of good communication skills and unawareness of broader socio-economic contexts. The Erasmus + funded project, “Strengthening Problem-based learning in South Asian Universities” (PBL South Asia) is an endeavour to address these pressing concerns in education quality, employability and overall sustainable development of the region and to imbibe deep learning capabilities. Therefore, as an empirical study to clarify and in turn, inculcate PBL in South Asian undergraduate education, the young faculty of the inexperienced institutes from Nepal and Bhutan, alongside the students from the experienced institutes from India and Europe, were mentored by faculty and researchers from the latter to undertake multidisciplinary case studies. The strategy of “design thinking” was employed to methodologically guide the cases and keep it consistently problem-based, i.e. the learning is driven by the problem with no one correct solution. Results showed that the participants reflected improvement in problem-solving skills and increased motivation, apart from enhanced collaboration and improved communication ability. Based on these findings, further development of curricula to imbibe PBL in its existing courses and guidelines to train the trainers for implementation of the same, are currently in progress.

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Design Thinking as a Strategy to Inculcate Problem-Based Learning (PBL) in Undergraduate Education Across South Asian Universities

This doctoral thesis adopted a phenomenographic approach to study the qualitatively different ways in which educators experience design thinking teaching in higher education at a global level. The study found four qualitatively different ways of experiencing design thinking teaching in the higher education context, and extends design thinking teaching practice to a more holistic structural understanding of design thinking pedagogy.

Design thinking pedagogy: A phenomenographic study of design thinking teaching in the higher education context

This paper aims to address the knowledge gap in regards to the potential intermediary role tertiary institutions can play in developing generic design thinking/design led innovation capabilities in non-designers. Specifically, it investigates the value derived from the contribution of postgraduate design students as facilitators/educators for undergraduate non-design student cohorts. It examines a design immersion workshop designed to encourage the use of design thinking capabilities for project brief development for undergraduate multi-disciplinary student teams involved in a community service learning project for a social enterprise. The workshop was facilitated by design led innovation masters students embedded in industry organisations to research the integration of design led innovation capabilities in business. Data was collected from participating non-design students and postgraduate facilitators’ in the form of reflective journals and semi-structured interviews. The thematic analysis provided insight into the value of design thinking/design led innovation immersion programs for both the postgraduate facilitators and the undergraduate non-design students. The research results will inform a tentative foundation prototype framework to allow for ongoing program developments and research in design thinking/design led innovation integration in higher education, facilitating the development of generic capabilities required to empower future generations for business innovation and active citizenship in the 21st century knowledge economy.

Teaching design thinking and design led innovation to non-designers : a tertiary facilitator multidisciplinary study

Final report for the Australian Government Office for Learning and Teaching. "This seed project ‘Design thinking frameworks as transformative cross-disciplinary pedagogy’ aimed to examine the way design thinking strategies are used across disciplines to scaffold the development of student attributes in the domain of problem solving and creativity in order to enhance the nation’s capacity for innovation. Generic graduate attributes associated with innovation, creativity and problem solving are considered to be amongst the most important of all targeted attributes (Bradley Review of Higher Education, 2009). The project also aimed to gather data on how academics across disciplines conceptualised design thinking methodologies and strategies. Insights into how design thinking strategies could be embedded at the subject level to improve student outcomes were of particular interest in this regard. A related aim was the investigation of how design thinking strategies could be used by academics when designing new and innovative subjects and courses." Case Study 3: QUT Community Engaged Learning Lab Design Thinking/Design Led Innovation Workshop by Natalie Wright Context "The author, from the discipline area of Interior Design in the QUT School of Design, Faculty of Creative Industries, is a contributing academic and tutor for The Community Engaged Learning Lab, which was initiated at Queensland University of Technology in 2012. The Lab facilitates university-wide service-learning experiences and engages students, academics, and key community organisations in interdisciplinary action research projects to support student learning and to explore complex and ongoing problems nominated by the community partners. In Week 3, Semester One 2013, with the assistance of co-lead Dr Cara Wrigley, Senior Lecturer in Design led Innovation, a Masters of Architecture research student and nine participating industry-embedded Masters of Research (Design led Innovation) facilitators, a Design Thinking/Design led Innovation workshop was conducted for the Community Engaged Learning Lab students, and action research outcomes published at 2013 Tsinghua International Design Management Symposium, December 2013 in Shenzhen, China (Morehen, Wright, & Wrigley, 2013)."

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Design thinking frameworks as transformative cross-disciplinary pedagogy

Generic graduate attributes associated with innovation, creativity and problem solving are considered to be amongst the most important of all targeted attributes (Bradley Review of Higher Education, 2009). While the National Cultural Policy Creative Australia (2012) recommends embedding design thinking in education, and design thinking principles and frameworks are considered excellent scaffolds for the development of creative and innovative mindsets, little empirical research has been conducted about the value of design thinking frameworks in achieving these generic graduate attributes at a discipline or subject level in higher education. This Australian Government Office for Learning and Teaching (OLT) funded seed project aimed to examine the way design thinking strategies are used across disciplines in higher education to scaffold the development of student attributes in the domain of problem solving and creativity, in order to enhance the nation’s capacity for innovation. A critical literature review of existing design thinking models was used as a lens to interpret feedback from over 300 academics attending lecture/seminar/workshop events in Brisbane, Darwin, Melbourne, Perth and Kuala Lumpur, Malaysia (funded by DFAT), providing clarification on the definition of design thinking and rationale for the diversity of approaches used to scaffold the process. Additionally, 8 case studies from 4 Australian universities, present initial empirical evidence and transferable strategies to support the application of design thinking frameworks for enhanced student learning in higher education. Professor Neil Anderson from James Cook University led a team of eight people (representing four Australian universities in Queensland, Victoria and Western Australia) who wrote the Final Report, which formed the basis for a large OLT grant application endorsed by the OLT in Feb 2014. Anderson was invited to speak on the report to Australian Council of Deans (ICT) Forum at UTS in May, 2014. The report was officially peer reviewed by OLT External Reviewer Professor Judyth Sachs.

Design thinking frameworks as transformative cross-disciplinary pedagogy: Final report

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Design thinking frameworks as transformative cross-disciplinary pedagogy

Design thinking frameworks as transformative cross-disciplinary pedagogy: Final report