Design thinking is a robust framework for creatively and effectively identifying and solving important human problems. While design thinking is commonly associated with fields like industrial design, it can be applied to many problem types. For example, several recent examples demonstrate the applicability of design thinking to the design and development of educational materials, courses, and systems. These results suggest that design thinking could be used as a framework to (re)design and develop effective engineering courses. The goal of this project is to understand how nine educators from different backgrounds did or did not use design thinking to redesign a sophomore-level electrical and computer engineering course. The primary source of data was 21 transcribed audio recordings of design meetings and is supplemented with interviews, reflections, and course artifacts. Thematic analysis revealed 10 themes that represent connections and disconnections between the process used and a common five-stage design thinking process (empathize, define, ideate, prototype, and test). These themes demonstrate some of the opportunities and challenges related to design thinking within an engineering course design setting. In particular, they suggest that engineering course design is a relevant context for design thinking, but one to which design thinking methods do not always naturally translated. Future work should focus on better understanding unique applications of design thinking within engineering course design and methods that might to support more designerly behaviors among engineering educators.
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Design thinking and agile design: New trends or just good design?
While most instructional design courses and much of the instructional design industry focus on ADDIE (Analysis, Design, Development, Implementation,Evaluation), approaches such as design thinking, human-centered design, and agile methods like SAM (Successive Approximation Model), have drawn attention.This chapter unpacks what we know about design thinking and presents a concise history of design thinking to situate it within the broader design research fi eld. Itthen traces its emergence in other fi elds. The chapter considers lessons for instructional designers and concludes by setting an agenda to address issues forscholarship, teaching, and practice.
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- Award ID(s):
- 1751369
- PAR ID:
- 10495173
- Publisher / Repository:
- edtechbooks
- Date Published:
- Journal Name:
- Foundations of learning and instructional design technology (2nd Ed.)
- ISSN:
- 0000-0000
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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