1. The document discusses how design thinking, a human-centered innovation methodology, can help build creative competence among students. It has been implemented in programs at Stanford University and a design consultancy called IDEO.
2. The article then provides an overview of design thinking, outlining its key elements of understanding user needs, observation, idea generation, prototyping, and testing. It also discusses how IDEO has successfully applied this approach to develop innovative products and solve complex problems.
3. Finally, the author proposes using design thinking to bring more creativity to traditional distance learning programs through new research projects that infuse this methodology. This could help address concerns that current education is limiting students' natural creative abilities.
Can Digital Drawing Tools Significantly Develop Children's Artistic Ability a...ijceronline
International Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
Intro presentation for Dr. Brian Housand's presentation on The 4 C's of Gifted Education and Technology at DISCOVER! Purdue University - June 22-25, 2009
Fostering and Assessing Creativity and Critical Thinking in Education by Andy...EduSkills OECD
This presentation was given by Andy Penaluna of the University of Wales and of the Royal Society for the encouragement of Arts, Manufactures and Commerce at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Challenges for 21st century education and blended learningFrederik Questier
F. Questier, Challenges for 21st century education and blended learning; Lecture for Masterclass professionele ontwerpteams, Associatie KU Leuven, 12/02/15 https://associatie.kuleuven.be/events/mcpot/programma
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
Interdisciplinarity and Epistemic Fluency: What makes complex knowledge work ...Lina Markauskaite
Webinar 2 “Interdisciplinarity in Technology-Enhanced Learning”
The topic chosen for the second edition of the Webinar series is “Interdisciplinarity in TEL”. The TEL field is interdisciplinary by definition. This makes TEL an especially interesting research field. Yet, it also brings complexity at different levels. A challenge for TEL researchers is to properly understand what is interdisciplinarity in our field, its challenges and implications. In the first part of the dialog, Lina Markauskaite will elaborate on the concept of epistemic fluency as “the capacity to understand, switch between and combine different kinds of knowledge and different ways of knowing about the world” (Markauskaite & Goodyear, 2016)
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Can Digital Drawing Tools Significantly Develop Children's Artistic Ability a...ijceronline
International Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
Intro presentation for Dr. Brian Housand's presentation on The 4 C's of Gifted Education and Technology at DISCOVER! Purdue University - June 22-25, 2009
Fostering and Assessing Creativity and Critical Thinking in Education by Andy...EduSkills OECD
This presentation was given by Andy Penaluna of the University of Wales and of the Royal Society for the encouragement of Arts, Manufactures and Commerce at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Challenges for 21st century education and blended learningFrederik Questier
F. Questier, Challenges for 21st century education and blended learning; Lecture for Masterclass professionele ontwerpteams, Associatie KU Leuven, 12/02/15 https://associatie.kuleuven.be/events/mcpot/programma
Towards 21 century skills - Pedagogical insights for DIGIFOR teachers
Henriikka Vartiainen, Päivikki Liukkonen & Saara Nissinen
University of Eastern Finland
Interdisciplinarity and Epistemic Fluency: What makes complex knowledge work ...Lina Markauskaite
Webinar 2 “Interdisciplinarity in Technology-Enhanced Learning”
The topic chosen for the second edition of the Webinar series is “Interdisciplinarity in TEL”. The TEL field is interdisciplinary by definition. This makes TEL an especially interesting research field. Yet, it also brings complexity at different levels. A challenge for TEL researchers is to properly understand what is interdisciplinarity in our field, its challenges and implications. In the first part of the dialog, Lina Markauskaite will elaborate on the concept of epistemic fluency as “the capacity to understand, switch between and combine different kinds of knowledge and different ways of knowing about the world” (Markauskaite & Goodyear, 2016)
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Milfoil are water weeds whose leaves are made up of tinier strips of leaves,like a feather. The Variable-Leaf Milfoil is one the three such weeds common in the US. The others, which are covered separately in our blog, are the Northern Watermilf oil and the immigrant Eurasian Watermilf oil.
This study is expected to provide extensive documentation on the faith-ritual-historical dimension on the Blessed Virgin Mary which will be instrumental to support e-learning of local knowledge. On the basis of this documentation, institutions of learning can develop efficient ways to preserve, promote and share local knowledge to wider audience. The findings of this study will be disseminated in published reports and leading journals to promote scientific works in local knowledge.
Whether you are a doctor or a medical researcher, details regarding the face anatomy can help you explain your patients about the latest surgeries and medical actions that are taking place. Further, using excellent Face anatomy PowerPoint Templates can instantly easy your effort and make the overall explanation process instant. More information: http://www.medicalppttemplates.com/medical-ppt-templates.aspx/Face-Anatomy-173
For discussion purposes. A draft framework agreement between the government and the MILF has been released for our information and is expected to be signed on October 15. The various steps/mechanisms toward the agreement’s implementation will follow thereafter. Read the PH President's Speech here - http://www.gov.ph/2012/10/07/speech-of-president-aquino-on-the-framework-agreement-with-the-milf-october-7-2012/
precocious puberty is one of the grey areas for pediatricians and gyenecologists. this is an attempt to answer some of the questions the content is references taken from authorative textbooks
here we explain the role of the 4 C's, collaboration, critical thinking,creativity and communication in the 21st century skills. we explain their iportance and their application in the classroom.
Speech On Creativity
Essay on Creativity in Education
Examples Of Creativity In Creativity
Essay On Creativity And Creativity
Argumentative Essay On Creativity
Personal Reflection On Creativity
Summary: On Defining Creativity
An Essay About Creativity And Intelligence
Thesis Statement On Creativity
Importance of Creativity
What Is Creativity?
What Is Creativity In Creativity
Creativity As An Act Of Creativity
Reflection Essay On Creativity
What Creativity Means to Me: An Opinion Essay
Essay on Creativity
Persuasive Essay On Creativity
On the Nature of Creativity
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
Learning to Innovate: A Case Study of Malawian Faculty Improving Food Systems...Premier Publishers
This study follows the implementation of an 18-month series of capacity development workshops supported by the United States Agency for International Development (USAID) in Malawi’s Lilongwe University of Agriculture and Natural Resources (LUANAR). The primary goal of this study was to investigate ways in which Design Thinking could be learned and applied in the context of an international partnership focused on faculty development for food systems innovation. Participants (N = 7) were faculty from LUANAR who engaged in 6 workshops and 1 field experience. Through multiple qualitative and quantitative data collection approaches, it was possible to identify learning outcomes and behavior patterns indicating participants’ conceptual understanding as well as their contextual application of Design Thinking.
Innovating Pedagogy 2016 Exploring new forms of teaching, learning and assessment, to guide educators and policy makers
Autores:
Mike Sharples, Roberto de Roock, Rebecca Ferguson, Mark Gaved, Christothea Herodotou, Elizabeth Koh, Agnes KukulskaHulme, Chee-Kit Looi, Patrick McAndrew, Bart Rienties, Martin Weller, Lung Hsiang Wong
Open University Innovation Report 5
Online Learning Design for Diversity and Inclusion Shalin Hai-Jew
Social inclusion and respect for diversity are some of the most important democratic values that inform learning design. The educational research literature offers methods for how to design teaching and learning for people in all (many of?) their complex dimensions:
demographics;
cultures [including worldviews, beliefs, values, practices, and others];
languages;
learning preferences;
differing perceptions and information processing, and others,
… so that all are included and supported and welcomed. Widely known approaches include accessibility mitigations, universal design practices, multi-cultural adaptations, and others. This presentation provides a light overview of suggested practices and how these are applied to practical instructional designs of online learning with modern technological enablements.
The implementation of design thinking models on the entrepreneurship learning...Laurensia Claudia Pratomo
PENERAPAN MODEL PEMBELAJARAN DESIGN THINKING PADA MATA PELAJARAN KEWIRAUSAHAAN DI SEKOLAH KEJURUAN
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Postgraduate of Economic Education Department Universitas Sebelas Maret, Indonesia.
Email: laurensiaclaudiap@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran design thinking pada mata pelajaran kewirausahaan terutama pada kompetensi media pemasaran. Metode eksperimen digunakan pada penelitian ini dengan 120 siswa sekolah kejuruan di Surakarta sebagai objek penelitian. Data diperoleh dengan membagikan kuesioner kepada para siswa. Data diolah menggunakan aplikasi SPSS Statistik 23. Hasil dari N-Gain memperlihatkan jika terjadi peningkatan kreativitas dan kesadaran berwirausaha siswa pada kelas eksperimen setelah menerima pembelajaran kewirausahaan dengan model design thinking Stanforf D School. Pada kategori kreativitas tinggi terjadi peningkatan sebanyak 7% sedangkan pada kategori kesadaran berwirausaha tinggi terjadi peningkatan sebanyak 10%.
Kata kunci: model pembelajaran; design thinking; pembelajaran kewirausahaan; sekolah kejuruan.
----
The Implementation of design thinking Models on the Entrepreneurship Learning in Vocational Schools
Laurensia Claudia Pratomo, Siswandari, Dewi Kusuma Wardani
Faculty of Teacher Training and Education of Sebelas Maret University, Indonesia
Email: laurensiaclaudiap@gmail.com
Abstract
This study aims to determine the implementation of the design thinking learning model in entrepreneurship education, especially in marketing media competencies. The experimental method was used in this study with 120 vocational school students in Surakarta as research objects. The data were obtained by distributing questionnaires to students. The data is processed using SPSS Statistics 23 application. The results of N-Gain shows that students' creativity and entrepreneurial alertness in the experimental class has increased after receiving entrepreneurship education with Stanford D School's design thinking model. In the category of high creativity has increased by 7% while in the category of high entrepreneurial alertness has increased by 10%.
Keywords— learning model, design thinking, entrepreneurship learning, vocational schools.
1. D O S S I E R
Comunicar, 37, v. XIX, 2011, Scientific Journal of Media Literacy; ISSN: 1134-3478; pages 27-34
www.revistacomunicar.com
ABSTRACT
Helping students think creatively is consistently cited as one of the key goals of education. Yet, across universities
around the world, alarms have been sounding off suggesting that students are not prepared for a world where they
are expected to solve messy, unstructured problems that don't have easy answers. This paper introduces design
thinking, a human-centered innovation methodology that has been implemented in a design innovation program at
Stanford University as well as at one of the most successful design consultancies. After a brief overview of design
thinking, the author illustrates the key elements of this innovation pedagogy through its implementation at a university
in Colombia. Realizing the potential of this methodology for building creative competence and confidence among
students from all disciplines, and recognizing the power of the next generation of information and collaboration
technologies and social media, the author proposes new research and development projects that will bring more
creativity to traditional distance and blended learning programs through an infusion of design thinking.
RESUMEN
Ayudar a los estudiantes a pensar de forma creativa suele considerarse uno de los objetivos clave de la educación.
Sin embargo, muchas universidades de todo el mundo muestran cierta preocupación al respecto que sugiere que los
estudiantes no están preparados para un mundo en el que necesitarán resolver problemas desordenados y deses-
tructurados que no tienen fácil solución. Este artículo presenta el «design thinking» como una metodología para la
innovación centrada en las personas, que se ha implementado en un programa para la innovación en el diseño de
la Universidad de Stanford, así como en una de las consultoras de diseño más exitosas. Después de un breve resu-
men del concepto de design thinking, se ilustran los elementos clave de esta pedagogía para la innovación a través
de su aplicación en una universidad en Colombia. Rendida cuenta del elevado potencial de esta metodología para
la construcción de confianza y capacidad creativa en los estudiantes de todas las disciplinas, y del evidente poder de
la próxima generación de tecnologías de la información y la colaboración, así como de los medios sociales, el autor
propone nuevos proyectos de investigación y desarrollo que aportarán más creatividad a los programas de educación
a distancia y semipresenciales gracias a la aplicación del «design thinking».
KEYWORDS / PALABRAS CLAVE
Design thinking, distance education, international education, project based learning, creativity.
Design thinking, educación a distancia, educación internacional, aprendizaje basado en proyectos, creatividad.
http://dx.doi.org/10.3916/C37-2011-02-02
Requested: 21-01-2010 / Received: 17-02-2011
Accepted: 22-03-2011 / Published: 01-10-2011
❖ Reinhold Steinbeck is Co-Director of the Laboratório de Design, Inovação e Criaividade (d-USPL) at the University
of São Paulo (Brazil) and Research Affiliate with the Center for Design Research (CDR) at Stanford University in
California (USA) (steinbeck@stanford.edu).
● Reinhold Steinbeck
Stanford (USA) / São Paulo (Brazil)
Building Creative Competence in
Globally Distributed Courses through
Design Thinking
El «design thinking» como estrategia de creatividad en la distancia
3. most innovative products, such as the first computer
mouse (Apple Inc.), the Palm V Personal Digital
Assistant/PDA (Palm Inc.), or the LifePort Kidney
Transporter (Organ Recovery Systems Inc.).
Moving beyond products and having applied the
methodology to services and organizational processes,
such as revamping nursing shifts at Kaiser Permanente
hospitals, IDEO designers are now bringing design-
thinking to bear on some of the world’s largest and
most complex challenges such as poverty, public
health, clean water, economic empowerment, educa-
tion reform, access to financial services, and the need
for basic services. For example, the Acumen Fund and
IDEO, with backing from the Bill and Melinda Gates
Foundation, joined forces to tackle the issues of water
transport and storage in India which has already resul-
ted in new distribution models, automated water
vending machines, and better vessels for existing busi-
nesses.
3. Design Thinking as an Innovation and Creativity
Pedagogy
ME310 is Stanford University’s flagship design
course, offered through the School of Engineering’s
product design group. It is a yearlong graduate-level
course in which between 35-40 Stanford students
participate in corporate-sponsored real-world design
projects. Teams of three to four students tackle the
corporate problem or opportunity and move through
the entire engineering design process with plenty of
support and guidance from industry liaisons, faculty,
and team coaches. Example corporate partners inclu-
de SAP, Autodesk, Panasonic, Telefonica, General
Motors, and Volkswagen.
ME310 has its origin in the school’s efforts, rea-
ching back to the 1960s and 1970s, to offer its students
a hands-on design experience that integrates analytical
skills with creative skills (Carleton and Leifer 2009). It
has also been informed
by the growing body of
research in project –
and problem-based
learning and small-
group student collabo-
ration. General findings
for these methodolo-
gies indicate that they
can promote a range of
important educational
outcomes, including:
more favorable attitu-
des toward learning
and increased motivation (Springer, Donovan & al.
1999), higher levels of achievement (Slavin 1996),
higher order thinking (Cohen 1994), improved com-
munication and conflict management (Johnson &
Johnson 1993), and strategic problem-solving skills
(Barron 2000).
Larry Leifer, Professor of Mechanical Engineering
Design and founding Director of the Center for Design
Research (CDR) at Stanford University, who has lead
the ME310 course since the late 1980s, describes it as
a «radical course» and a «cross between a senior caps-
tone course, prototyping laboratory, and microcosm of
Silicon Valley. The course combines the best of inter-
disciplinary teaching and problem-based learning for
engineering design. ME310 also offers a successful
formula of global networked innovation and provides
a documented test bed of engineering education»
(Carleton & Leifer, 2009).
While ME310 provides corporate partners with a
unique opportunity to explore new ‘innovations’ in a
safe environment outside their own corporate structu-
res, the main goal of ME310 is to apply the design
thinking process and ME310’s unique course frame-
work as a design innovation pedagogy to prepare the
next generation of ‘innovators’. The hope is that these
innovators will be globally aware, system thinkers, able
to function across cultures and multidisciplinary teams,
and increasingly design for sustainability (Figure 2).
4. ME310 Goes Global: Collaboration with
Colombia
In recent years, project teams at Stanford were
increasingly paired with a global academic partner,
reflecting the need to prepare students for a world of
globally distributed teams, and by 2005, ME310 has
become a completely globally distributed and blended
course. All projects are now supported by global teams
consisting of a total of six to eight globally distributed
Comunicar,37,XIX,2011
ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 27-34
29
Figure 1. The Design Thinking Process (H.P.I. 2009).