This document discusses design thinking as a methodology for developing solutions to complex problems and its potential application in academic staff development. It provides context on challenges around technology uptake in teaching/learning. It also describes a study interviewing "eLearning champions" at a South African university, finding commonalities in their mindsets that mirror design thinking dimensions. These include taking a human-centered approach through activities like persona creation and user journeys. The document concludes by questioning whether and how design thinking skills can be learned and applied in mainstreaming technology use and a decolonized higher education project.
Learning, design and technology developmental evaluation and the experience api Charles Darwin University
Learning, design and technology developmental evaluation and the experience api. Invited presentation to Global Mindset 12th thought leading conference on Assessment and Learning on 29 Oct 2014.The conference is all about students and teachers and how they can improve learning through better understanding of:
- current state of assessment and learning
- future of assessment and learning
The keynote is by Eric Mazur, Professor Physics Harvard, recipient of Minerva Prize.
Learning, design and technology developmental evaluation and the experience api Charles Darwin University
Learning, design and technology developmental evaluation and the experience api. Invited presentation to Global Mindset 12th thought leading conference on Assessment and Learning on 29 Oct 2014.The conference is all about students and teachers and how they can improve learning through better understanding of:
- current state of assessment and learning
- future of assessment and learning
The keynote is by Eric Mazur, Professor Physics Harvard, recipient of Minerva Prize.
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A presentation given at the Networked Learning Conference, Edinburgh 2014. With details of the new MA in Higher Education at the University of Surrey. And publication of a new book on Design Patterns for Technology Enhanced Learning.
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Davinia Hernandez-Leo, from University Pompeu Fabra of Barcelona the 6th of march from 14h to 16h for a conference entitled "Learning design technologies: supporting collective and inclusive approaches".
Davinia Hernández-Leo is Full Professor at the Department of Information and Communications Technologies Department (DTIC) at UPF, the head of the Interactive and Distributed Technologies for Education group (TIDE) and Commissioner for Research in Educational Innovation at UPF. She has published extensively and received several awards, has been Vice-President of the European Association for Technology-Enhanced Learning, a Associate Editor of the IEEE Transactions of Learning Technologies, and is currently an elected member of the CSCL Committee within the International Society of the Learning Sciences and member of the Steering Committee of the European Conference on Technology-Enhanced Learning. Her research activity is broadly centered on the domain of learning technologies, spanning fields such as learning design technology, computer-supported collaborative learning (CSCL), community platforms, learning analytics, and architectures and devices for learning.
She will present how an overview of how the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF) is involved in reflective and collaborative dispositions for teachers professionnal development. The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools and the use of data analytics. A special focus will be put in a case that considers voice inclusive pedagogy, which urges the incorporation of children’s voices within their teaching practice. The case is a customized version of ILDE (BLENDI) which includes an authoring tool that facilitates the co-design of blended learning lesson plans between teachers and students.
Rhetoric and interpretation: values attributed to D&TAlison Hardy
This research compares special interest groups’ and students’ rhetoric about the value of Design & Technology (D&T) in England, specifically in relation to learning about technology, employment and creative endeavors.
Drawing upon the Design and Technology Association (D&TA) campaigns and interviews with students, I identify the values these two ascribe to D&T. These values will be compared with the values implied in the English National Curriculum for D&T: the current version (Department of Education, 2013b) and previous iterations since its inception into the National Curriculum in 1990.
Analysis of the two groups’ values demonstrates a disparity between the two groups’ views of the value of D&T. Whilst D&TA and students concur on some values, there are noticeable differences. Generally, students place greater emphasis on D&T’s value to their everyday lives, future employment, and personal fulfillment, whereas the D&TA campaigns focus on how D&T engenders both personal and national economic benefits; creativity is valued by both groups but in different ways. These findings imply a discord between them about the contribution D&T makes to an individual’s education and future life.
By comparing the values of these two stakeholder groups, who have no direct power to influence the enactment of government policy (Williams, 2007), this research provides an insight to some of the potential divergences that may occur as D&T teachers, who do have the power, interpret the National Curriculum using D&TA’s materials to advocate the value of D&T to their students. This research could help other special interest groups explore how D&T is valued and how they lobby government for future curriculum change.
The next stage to this study is to explore how the D&TA’s rhetoric about D&T, and the values discovered in this study, are enacted in classrooms.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. P
Problem Statement
Wicked problems are everyday problems which are
nevertheless difficult to solve as they are ill-defined, associated
with confusing information, many decision makers and
stakeholders with competing interests, and involving whole
systems (Buchanan, 1992).
Wicked problems around uptake of technology in T&L
due to cost and maintenance, poor infrastructure, low technical
literacy, top-down and deterministic implementation, as well as
prevailing social attitudes toward technology (see Cloete &
Gillwald, 2014).
Technology potential innovation driver in HE, but slow uptake
3. Champions..
.“Individuals who emerge to take creative ideas
(which they may or may not have generated) and
bring them to life. They make a decisive
contribution to the innovation process by actively
and enthusiastically promoting the innovation,
building support, overcoming resistance, and
ensuring that the innovation is implemented”.
(Beath 1991, p. 355)
4. Context of Study
● Evaluation of academic staff development activities
to support integration of technology into teaching
and learning at a large University of Technology in
the Western Cape
● Interview of eLearning champions
● Commonalities / themes emerging that mirror
‘design thinking mindset’
5. ● Methodology for developing novel solutions to complex,
real-world problems gaining popularity in various domains
● Human-centred design centres the person we design for and
the ethics of design (Brown, 2009)
● Establishment of Hasso-Plattner-Institute Schools of Design
Thinking (HPI d.schools) at Universities of Potsdam, Stanford
and Cape Town
● Little application in staff development
Design Thinking in Education
7. Research design
● Interviews with 13 eLearning champions
across all Faculties
● Two rounds of coding:
to explore emerging themes
then framed by design thinking dimensions
10. Can design thinking be learnt?
Implications for staff development practice
‘it is learned best through the active process of creating and
doing’ (Koehler 2003, p. 20)
‘With sufficient practice within meaningful environments, along
with scaffolded support and formative feedback, we believe that
students can learn design thinking skills’ (Razzou and Shute 2012,
p. 343)
‘best developed through the iterative refinement of artifacts that
are being developed to represent design ideas throughout design
episodes’ (Koh et al. 2015, p. 40)
12. Persona activities
...user archetypes that help define the
intended design activity.
The persona is an informed and
experienced description of a hypothetical
(end) user (in our case the learner), their
contexts, challenges and goals
13. Focus on minds,
hearts and hands
‘Neglecting the skill-based
outcomes may lead to educating
individuals with creative over-
confidence, who lack the skills and
knowledge to apply their creativity.’
(Taheri et al 2016, p.9)
15. Open questions
Can/should we all become champions?
What in a champions mindset is problematic when it comes to
mainstreaming use of technology in teaching and learning?
Role of design thinking in the context of a decolonising project?
16. References
Buchanan, R. (1992). Wicked problems in design thinking. Design Issues, 8(2), 5–21.
Carr, T., (2013). e/merging Across Africa: Five Papers on the Use of Educational Technology in African Higher Education. African Journal of
Information Systems, 5(3): 65-70.
Cloete, N. & Gillwald, A. (2014). South Africa: Informational development and human development–Rights vs capabilities. In Castells, M.,
& Himanen, P. (Eds.), Reconceptualizing Development in the Global Information Age. New York: Oxford University Press. pp. 140-174.
Beath, C. M. (1991). Supporting the information technology champion. MIS Quarterly, 15, 355–372. 10.2307/249647. Retrieved from
http://www.tandfonline.com/doi/full/10.1080/12460125.2016.1187405
Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. New York, NY: HarperCollins.
d.school (2011). Bootcamp Bootleg. Institute of Design at Stanford. Retrieved from https://dschool.stanford.edu/wp-
content/uploads/2011/03/BootcampBootleg2010v2SLIM
Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H. Y. (2015). Design thinking for education: Conceptions and applications in teaching and
learning. Singapore: Springer. http://doi.org/10.1007/978-981-287-444-3
Rauth, I., Köppen, E., Jobst, B., & Meinel, C. (2010). Design Thinking: An Educational Model towards Creative Confidence. 1st International
Conference on Design Creativity (ICDC 2010), (December), 1–8.
Razzouk, R., & Shute, V. (2012). What Is Design Thinking and Why Is It Important? Review of Educational Research, 82(3), 330–348.
http://doi.org/10.3102/0034654312457429
Taheri, M. et al., (2016). An educational perspective on design thinking learning outcomes. In The ISPIM Innovation Forum. Boston, USA:
ISPIM.
Iconography www.flaticon.com
Editor's Notes
Theme 1: Comment 5: “If Blackboard can work for certain things, fantastic and if Blackboard is down, I put my stuff on Dropbox. Do you know what I mean? So students can access it. I don’t care about Blackboard. I care about my students.” (BUS1)
Theme 2:
Comment 2: “I think working with cooperative people in your department helps. In our department, there’s [name of colleague 1], and [name of colleague 2] … we’ve even got some collaborative classes, where we take all three years… And we now have integrated studio classes where we try to encourage like peer to peer learning and we put little activities and classes together. And so it does really help when you’ve got other people who are on board and share the same vision to work together.” (AS)
Theme 3: Comment 7: “.. internet access on campus is a big problem. [...] I resort to downloading stuff at home where I’ve got a proper internet. Not everybody has that. Then I resort to using my cell phone hotspots in the lecture hall. That also doesn’t always work because sometimes Vodacom signal is too poor and you can’t use hotspots. But the best for me is to download beforehand because then you know that technology won’t fail you...” (EDU1)
Theme 4: Comment 11: “I enjoy it, I love it. I am intrigued; I want the new iPad to come out now. I want the new iPhone to come out. I explore apps. My kid does it. It’s a personality thing, I think because I’m not particularly IT minded. I’m not a coder or a compute freak or... I’ll figure and play it out by myself. “ (EDU3)
Theme 5: Comment 24: “…. like WhatsApp, I’ve got lots of groups for classes. They were helpful now with these protests were maybe things were changing all the time and you needed to send the information. So you just send the message on WhatsApp group and everyone is aware. So what I usually do is at the beginning of each and every class I’ll have the class rep create a WhatsApp group and then put everyone in there….” (ENG1)
Theme 6:Comment 14: “…they did so badly in their test. They didn’t study the textbook. [My subject] is completely new. Remember, they didn’t have it at school but now they have to it in their first year, it’s compulsory. A lot of them have no clue. So I thought and thought and thought, what can I do to design an assessment instrument other than a test for the theory? So I designed this project where they could come in with their own knowledge.” (EDU2)
Theme 7: Comment 23: “So it is starting to rub off and people are starting to see that it can work and the students love it.” (EDU3)