Advancing a Design Thinking Approach to Challenge-Based Learning

Gerardou, Flor Silvestre; Meriton, Royston Francis; Brown, Anthony Cave; Moran, Blanca Viridiana Guizar; Bhandal, Rajinder

doi:10.1108/978-1-80117-490-920221005

Cited by 6 publications

(1 citation statement)

References 44 publications

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“…Second, there is still a lack of guidance on how to measure the impact provided by the use of design thinking as an integral part of syllabus courses at University/Higher Education on student learning and development (Lundberg & Öberg, 2021). The analysis made by the researcher is to show that the discussion that occurs is motivated based on whether students should be educated about design thinking for product development towards how to empirically measure the impact of having a product design course on student learning (Gerardou et al, 2022;Lundberg & Öberg, 2021). Specifically, there is a tendency to promote collaboration between universities and industry (Gerardou et al, 2022;Lundberg & Öberg, 2021), not only about giving students opportunities for practical experience but also how professionals are trained through the opportunities that exist.…”

Section: Deficiencies and Gaps In The Literaturementioning

confidence: 99%

Mapping Study of Design Thinking on Product Development in The Last 10 Years

Hanifah,

Iwan Sukoco,

Anang Muftiadi

2023

Rambis

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Purpose: The availability of literature regarding design thinking concerning product development in recent years has not been able to be synthesized. So, this article is expected to be able to provide the development of a conceptual framework that can categorize how design thinking contributes to product development and provides a mapping presentation to visualize how research in the field of design thinking studies on product development has developed in the last 10 years. Methodology/approach: A systematic analysis was carried out on articles published in the last 10 years. Results/findings: Produce a conceptual frameworj that provides a typology to discuss the development of how design thinking contributes to the product development ecosystem and directs research for the future. Limitations: This article has limitations, first regarding evidence from articles that provide different perspectives and also topic of discussion. Second, the result obtained from the literature review are greatly influenced by use of keywords. Third, this study did not carry out an analysis related to the impact of the article through citation analysis. Contribution: This study responds to the increasing interest in design thinking and the rapid growth in the proliferation of studies by providing a review of design thinking and its relation to product development that has occurred over the last 10 years. Keywords: design thinking, product development, mapping study

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Section: Deficiencies and Gaps In The Literaturementioning

confidence: 99%

Mapping Study of Design Thinking on Product Development in The Last 10 Years

Hanifah,

Iwan Sukoco,

Anang Muftiadi

2023

Rambis

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Technology-Enriched Challenge-Based Learning for Responsible Education

Barynienė

Daunorienė

Gudonienė

2022

Communications in Computer and Information Science

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Da Vinci Project: Educating Sustainability Change-Makers with Transdisciplinary Challenge-Based Learning and Design Thinking

Sluijs,

Uijl,

Vogt

et al. 2024

J. Chem. Educ.

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Sustainability transitions need professionals with specific skills and attitudes that students often do not develop in their regular chemistry education. To foster sustainability change-maker competencies, we suggest augmenting higher education curricula, e.g., chemical degree programs, with transdisciplinary challenge-based learning combined with design thinking. The Da Vinci Project at Utrecht University (UU) in The Netherlands explores this approach, aiming to cultivate the undergraduates' sustainability change-maker competencies. After five years of experience, we reflected on the students' learning outcomes in this UU honors program. We conclude that transdisciplinary challenge-based education combined with design thinking provides unique opportunities for students to develop valuable skills and attitudes for navigating sustainability transitions, including the transition toward sustainable chemistry. These involve collaboration, communication, creative thinking, integrative problem-solving, stakeholder engagement, openness, empathy, the ability to deal with uncertainty and complexity, self-awareness, critical reflection, courage, and perseverance.

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Advancing a Design Thinking Approach to Challenge-Based Learning

Cited by 6 publications

References 44 publications

Mapping Study of Design Thinking on Product Development in The Last 10 Years

Mapping Study of Design Thinking on Product Development in The Last 10 Years

Technology-Enriched Challenge-Based Learning for Responsible Education

Da Vinci Project: Educating Sustainability Change-Makers with Transdisciplinary Challenge-Based Learning and Design Thinking

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