Challenge based education: an approach to innovation through multidisciplinary teams of students using Design Thinking

Charosky, Guido; Leveratto, Luciana; Hassi, Lotta; Papageorgiou, Kyriaki; Ramos-Castro, Juan; Bragós, Ramon

doi:10.1109/taee.2018.8476051

Cited by 25 publications

(13 citation statements)

References 4 publications

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“…In the field of education, the a characteristic of design thinking and the importance should be discussed in promoting problem-solving skills to the students in the 21st century [25]. DT enables students to develop skills like collaboration, empathy, creativity, and problem-solving, as well as helping teachers to create efficiency in learning by applying the integration of curriculum to fulfil future learning by fulfilling high technological needs [26]. Global Initiative Sharing for 21st Century Skills or P21 has described a new teaching style that has emerged as a way for the students to adapt to new needs.…”

Section: Design Thinking In Educationmentioning

confidence: 99%

Design thinking mindset to enhance education 4.0 competitiveness in Malaysia

Noh

Karim

2021

IJERE

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<p><span lang="EN-US">Education 4.0 will be the next aspect of the curriculum since programming has been taught from the primary school level. Training 4.0 requires teachers to equip students with not only the knowledge and information but also encourage students to be able to process information, develop creative thinking, and acquire problem-solving skills. However, the competency of teachers to encourage creative thinking and problem-solving skills is still questionable. The purpose of this concept paper is to provide an understanding of the conceptual framework for enhancing the teachers’ competency to enhance creativity and innovation in fulfilling the desire of education 4.0. design thinking is an innovative method that places people right at the center of problem solving. It discusses the variables that may affect the quality of teachers in education 4.0 and presents a literature review of approaches that can contribute to the creation of effective teaching methods to develop successful students and satisfy the demands of the workforce for industrial revolution 4.0. It is found that teachers need to be competent to build students' skills in meeting a competitive and innovative workforce in the wake of the industrial revolution 4.0. There are seven dimensions in the design thinking mindset that teachers need to understand to meet the 4.0 education requirements.</span></p>

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Section: Design Thinking In Educationmentioning

confidence: 99%

Design thinking mindset to enhance education 4.0 competitiveness in Malaysia

Noh

Karim

2021

IJERE

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“…This innovation approach emphasises people behaviours observation for detecting needs, multidisciplinary teamwork, quick and early visualisation, and prototyping of concepts to test them iteratively during the process. Design Thinking is for innovation early stages (Carr et al 2010) and does not replace professional design or engineering (Charosky et al 2018). It complements and reinforces the initial phases of innovation.…”

Section: Incodementioning

confidence: 99%

“…Its objective is to design disruptive solutions to complex societal problems following a challenge-based learning approach combined with Design Thinking, considering the use of CERN technologies if suitable. In multidisciplinary teams (engineering, business and design), the students develop a solution (after an in-depth user and market research) including product and/or service, a business model, and a proof-of-concept prototype, with three periods at CERN during the project and a final gala presentation in front of authorities, professors, and press (Charosky et al 2018). In the first editions, the challenges were defined by collaborating companies, institutions, or NGOs, and since 2017 the challenges are defined within the United Nations -Sustainable Development Goals (2015).…”

Section: Empirical Settingmentioning

confidence: 99%

Developing innovation competences in engineering students: a comparison of two approaches

Charosky

Hassi

Papageorgiou

et al. 2021

European Journal of Engineering Education

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The gap between industry needs and engineering graduates' competences is being tackled by project-based courses, which also help to develop key innovation competences to address current societal challenges. Nevertheless, there is limited understanding about what innovation competences are developed through the different types of project-based courses. This study discusses innovation competences development in these courses with the aim of understanding how to better design educational strategies to improve them. Through content analysis, we compare the outcomes of two groups of Telecom Engineering students undergoing a capstone course following a classical product development project approach and a challenge-based course using Design Thinking. Results show that both course types contribute to developing innovation competences. Nevertheless, depending on the chosen pedagogy some competences are developed further. The traditional project-based course demonstrates better results in Planning and Managing Projects. Creativity, Leadership, and Entrepreneurship are more developed through a challenge-based approach combined with Design Thinking.

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“…The DT approach is divided into cycles or stages, with different authors adopting different nomenclatures to name these stages. In this work, the following nomenclatures and stages are used: empathy, definition, ideation, experimentation, and evaluation (Charosky et al, 2018;Marin, Hargis, & Cavanaugh, 2013). Fig.…”

Section: Dt Approachmentioning

confidence: 99%

Design Thinking as an Approach to Guide a More Humanized Learning Process in Engineering Teaching

Mazo¹,

Sampaio²,

Ferreira³

2021

IJAERS

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Changes in digital transformation have been increasingly accelerated. Consequently, educational institutions face a significant challenge in preparing individuals for the current and future job market. These institutions must support students in developing transversal skills that can meet the demands for work and social life. Thus, the objective of this study is to present a learning model that combines the challengebased learning methodology with the design thinking approach as a strategy to conduct a more humanized learning process and promote the development of transversal skills. This study was conducted with 23 students pursuing mechanical engineering. The learning model was wellrated by the students, and the development of transversal competencies were evaluated. I. INTRODUCTIONAccording to (Mendonça, de Andrade, & Neto, 2018), digital transformation has been breaking paradigms in companies, business models, education, and society, owing to the considerable innovation in information and communication technologies such as cloud computing, Internet of Things, and artificial intelligence.According to (Borgatti Neto, 2007), we are experiencing a transition from a mechanistic paradigm to a different paradigm of complexity. According to (Snowden & Boone, 2007), complex contexts are disordered, no apparent cause-and-effect relationship exists, and the path forward is determined based on the integration of emerging patterns. In this scenario, a comprehensive understanding of the context is a condition for establishing changes in an environment of growing uncertainty. Thus, owing to the technological revolution, which imposes a significant cognitive challenge, the transformation of thinking from a mechanistic, linear, and fragmented pattern to a more complex, integrative, and collaborative pattern in a network is crucial.An important consideration by (Noweski et al., 2012) is that scientific, business, and social organizations lack skills and competencies for the 21 st century; however, the educational system is still focused on cognitive skills, despite recognizing the need to develop new values and social attitudes that can meet the demands of work and social life. This condition allows a student to move with greater security from their academic life to work life, both in relation to their first work and future experiences.Educational institutions need to maintain pace with the changes in the world, evolve quickly to be more relevant, and ensure that everyone learns competently. Consequently, it is necessary to rethink the curriculum, methodologies, role of the teacher, and connection with society and organizations, awaken students' autonomy, interest, and an empathetic and reflective look at the context, and stimulate the development of transversal and attitudinal skills through the connection of students with different learning experiences.

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Challenge based education: an approach to innovation through multidisciplinary teams of students using Design Thinking

Cited by 25 publications

References 4 publications

Design thinking mindset to enhance education 4.0 competitiveness in Malaysia

Design thinking mindset to enhance education 4.0 competitiveness in Malaysia

Developing innovation competences in engineering students: a comparison of two approaches

Design Thinking as an Approach to Guide a More Humanized Learning Process in Engineering Teaching

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