Design Thinking and Education

Koh, Joyce Hwee Ling; Chai, Ching Sing; Wong, Benjamin; Hong, Huang‐Yao

doi:10.1007/978-981-287-444-3_1

Cited by 42 publications

(24 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Insights into the problem, its possible solutions, and the effects of those solutions are seen as constantly evolving (Nielsen and Christensen 2014). It has been argued that creativity and an innovative mindset is central for students in design (Koh et al 2015). It can be reasoned that constantly challenging for new ideas and constantly rethinking current solutions are central aspects of design thinking.…”

Section: Design Thinkingmentioning

confidence: 99%

University entrepreneurship education: a design thinking approach to learning

2019

View full text Add to dashboard Cite

Background: Entrepreneurship has traditionally been taught from a business administration perspective, where predicting the future is central and where the world is seen as linear with known inputs and outputs. The world of entrepreneurs is a quite different, usually highly uncertain environment, and therefore requires a different type of skill set. In this paper, we conceptualize entrepreneurial learning through a method-and design-based approach and illustrate how a course can be developed and designed. Findings: In this paper it is argued that by utilizing design thinking and a methods approach, learning from a "through" approach can be achieved. This learning is more focused on the entrepreneurial process, highlighting the role of skills and mindset. This learning approach enables student-centered learning and focus on skills more applicable to entrepreneurs. It is also argued that the entrepreneurship process is not linear; therefore, creativity is central and finding structure is an unstructured process. Design thinking emphasizes a practical approach where students step outside the classroom. This experimentation and interaction in the real world of users and customers with real feedback is important in combination with reflection exercises. Conclusions: This paper highlights how a methods approach and entrepreneurship education with a "through" perspective can be achieved by utilizing design thinking. This is elaborated conceptually and illustrated with an example. We argue that a methods approach for teaching entrepreneurship is beneficial, where design thinking can be one valuable tool and approach for teaching entrepreneurship.

show abstract

Section: Design Thinkingmentioning

confidence: 99%

University entrepreneurship education: a design thinking approach to learning

2019

View full text Add to dashboard Cite

show abstract

“…Instead of following coursebooks, they decide on their teaching topics (syllabus), supply and write their material (content), and use their teaching methods and techniques (activities). (p. 298) The demands of 21st century learning dictate that many teachers need to alter their pedagogical practices (Koh, Chai, Wong, & Hong, 2015;Trilling & Fadel, 2009). In practice, this "invariably involves the engagement of students in collaborative work and real-world problem solving" to develop learners' metacognitive and humanistic skills (Koh et al, 2017, p. 173).…”

Section: Co-design For Curriculum Planning As Professional Developmentmentioning

confidence: 99%

“…Fragmentation and dispersion of the classroom outside the school community requires that teachers adapt to this increasing diversity by recognising that individual students bring different experiences into the classroom. For many teachers, these demands require them to challenge their routine expertise and contextual perspectives and develop new capabilities that span technological, pedagogical and content knowledge (Koh et al, 2017;Koh et al, 2015).…”

Section: Types Of Knowledge Needed By Teachers For Digitechmentioning

confidence: 99%

“…Design thinking is widely recognised as a means of developing 21 st century capabilities (Koh et al, 2015;Noweski et al, 2012;Trilling & Fadel, 2012;Wright & Davis, 2014;Wright & Wrigley, 2019;Wright, Miller, Dawes, & Wrigley, 2018). Utilised in repetition it builds 'creative confidence' (Rauth, Köppen, Jobst, & Meinel, 2010) and progressively develops cognitive, interpersonal and intrapersonal skillsets (Wright & Wrigley, 2019).…”

Section: Design Thinking As a Framework For Teacher Professional Devementioning

confidence: 99%

“…This means not simply engaging students through project-based activities, but also equipping them with a metacognitive understanding of human-centred, collaborative and experimental design activity "to support personalised, generic 21 st century capabilities and life-long learning" (Wright & Wrigley, 2019, p. 5). In order to successfully enact this pedagogy, it is critical that teachers, as designers of learning technologies, are also equipped with the process, skills, and mindsets of design thinking (Koh et al, 2015).…”

Section: Design Thinking As a Framework For Teacher Professional Devementioning

confidence: 99%

See 2 more Smart Citations

Co-design for Curriculum Planning: A Model for Professional Development for High School Teachers

Kelly¹,

Wright²,

Dawes³

et al. 2019

AJTE

View full text Add to dashboard Cite

This paper describes a model for teacher professional development as co-design for curriculum planning in which facilitators with design and pedagogical expertise iteratively work with groups of secondary school teachers, one school at a time, to plan whole terms of work, as a form of teacher professional development. It contains preliminary results from a design-based research study involving co-design with digital technologies teachers in two Australian secondary schools. It describes two phases of design involving workshops, strategies and instruments that work to facilitate effective co-design with teachers. Results from this pilot study suggest that the co-design for curriculum planning model leads to high quality teacher professional development for 21st century learning.

show abstract