Design Thinking Approach to Global Collaboration and Empowered Learning: Virtual Exchange as Innovation in a Teacher Education Course

Gleason, Benjamin; Cherrez, Nadia Jaramillo

doi:10.1007/s11528-020-00573-6

Cited by 29 publications

(27 citation statements)

References 19 publications

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“…Five of the twenty-one were theoretical or conceptual articles [8][9][10][11][12]. The majority of the articles, 13, were peer-reviewed research studies [13][14][15][16][17][18][19][20][21][22][23][24][25]. Of these studies, eight employed qualitative methods [13,[15][16][17]19,23,25,26].…”

Section: Article Typesmentioning

confidence: 99%

“…The majority of the articles, 13, were peer-reviewed research studies [13][14][15][16][17][18][19][20][21][22][23][24][25]. Of these studies, eight employed qualitative methods [13,[15][16][17]19,23,25,26]. Within these eight studies, specific qualitative methods ranged from thematic analyses of open responses in surveys and entries in student journals to a content analysis of bibliographic search data, interviews, an appreciative inquiry, and autoethnography.…”

Section: Article Typesmentioning

confidence: 99%

“…Of the twenty-one studies considered in this review, six were published in 2021 [11,16,21,26,27]. Thirteen articles were published in 2022 [8][9][10]14,15,17,18,20,[22][23][24][25]28].…”

Section: Publications By Yearmentioning

confidence: 99%

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Future Potentials for International Virtual Exchange in Higher Education Post COVID-19: A Scoping Review

Weaver,

McDonald,

Louie

et al. 2024

Education Sciences

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(1) Background: International virtual exchanges (IVEs) are here to stay. The coronavirus pandemic of 2019 (COVID-19) necessitated global virtual interactions to solve wicked problems. Within industry during the pandemic, the use of online technologies expanded at a never-before-seen rate to form global partnerships At the same time, higher-education institutions lessened traditional international offerings, reimagining “campus” education using “just in time online education”. Still others leveraged international partnerships to fully embrace IVEs. Adopting virtual learning technologies to support global exchange in this way develops the knowledge and skills required in a post-pandemic world. To continue to shape knowledge that supports international collaboration toward addressing increasingly complex societal issues, higher education must learn to leverage IVEs, addressing issues of access, equity, and cost. (2) Methods: This research was conducted according to the “Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews” (PRISMA-Scr) guidelines. It systematically analyzed the literature published since the start of the COVID-19 pandemic, exploring methods, models, and the outcomes of IVE in higher education. (3) Results: The findings demonstrate the potential for IVE to be scaled across higher education to promote the knowledge and skills required by a global ecology.

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Section: Article Typesmentioning

confidence: 99%

Section: Article Typesmentioning

confidence: 99%

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Future Potentials for International Virtual Exchange in Higher Education Post COVID-19: A Scoping Review

Weaver,

McDonald,

Louie

et al. 2024

Education Sciences

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“…Accordingly, there is an opportunity to use DT with digital technologies to empower teachers and students with 21st-century skills and to solve relevant societal problems (Pitkänen and Andersen, 2018;Taimur and Onuki, 2022). DT, together with digital tools, provides a potential for more dynamic, immersive, and connected learning (Earle and Leyva-de la Hiz, 2021;Gleason and Cherrez, 2021;de Waal and Maritz, 2022).…”

Section: Potential Value Of Design Thinking In the Digital Worldmentioning

confidence: 99%

Design thinking capabilities in the digital world: A bibliometric analysis of emerging trends

2023

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Recent research suggests that design thinking practices may foster the development of needed capabilities in new digitalised landscapes. However, existing publications represent individual contributions, and we lack a holistic understanding of the value of design thinking in a digital world. No review, to date, has offered a holistic retrospection of this research. In response, in this bibliometric review, we aim to shed light on the intellectual structure of multidisciplinary design thinking literature related to capabilities relevant to the digital world in higher education and business settings, highlight current trends and suggest further studies to advance theoretical and empirical underpinnings. Our study addresses this aim using bibliometric methods—bibliographic coupling and co-word analysis as they are particularly suitable for identifying current trends and future research priorities at the forefront of the research. Overall, bibliometric analyses of the publications dealing with the related topics published in the last 10 years (extracted from the Web of Science database) expose six trends and two possible future research developments highlighting the expanding scope of the design thinking scientific field related to capabilities required for the (more sustainable and human-centric) digital world. Relatedly, design thinking becomes a relevant approach to be included in higher education curricula and human resources training to prepare students and workers for the changing work demands. This paper is well-suited for education and business practitioners seeking to embed design thinking capabilities in their curricula and for design thinking and other scholars wanting to understand the field and possible directions for future research.

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“…Therefore, the professional development given to teachers should draw attention to performance-based assessment, project-based learning, problem solving, self-regulated and career exploration activities to ensure successful implementation of life competencies. In other words, teacher professional development should focus on nurturing these competencies of universal collaboration and become a catalyst of innovation and creativity in EFL classrooms (Gleason and Jaramillo Cherrez, 2021; OECD, 2018).…”

Section: Introductionmentioning

confidence: 99%

Conceptualizing life competencies: EFL teachers' qualitative perspective

Alzahrani

Almalki²,

Almossa³

2022

SJLS

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PurposeMeeting the 21st century skills is critically significant to ensure success in today's world, collegiate context and neoteric careers. This qualitative study turns attention to teachers' mindsets, dispositions and perceptions concerning 21st century life competencies required to meet the current, emerging and future needs of learners.Design/methodology/approachOne-to-one structured interviews were conducted with English as a foreign language (EFL) teachers (N = 8), where open-ended questions were asked in order to determine the participants' perception of, support to, and integration of the life competencies into an EFL classroom setting. In addition, teachers' performance and implementation of life competencies (males and females) was observed in the classroom over a long time.FindingsThe results showed that teachers' practices contradict their conceptions of the life competencies. Critical thinking was seen as a priority from teachers' perspectives. Teachers perceived learning to learn and critical thinking as the most important competencies for students to learn. Findings of the study indicated that teachers hold positive attitudes toward integrating life competencies into EFL context; however, they lack a clear vision about how to incorporate them.Research limitations/implicationsThis study recommends equipping teachers with professional training and customized orientations offering new insights into how life-competency-oriented instruction might be designed.Originality/valueCareer readiness should be a prominent aim of education where students are equipped with life skills or competencies. EFL practitioners need to understand, support and implement life-competency-instruction.

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Design Thinking Approach to Global Collaboration and Empowered Learning: Virtual Exchange as Innovation in a Teacher Education Course

Cited by 29 publications

References 19 publications

Future Potentials for International Virtual Exchange in Higher Education Post COVID-19: A Scoping Review

Future Potentials for International Virtual Exchange in Higher Education Post COVID-19: A Scoping Review

Design thinking capabilities in the digital world: A bibliometric analysis of emerging trends

Conceptualizing life competencies: EFL teachers' qualitative perspective

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