Design Thinking for Challenges and Change in K–12 and Teacher Education

Parker, Michele A.; Cruz, Laura; Gachago, Daniela; Morkel, Jolanda

doi:10.1177/1555458920975467

Cited by 10 publications

(7 citation statements)

References 29 publications

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“…The interest in applying DT in school settings has seen a dramatic growth over the years. However, empirical research in the education context, specifically for schools, is limited and not much attention has been given when it comes to the importance of including DT as a component of a teacher's toolkit 5,6 . DT when institutionalised as an inherent culture in schools, could lead to innovative teaching and learning processes.…”

Section: Testmentioning

confidence: 99%

Enhancing innovative delivery in schools using design thinking

et al. 2021

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The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The study showed that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

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Section: Testmentioning

confidence: 99%

Enhancing innovative delivery in schools using design thinking

et al. 2021

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“…The importance of games as a learning tool has been accepted and recognized in all nations (Diefenthaler et al, 2012;Plass et al, 2015;Parker et al, 2021). Play and games affect the learning process throughout man's life as they support and strengthen the learning process (Troulinaki, 2023;Tsai et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Barriers to the Digital Game-Based learning at Secondary level In Punjab: Perceptions of Pre-Service Teachers

Hamid,

Tabassum,

Muhammad

2024

RJSI

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Teachers’ main aim is to make the students learn with interest by adding daily life activities and examples to get long-lasting effects on their learning. Introducing digital games in the classroom is a new innovative approach that makes it easy for students to learn new skills and knowledge. However, teachers are not frequently using this approach in their classrooms. The present quantitative descriptive study has explored the barriers that hinder teachers from using digital game-based learning approaches. Pre-service teacher perceptions were sought in the teacher training colleges, i.e., district campuses of Quaid-i-Azam Academy for Educational Development in Punjab. After checking its validity and reliability, a self-constructed closed-ended online questionnaire was used for data collection. The alpha value of the questionnaire was .825. All the pre-service teachers studying in the district campuses of Quaid-i-Azam Academy for Educational Development, Punjab were the population of the study. The online survey remained open for about one month, and 384 responses were received from pre-service teachers throughout the Punjab province. Data were collected based on five-point Likert type scale. Collected data was put into SPSS (Statistical Package for Social Sciences) version 25 and descriptive and inferential statistics were applied to get the study results. Major findings include that availability of insufficient resources, teachers’ lack of skills and use of digital tools, and difficulties in managing technology in the classroom are the main barriers to implementing digital game-based learning in the public secondary schools of Punjab. The study benefits stakeholders, policymakers, and decision-makers and has added new knowledge in education.

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“…Human-centered design (HCD), or design thinking, offers an extensive toolkit of methods and strategies for user-centered engagement that lends itself well to intervention development and implementation [1]. Although HCD has been applied mostly in the business and engineering sectors, there are a growing number of projects that integrate HCD into education [2][3][4][5][6], medicine [7][8][9], public policy [10,11], and other areas of research [12]. Public health projects that use an HCD approach can better ensure that an intervention's aims are well aligned with the needs and goals of the intended audience and consider solutions' feasibility and viability early on [1,13].…”

Section: Introductionmentioning

confidence: 99%

Integrating Human-Centered Design Methods Into a Health Promotion Project: Supplemental Nutrition Assistance Program Education Case Study for Intervention Design

Chen¹,

Bishop²,

Cozon³

et al. 2023

JMIR Form Res

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Background Human-centered design, or design thinking, offers an extensive toolkit of methods and strategies for user-centered engagement that lends itself well to intervention development and implementation. These methods can be applied to the fields of public health and medicine to design interventions that may be more feasible and viable in real-world contexts than those developed with different methods. Objective The design team aimed to develop approaches to building food skills among caregivers of children aged 0-5 years who are eligible for a federal food assistance program while they were in the grocery store. Methods They applied 3 specific human-centered design methods—Extremes and Mainstreams, Journey Mapping, and Co-Creation Sessions—to collaboratively develop intervention approaches to enhance Supplemental Nutrition Assistance Program Education (SNAP-Ed) reach and impact across food retail settings. Extremes and Mainstreams is a specific kind of purposive sampling that selects individuals based on characteristics beyond demographics. Journey Mapping is a visual tool that asks individuals to identify key moments and decision points during an experience. Co-Creation Sessions are choreographed opportunities for individuals to explicitly contribute to the design of a solution alongside research or design team members. Results Ten caregivers with diverse lived experiences were selected to participate in remote design thinking workshops and create individual journey maps to depict their grocery store experiences. Common happy points and pain points were identified. Nine stakeholders, including caregivers, SNAP-Ed staff, and grocery store dieticians, cocreated 2 potential intervention approaches informed by caregivers’ experiences and needs: a rewards program and a meal box option. Conclusions These 3 human-centered design methods led to a meaningful co-design process where proposed interventions aligned with caregivers’ wants and needs. This case study provides other public health practitioners with specific examples of how to use these methods in program development and stakeholder engagement as well as lessons learned when adapting these methods to remote settings.

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Design Thinking for Challenges and Change in K–12 and Teacher Education

Cited by 10 publications

References 29 publications

Enhancing innovative delivery in schools using design thinking

Enhancing innovative delivery in schools using design thinking

Barriers to the Digital Game-Based learning at Secondary level In Punjab: Perceptions of Pre-Service Teachers

Integrating Human-Centered Design Methods Into a Health Promotion Project: Supplemental Nutrition Assistance Program Education Case Study for Intervention Design

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