Innovating language curriculum design through design thinking: A case study of a blended learning course at a Colombian university

Crites, Kelley; Rye, Emma

doi:10.1016/j.system.2020.102334

Cited by 26 publications

(18 citation statements)

References 29 publications

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“…Nash emphasised that traditional curriculum design approaches have heavily relied on a top-down decision attitude as opposed to a design attitude, which the author claimed has resulted in inefficient and unproductive curriculum changes [12]. Examples in the literature of DT being used in the development of new curricula and in curriculum reform include the use of DT in Medical Education [10,13], in entrepreneurship education [5,14], language courses [11,15], Tourism and Hotel Management [9], and Industrial Engineering [9]. Luka emphasised how DT in curriculum design is a novel way of ensuring 21st century skills are embedded throughout the curriculum from inception [11].…”

Section: B Design Thinking In Education and Curriculum Developmentmentioning

confidence: 99%

“…It is important to point out that the literature is laden with DT being built into engineering programmes as part of standalone courses, taught subjects, short programs, workshop scenarios, or as a pedagogical approach to embed problem-based learning throughout capstone/cornerstone projects [9,15,16]. The utilisation of DT as a taught topic and a pedagogy enables a more creative and student-centred approach for both the student and the teacher.…”

Section: B Design Thinking In Education and Curriculum Developmentmentioning

confidence: 99%

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REEdI Design Thinking for Developing Engineering Curricula

et al. 2022

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Universities are coming under increasing pressure to re-invent the way that engineering is taught in order to produce graduates that are capable of meeting the skills needs of the country’s industries. This paper described an active project where Design Thinking (DT) methodology is being applied in a novel way to Engineering Curriculum Development. Enterprise partners from a range of different manufacturing sectors participated in a series of Curriculum Development workshops and the results were cross referenced with subjects taught on existing engineering programmes internationally. This process highlighted the need for increased training in Lean, 6-Sigma, transversal and soft skills competencies, and the need to review how and when content is delivered. A survey was developed from the results of the workshops and sent out to a larger cohort of industry contacts for feedback on the proposed Engineering curriculum. Design Thinking methodology has helped ensure our customers’ needs are met by building the curriculum framework around competencies identified by both industry and academia while ensuring the students engage in a significant learning experience through experiential and applied learning using the latest immersive technologies.

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Section: B Design Thinking In Education and Curriculum Developmentmentioning

confidence: 99%

Section: B Design Thinking In Education and Curriculum Developmentmentioning

confidence: 99%

REEdI Design Thinking for Developing Engineering Curricula

et al. 2022

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“…According to Tim Brown, CEO/IDEO, design thinking is "a discipline that uses the designer's sensibility and methods to match people's needs with what is technologically feasible and what a viable business strategy can convert into customer value and market opportunity" [16]. The planning and decision-making process in design thinking requires people from different fields [17]. Blockchain can enable design thinking by enabling the participation of key stakeholders across space and time.…”

Section: Literature Reviewmentioning

confidence: 99%

Decentralised Content Creation in Digital Learning: A Blockchain Concept

Koul

Singh

Verma

2021

ICT With Intelligent Applications

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In today's times, when the whole world is practising social distancing, the utility of in-person training is going through an existential dilemma. The learning ecosystem needs to rapidly evolve into fulfilling the global needs of learning and retooling to stay relevant and use new opportunities. The existing models of content creation and learning generally assume that a single faculty has to create all modules with topics and lessons both included. This article proposes a conceptual model for applying blockchain in decentralised content creation. Here, education is taken up as a developmental case. While much more content is now available online for learning than ever before, the quality of the content at topic and lesson levels is being observed to have a wide variation in quality resulting in inconsistent delivery of knowledge. The blocks are made of modular knowledge pieces consisting of lessons that can be appended to the initial module/topic creator (s) tightly integrated with a permissioned blockchain with nodes consisting of co-creators, reviewers, approvers and other interested parties.

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“…Since curricula are more robust when designed through the collaborative engagement of teachers (Crites and Rye, 2020), the collaborative curriculum design (CCD) model tailored to local conditions is worth studying as a possible way to address the challenge mentioned above. CCD refers to a group activity of teacher designs teams (TDTs) that "usually focuses on student activities, lesson, modules, and courses" (Voogt et al, 2011(Voogt et al, , p. 1236.…”

Section: Introductionmentioning

confidence: 99%

Understanding EFL Teacher Engagement in TDTs’ Collaborative Curriculum Design: A Chinese Case Study From the Activity Theory Perspective

Jian

Cheng

2022

Front. Psychol.

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While collaborative curriculum design (CCD) has gained increasing attention in the field of education, there is scant research as to how EFL teachers implement it in authentic design contexts. The present case study places particular emphasis on teacher activities during collaborative EFL curriculum development in China. The researchers adopt Activity Theory as an analytical tool to understand the relationships between EFL teachers, reform goals, and various aspects of the sociocultural context in which CCD is advocated, highlighting the pivotal role that mediation of knowledge/experience plays in the teacher learning community. Research findings indicate that the TDTs’ collaborative process is a socially constructed and culturally mediated activity that promotes EFL teacher development. Moreover, in-service teachers are prone to take challenges through educational reforms out of teacher motives and external stimuli. Limitations of the CCD model are also discussed to shed light on future research.

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Innovating language curriculum design through design thinking: A case study of a blended learning course at a Colombian university

Cited by 26 publications

References 29 publications

REEdI Design Thinking for Developing Engineering Curricula

REEdI Design Thinking for Developing Engineering Curricula

Decentralised Content Creation in Digital Learning: A Blockchain Concept

Understanding EFL Teacher Engagement in TDTs’ Collaborative Curriculum Design: A Chinese Case Study From the Activity Theory Perspective

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