Design Thinking
Strategy Summary
What it is:
Design thinking is an instructional strategy that emphasizes a systematic learning process over content acquisition. Design thinking incorporates a general progression of brainstorming, creation of prototypes, and sharing phases. Design thinking in education is modeled after an approach embraced by businesses and nonprofits, used to create solutions to complex socio-ecological issues (Brown & Wyatt, 2010). On a smaller scale, educators can allow students to choose and address an issue that is relevant to the scope of the course. It aims to “forge new, dynamic relationships and tackle novel challenges with sophisticated technology” so as to “engage the younger generation as active learners” (Kwek, 2011). This educational pedagogy is on the cutting edge of project-based learning. The paradigm shift in the application of design thinking in education takes the focus away from teacher-driven lessons to student-driven innovations. The goal is that students will develop 21st century skills, including taking action to enact change.
What it values:
Design thinking places value on empathy, creativity, and collaboration. All projects should stem from a place of understanding user-specific needs; this empathy drives the creation process (Brown & Wyatt, 2010). Design thinking prioritizes human connection in the generation of solutions to social problems (Brown & Wyatt, 2010), and getting students to buy into crafting these solutions through personal experiences is of the utmost importance (Carroll et al., 2010). Using creativity and innovation, students are able to make their voices heard and to effect change on a community or even global scale (Carroll et al., 2010). Because it is an iterative process, design thinking allows students to tap into and explore their innate curiosity. Through collaboration, which is intrinsic to design thinking, students strengthen their ideas and fabricate solutions that lead towards a future in which all citizens can play equally important roles (Ideo & Riverdale, n.d.).
Design thinking is an instructional strategy that emphasizes a systematic learning process over content acquisition. Design thinking incorporates a general progression of brainstorming, creation of prototypes, and sharing phases. Design thinking in education is modeled after an approach embraced by businesses and nonprofits, used to create solutions to complex socio-ecological issues (Brown & Wyatt, 2010). On a smaller scale, educators can allow students to choose and address an issue that is relevant to the scope of the course. It aims to “forge new, dynamic relationships and tackle novel challenges with sophisticated technology” so as to “engage the younger generation as active learners” (Kwek, 2011). This educational pedagogy is on the cutting edge of project-based learning. The paradigm shift in the application of design thinking in education takes the focus away from teacher-driven lessons to student-driven innovations. The goal is that students will develop 21st century skills, including taking action to enact change.
What it values:
Design thinking places value on empathy, creativity, and collaboration. All projects should stem from a place of understanding user-specific needs; this empathy drives the creation process (Brown & Wyatt, 2010). Design thinking prioritizes human connection in the generation of solutions to social problems (Brown & Wyatt, 2010), and getting students to buy into crafting these solutions through personal experiences is of the utmost importance (Carroll et al., 2010). Using creativity and innovation, students are able to make their voices heard and to effect change on a community or even global scale (Carroll et al., 2010). Because it is an iterative process, design thinking allows students to tap into and explore their innate curiosity. Through collaboration, which is intrinsic to design thinking, students strengthen their ideas and fabricate solutions that lead towards a future in which all citizens can play equally important roles (Ideo & Riverdale, n.d.).
Related Learning Goals
References
Brown, T., & Wyatt, J. (2010). Design thinking for social innovation. Stanford Social Innovation Review, 30-35.
Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, imagination, and the fires within: Design thinking in a middle school classroom. International Journal of Art and Design Education 29(1), 37-52.
Ideo & Riverdale. (n.d.). Design thinking. Retrieved from http://www.designthinkingforeducators.com/design-thinking/
Kwek, S.H. (2011). Innovation in the Classroom: Design Thinking for 21st Century Learning. (Master’s thesis). Retrieved from http://www.stanford.edu/group/redlab/cgi-bin/publications_resources.php
Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, imagination, and the fires within: Design thinking in a middle school classroom. International Journal of Art and Design Education 29(1), 37-52.
Ideo & Riverdale. (n.d.). Design thinking. Retrieved from http://www.designthinkingforeducators.com/design-thinking/
Kwek, S.H. (2011). Innovation in the Classroom: Design Thinking for 21st Century Learning. (Master’s thesis). Retrieved from http://www.stanford.edu/group/redlab/cgi-bin/publications_resources.php