Design thinking and collaborative learning

Abstract

El artículo presenta el pensamiento de diseño como un enfoque alternativo para realizar investigaciones sobre aprendizaje colaborativo con tecnología. Se describen dos resultados de investigación a fin de debatir las posibilidades y los retos de aplicar métodos de diseño para diseñar e investigar herramientas de construcción de conocimiento colaborativo. El texto comienza definiendo el aprendizaje colaborativo con nuevas tecnologías como un problema complejo que puede afrontarse mejor mediante la adopción de una actitud de diseñador. Se presenta el Diseño Basado en la Investigación (DBI) como un ejemplo de pensamiento de diseño basado en la construcción social del conocimiento con las personas que más adelante utilizarán las herramientas. Se describen las fases clave que caracterizan el método DBI (investigación contextual, diseño participativo, diseño de producto y software como hipótesis) y defiende la necesidad de adoptar un enfoque de diseño centrado en las personas. Los dos prototipos presentados son la cuarta versión de Future Learning Environment (Fle4), un software para la construcción de conocimiento colaborativo, y Square1, un conjunto de dispositivos y aplicaciones para entornos de aprendizaje auto-organizados. Ambos son ejemplos de DBI y contribuyen a la discusión sobre el rol de los artefactos como resultados de investigación. A través de estos casos, se afirma que el pensamiento de diseño es un enfoque significativo en la investigación sobre el aprendizaje colaborativo mediado por ordenador.This paper presents design thinking as an alternative approach to conduct research on collaborative learning with technology. The underlying premise of the paper is the need to adopt human-centered design principles in research and design of computer-supported collaborative tools. Two research results are described in order to discuss the possibilities and challenges of applying design methods for designing and researching collaborative knowledge building tools. The paper begins by defining collaborative learning with new technologies as a wicked problem that can be approached by adopting a design mindset. Design thinking and particularly research-based design relies on a shared, social construction of understanding with the people who will later use the tools. The key phases in researchbased design (contextual inquiry, participatory design, product design and software as hypothesis) are described and exemplified through the presentation of two research results. The two prototypes presented are the fourth version of the Future Learning Environment (Fle4), a software tool for collaborative knowledge building and Square1, a set of hardware and software for self-organized learning environments. Both cases contribute to the discussion about the role of artifacts as research outcomes. Through these cases, we claim that design thinking is a meaningful ap proach in CSCL research

A DBR framework for designing mobile virtual reality learning environments

“…We have identified several design principles throughout the body of mobile learning and educational technology literature that support the key graduate outcomes of a course of study Herrington, Herrington, & Mantei, 2009;Laurillard, 2012;Leinonen & Durall, 2014). Activity theory is one of the most common theoretical frameworks used to inform mobile learning research and practice, however, Pachler et al (2010) argue that it is difficult to operationalise and is more suitable as an analytical tool than a pedagogical design tool.…”

Developing and Piloting a Pedagogy for Teaching Innovation, Collaboration, and Co-Creation in Secondary Education Based on Design Thinking, Digital Transformation, and Entrepreneurship

“…Double diamond is a design process for solving real-world problems, based on divergent and convergent thinking both for the definition and solution of a problem. Designerly way of thinking which is based on double-diamond methodology has been used in education [29,30] for solving real-world phenomena with promising results. The main idea of design thinking in education is to engage groups of students in the process of determining a real-world problem and then through an experimental way of thinking and making to be able to design a solution.…”

Perceptions and Knowledge-Sharing Behavior of Pre-University Students

“…A positive relationship was also found between learning behavior and perception of knowledge sharing. Collaborative learning, involving volunteer knowledge sharing, brings many benefits to students such as better academic achievements, improved communication and interpersonal skills, appreciation for diverse and opposing ideas and viewpoints, positive inter-dependence, and a sense of satisfaction for contributing towards learning of others (So & Brush, 2008;Burns, Pierson & Reddy, 2014;Leinonen & Durall, 2014). Advancements and easy access to web-based knowledge sharing platforms have further enhanced the scope and benefits of collaborative learning.…”