Design Thinking pedagogy: the Educational Design Ladder

Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades

“…Wrigley and Straker () and Carroll's () work at the university level collectively show DT as having promise in engaging students in 21st century learning as a means to graduating K–12 students who have the skills being called for in our workforce and development initiatives.…”

“…In an educational context, DT is interdisciplinary and can even be transdisciplinary (i.e., creating new intellectual spaces by integrating disciplines) as an endeavor. At its core, DT is generally considered as the ability to combine empathy, creativity, and rationality to analyze and fit solutions to particular contexts (Wrigley & Straker, ). Drawing from social constructivist ideas and embodied learning frameworks, “Design thinking is an orientation toward learning that encompasses active problem solving and believing in one's ability to create impactful change” (Carroll, , p. 16).…”

Design thinking in pedagogy: Frameworks and uses

“…Initially, it was associated with the way designers thought (Johansson & Woodilla, 2009;Wrigley & Straker, 2017). Among academics, the terminology of design thinking began to be used about 30 years ago.…”

Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture

“…Although processing the DT approach in designing teaching materials enables learners to actively interact and Flipping Business Computing Class 6 obtain knowledge, the key question lies in the content and delivery of the course (Wrigley & Straker, 2015). Hence, the team endeavoured to flip the BC class by incorporating DT into re-designing processes.…”

“…This leads to an urgent demand to revamp and re-design curriculum, courses and teaching resources, and the largest challenges for educators lies in the fact that how to design various programs that could provide appropriate skills for graduates whilst maintaining engagement in-class as well as increasing an active role of students. As DT models take the student perspectives as the centric initiative into design innovative outcomes, there is an obvious increasing number of academic designer adopted DT steps and approaches to redevelop graduate capabilities, curriculum, course and resources (Bonini & Sbragia, 2011;Wrigley & Straker, 2015). However, integrating DT into education can be challenging to designers.…”