Education for innovation: engineering, management and design multidisciplinary teams of students tackling complex societal problems through Design Thinking

Charosky, Guido; Hassi, Lotta; Leveratto, Luciana; Papageorgiou, Kyriaki; Ramos, Juan José; Bragós, Ramon

doi:10.4995/head18.2018.8150

Cited by 10 publications

(5 citation statements)

References 4 publications

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“…In examinations of the impact of teaching design thinking in business schools, researchers demonstrated the effectiveness of using design thinking as a part of the innovation focused undergraduate curriculum; they suggest that design thinking may present a powerful framework for dealing with "unstructured problems and for managing the innovation process" (Glen et al, 2015, p. 184). Design thinking is becoming an integral part of post-secondary education (Charosky et al, 2018) from the classroom to the massive open online course setting (Wrigley et al, 2018). Research conducted in undergraduate studio courses suggests that design thinking practices such as those employed in this study may also be key to developing creative and critical thought in innovation-seeking student communities (Rashdan, 2017).…”

Section: Design Thinking: a Learning Frameworkmentioning

confidence: 94%

Designing our Thinking: Examining the Effects of Experiential Learning and Design Thinking on Creativity, Innovation, and Collaboration Skills Development in the Undergraduate Classroom

Dorland

2024

cjsotl-rcacea

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This paper shares initial findings from a study of the way that design thinking and experiential learning informed approaches to teaching can help programs and institutions in the higher education community meet the teaching and learning objectives identified by the World Economic Forum (WEF) as critical for our global future. The project surveyed undergraduate students in a large first year introductory course to learn more about how design thinking based learning practices might serve to extend an experiential learning pedagogical approach toward the successful development of innovation, creativity, interpersonal, self-paced, problem-based and lifelong learning skills. Results from the survey of 600 students reveal that using a design thinking model of learning as part of an experiential learning curriculum may be an effective way to enhance the development of the identified skills and approaches within an experiential learning framework. Students who experienced the addition of design thinking based learning practices to an experiential learning framework reported higher levels of confidence in their innovation and creativity skills and were more likely to seek opportunities for collaboration and self-paced learning than those who participated in an experiential learning focused section of the same class. This article provides an illustration of the impact of using design thinking as an extension of experiential learning in an undergraduate higher education class and offers recommendations for institutions and professional programs seeking to meet World Economic Forum Education 4.0 Initiative goals.

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Section: Design Thinking: a Learning Frameworkmentioning

confidence: 94%

Designing our Thinking: Examining the Effects of Experiential Learning and Design Thinking on Creativity, Innovation, and Collaboration Skills Development in the Undergraduate Classroom

Dorland

2024

cjsotl-rcacea

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“…DT is by nature problem or challenge-based and multidisciplinary. It is possible to integrate this approach into courses that provide students with skills that they do not or very little use in traditional teachings [44]. Past experience [45] shows that DT allows students to get involved in solving open and wicked problems based on real cases.…”

Section: Design Design Thinkingmentioning

confidence: 99%

Build to think, build to learn: What can fabrication and creativity bring to rethink (higher) education?

Morin

Moccozet

2021

ITM Web Conf.

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With the global digital transition, we are witnessing, it is clear that learning is no longer done in isolation and without the use of many digital resources. However, the teaching approaches that are still dominant in higher education are largely marked by old paradigms. Without saying they are wrong; however, one can only witness that they no longer fully correspond to the world we live in and should consequently be adapted. In this paper we propose to introduce the Design Thinking and akin approaches found in FabLabs in order to define a learning space complementary to the traditional teaching experience of higher education, which are rather organised in silos: faculties, departments, degrees. Such a place, which we call a FacLab and which can be described as a physical space extended by a virtual digital space, can be seen as a FabLab embedded in the academic environment. It would favour transversality, encounters, co-construction, collaboration, serendipity and most importantly the putting into practice of transverse skills around the mainly digital factory of the tangible and the intangible, supported and sustained by the methodologies resulting from Design Thinking and related creativity approaches. Here we present our approach and the first developments we have implemented.

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“…Recently, Chandra et al [Chandra et al 2020, Maritz et al 2014] conducted a comprehensive review encompassing 32 journal papers in order to examine and discuss this subject. Chandra's study shows that these initiatives aim to assess whether students have acquired a deeper understanding of innovation principles or have gained increased confidence in applying the learned techniques [Charosky et al 2018, Xu et al 2018, Yu and Alex 2014. However, the study also reveals a lack of consensus regarding the most effective approach to teaching innovation or the optimal pedagogical methods to be employed (Chandra et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Leveraging Communication Analysis to Identify Key Challenges in an Innovation Course in computer science

Andrade,

Araújo,

Ramalho

2023

Anais Do XXXIV Simpósio Brasileiro De Informática Na Educação (SBIE 2023)

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This paper presents a case study investigating students’ main challenges in an undergraduate innovation course. The course follows a learning journey to discover opportunities, and design and implement innovative digital solutions. The results indicate that one of the main challenges students face is ineffective collaboration in multidisciplinary teams. While these challenges are complex for teachers to identify, they are evident in student communications on social tools. This research used data from interviews and communications analysis on social networks such as Whatsapp and Telegram to understand these challenges better.

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Education for innovation: engineering, management and design multidisciplinary teams of students tackling complex societal problems through Design Thinking

Abstract: Abstract

Cited by 10 publications

References 4 publications

Designing our Thinking: Examining the Effects of Experiential Learning and Design Thinking on Creativity, Innovation, and Collaboration Skills Development in the Undergraduate Classroom

Designing our Thinking: Examining the Effects of Experiential Learning and Design Thinking on Creativity, Innovation, and Collaboration Skills Development in the Undergraduate Classroom

Build to think, build to learn: What can fabrication and creativity bring to rethink (higher) education?

Leveraging Communication Analysis to Identify Key Challenges in an Innovation Course in computer science

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