Experiential Learning through the Design Thinking Technique

Design Thinking Inspired Crowdsourcing: Toward a Generative Model of Complex Problem Solving

“…20 This prescriptive pitch of DT as a "catchall" concept and formula for all types of problems and innovative purposes, however, is not in sync with designers' experiential reality, and many miss the fact that the approach is experiential, non-linear, and cyclical. 21 As a consequence, the concept is "atheoretical" and "plagued by polysemy," 22 which offers little in terms of practical understanding for nondesigners with regards to how solutions to complex problems are produced among users and through which generative mechanisms they emerge among the many practices espoused by DT. It is not surprising, therefore, that academics and practitioners alike remain skeptical as to whether DT is actually a management "fad" or "fashion," to use the words of Eric Abrahamson.…”

Creativity or Cooptation? Thinking Beyond Instrumentalism When Teaching Design Thinking

“…The DT process includes experiential phases such as active experimentation, concrete experience, reflective observation, and abstract conceptualization (Glen et al, 2014; Orlandi, 2010). During ideation and prototyping, students have the opportunity to realize immediate results and to actively experience idea development and experimentation (Deutschmann & Botts, 2015). Students also revisit earlier phases of the DT process based on feedback from their actions and reflections (Beckman & Barry, 2007).…”

“…Multiple scholars have written about courses and programs focusing on DT as an approach to experiential education (Çeviker-Çınar, Mura, & Demirbağ-Kaplan, 2017; Deutschmann & Botts, 2015; Stock, Bucar, & Vokoun, 2017; Welsh & Dehler, 2013). Furthermore, various schools have developed experiential initiatives focused on DT.…”