Introducing Strategic Design in Education (SDxE): an approach to navigating complexity and ambiguity at the micro, meso and macro layers of Higher Education Institutions

Vaugh, Trevor; Kessie, Threase; White, A.P.; Baker, Síofra; Valencia, Aldo

doi:10.1080/07294360.2021.2008325

Cited by 8 publications

(7 citation statements)

References 27 publications

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“…The results of the analysis of the mobile learning application SARITHA-Apps and its use show: (1) The average result of the Expert Team's assessment of the feasibility of the SARITHA-Apps instrument and product is 91%, which means it is in the "Very Eligible" qualification;…”

Section: Discussionmentioning

confidence: 99%

“…Media plays an essential role in the process of learning [1]. It acts as a crucial channel for conveying messages that are essential to achieving learning objectives.…”

Section: Introductionmentioning

confidence: 99%

“…Research questions can be formulated: (1) what are the results of the Expert Team's assessment of the suitability of the SARITHA-Apps Mobile-Learning Application instruments and products; (2) Can the SARITHA-Apps Mobile-Learning application be used as a learning medium to improve learning achievement? (3) How do students respond to using the SARITHA-Apps Mobile-Learning Application?…”

Section: Introductionmentioning

confidence: 99%

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Development of Mobile Learning Application System for Environmental Science Material (SARITHA-Apps)

Uda

2024

IJIET

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The constraints posed by traditional learning tools for environmental science materials hinder the advancement of innovative and interactive learning resources, which are essential for enhancing the understanding of environmental science concepts. This research aims to develop a mobilelearning application for environmental science material to increase students’ interest in learning and cognitive abilities in environmental science material. This study uses a quantitative approach. The research population was students of the Biology Education Study Program, FKIP, Palangka Raya University, totaling 243 people. The sampling technique uses purportive sampling. The target sample is students who are taking environmental knowledge courses. The sample size was 24 people. The research approach uses the Hannafin & Peck model by identifying and designing mobile-learning media along with environmental science material content, testing its performance on respondents, and analyzing learners’ cognitive skills and respondents’ learning interests. Data collection was carried out using product reflection questionnaires by a team of experts, pre-test and post-test instruments, and reflection questionnaires by users. The results show that: (1) a mobile learning application for environmental sciences materials has been produced, namely the SARITHA-Apps (abbreviation of Sistem Aplikasi Mobile LeaRning Materi Ilmu PengeTaHuan LingkungAn) as one of the materials in biology education in schools; (2) the average result of the expert team’s assessment on the product feasibility is 91%, which means the qualification is “Very Eligible”; (3) the SARITHA-Apps can improve learning cognitive skills of the respondents with an N-Gain of 0.4 or the “Moderate” category and ; (4) based on the survey, 73% of total respondents agreed (or in “Strong” qualification) that the SARITHA-Apps has a strong impact on the increasing their scientific interests for better understanding on environmental sciences subject.

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Section: Discussionmentioning

confidence: 99%

“…Media plays an essential role in the process of learning [1]. It acts as a crucial channel for conveying messages that are essential to achieving learning objectives.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development of Mobile Learning Application System for Environmental Science Material (SARITHA-Apps)

Uda

2024

IJIET

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“…OEP can be understood as an overarching term that brings together all the different dimensions of educational openness while focusing on processes (Naidu, 2016;Koseoglu and Bozkurt, 2018). The current research uses this broader conceptual understanding that goes beyond the connection to OER to then focus on the micro-level of higher education in the field of teaching and learning, comprised of student and staff interactions (Zentel et al, 2004;Vaugh et al, 2022). Starting from this point, the discourse can be further extended to the socio-cultural structure in higher education institutions (HEI), including departments and their interaction with one another (meso-level) and HEI's strategy, governance, policies, and culture (macro-level) (Zentel et al, 2004).…”

Section: Open Educational Practicesmentioning

confidence: 99%

A multidimensional and analytical perspective on Open Educational Practices in the 21st century

Brandenburger

2022

Front. Educ.

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Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.

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“…With campuses largely returning to normal since COVID-19, it has become evident that the same problems that existed pre-pandemic persist, with the addition of new complexities (Camelliri, 2021; Ewing, 2021; Le Blanc, 2020). It has been shown that Design and Design Thinking both have the potential to address the complexities facing Higher Education (Vaugh et al, 2022). However, it is not sufficient to present the Design Thinking framework and expect it to be implemented in isolation from the approaches to change which already exist in these settings.…”

Section: Introductionmentioning

confidence: 99%

Addressing the Barriers to Design-Thinking Driven Problem Solving in Higher Education

Finnegan-Kessie,

Vaugh,

White

et al. 2023

IJMAR

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The Higher Education structure was believed to be established to protect itself from either internally or externally motivated change. As time has progressed, ‘change’ has begun to trickle into Higher Education Institutions, with the belief that individuals with characteristics synonymous with ‘innovators’ have spurred change in this space. For Design Thinking to become the primary mode for problem-solving in relation to curriculum and learning design, we must first understand current staff members’ experiences of making changes within Higher Education, and identify the behaviours, attitudes and structural processes involved in making change. This paper will address the following research questions: Through understanding the barriers to making change currently experienced by Higher Educations staff, what can we do to create an environment where the principles of Design and Design Thinking can be fully embraced by members of the Higher Education community? This paper presents the findings from a qualitative research project conducted by the authors, where 32 members of staff in a selected Higher Education Institution were interviewed to understand their experiences of making changes to their teaching and working practices. Emphasis is placed on understanding the barriers to making change, namely: the embedded conservatism in Higher Education and associated fear of change; committee structures; energy; the current institutional understanding of ‘collaboration,’ and; the Institution’s commitment to making change. Drawing on the findings of this research, three actionable insights will be presented which will help Design and Design Thinking methods become embraced in terms of further developing teaching, learning, and working practices in Higher Education.

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Introducing Strategic Design in Education (SDxE): an approach to navigating complexity and ambiguity at the micro, meso and macro layers of Higher Education Institutions

Cited by 8 publications

References 27 publications

Development of Mobile Learning Application System for Environmental Science Material (SARITHA-Apps)

Development of Mobile Learning Application System for Environmental Science Material (SARITHA-Apps)

A multidimensional and analytical perspective on Open Educational Practices in the 21st century

Addressing the Barriers to Design-Thinking Driven Problem Solving in Higher Education

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