Learning Design Thinking Through a Hands-On Learning Model

Abstract

Design thinking is a human-centered, team-based, creative, and iterative process for problem-solving. The process focuses on the end-user and applies empathy skills to gain an understanding of the problem. Unlike other design methodologies, design thinking dwells much on the most prominent user of the design solution. Industry 4.0 is characterized by fast-changing technology, which requires quick time-to-market solutions. Industry 4.0 applications involve more end-user interaction. In order to design products, applications, and systems that end-users will be comfortable to use, designers should engage users throughout the design process. Design thinking brings together key parameters for achieving innovative user-centered design solutions. In addition to bringing together designers to work as multidisciplinary teams, the process factors in a creative environment under which the teams work. The article presents a case study for hands-on learning of design thinking where groups of students were engaged in solving pressing problems encountered by skilled craftsmen in the digital era.

Challenge-Based Learning in Higher Education

“…The common "challenge" to all three programmes comprise students starting a real-life project without knowing the result. The students, thus, must be prepared to reconsider and continuously reflect on the uncertainties and the not-known throughout the process of inquiry and creation (Biesta, 2014;Bornemark, 2018;Christensen et al, 2021;Gwangwava, 2021).…”

“…This shift is, for example, illustrated by the commitment to global frameworks such as the Agenda 2030 and the 21st Century Skills (Ananiadou & Claro, 2009) and HEIs role in meeting a fast-changing labour market demanding active, creative employees ready to re-skill and re-learn. Furthermore, as societies worldwide face the challenges of rapid global political, social, economic, health, and technological changes (Gwangwava, 2021;Rosa, 2013), HEIs must act responsibly and proactively to secure a readiness to meet the uncertain, unknown futures (Bornemark, 2018).…”

“…The common "challenge" to all three programmes comprise students starting a real-life project without knowing the result. The students, thus, must be prepared to reconsider and continuously reflect on the uncertainties and the not-known throughout the process of inquiry and creation (Biesta, 2014;Bornemark, 2018;Christensen et al, 2021;Gwangwava, 2021). As a result, students are challenged to enhance their agency of change with competencies of critical and creative thinking and doing (Schön, 1987;Dirkx, 2006;hooks, 2010).…”