Research as Design: Developing Creative Confidence in Doctoral Students Through Design Thinking

Ulibarri, Nicola; Cravens, Amanda E.; Cornelius, Marilyn; Royalty, Adam; Nabergoj, Anja Svetina

doi:10.28945/2062

Cited by 26 publications

(27 citation statements)

References 57 publications

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“…Exploration and play Ulibarri et al (2014) highlight the importance of creating an emotionally supportive, non-judgemental atmosphere to foster creativity. One way to frame learning in a playful way is by using learning metaphors to prompt and guide the learning design.…”

Section: Problem Orientationmentioning

confidence: 99%

“…The low uptake of digital technology for teaching in South African higher education is for example linked to poor infrastructure, top-down and deterministic institutional implementation, organisational cultures defined by low recognition of excellence in teaching and learning, lacking incentives for innovation in teaching and learning, poor institutional leadership, low digital literacy among students and staff, and prevailing social attitudes toward technology (Bozalek & Ng'ambi, Gachago, 2013;Cloete & Gillwald, 2014;Van Zyl, & Sabiescu, A., 2016). Köppen, Jobst, & Meinel, 2010;Ulibarri, Cravens, Cornelius, Royalty, & Nabergoj, 2014), we have not encountered literature in the context of academic staff development (although this special issue is a means to address this gap). This paper has two aims: to first identify shared characteristics of recognised eLearning champions and second, to explore design principles for staff development programmes to promote these characteristics and determine whether such a design mindset can be developed as some of the literature suggests (Rauth et al, 2010).…”

Section: Introductionmentioning

confidence: 97%

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Developing eLearning champions: a design thinking approach

Gachago

Morkel

Hitge

et al. 2017

Int J Educ Technol High Educ

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Against the backdrop of a complex Higher Education (HE) landscape, particularly in a developing country context where the relevance of current HE structures is questioned through student protests, and decolonisation of education practices is called for, traditional thinking is losing ground. This study focuses on lecturers identified as eLearning champions, who display shared dispositions that mirror what the literature terms a 'design thinking mindset', such as collaboration, empathy for the learner and problem orientation. We argue that promoting this mindset in academic staff development interventions around the use of technology in teaching and learning could support more academics to innovate their practices. Recommendations for how findings of this study may inform the design of such learning interventions conclude the paper.

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Section: Problem Orientationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Developing eLearning champions: a design thinking approach

Gachago

Morkel

Hitge

et al. 2017

Int J Educ Technol High Educ

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“…While design thinking has been shown to lead to an increase in creative output in some instances 21,22,23 , we propose that its loosely structured nature may put a higher cognitive load on individuals with a more adaptive cognitive style as opposed to individuals with a more innovative cognitive style 1 . This increased cognitive load may lead to an increase in coping behavior from adaptive individuals, 2,24 which can exhaust the cognitive capacity of the individual if maintained for too long 2 ; it may also lead to greater resistance (reduced receptivity)…”

mentioning

confidence: 89%

“…Previous studies have shown that design thinking can positively impact a student's creative confidence 21,29 , as well as their creative output 15,22,28,23 . These studies were mostly based on qualitative data from case studies, however, and did not explore the effects of design thinking from a cognitive perspective.…”

Section: Design Thinkingmentioning

confidence: 99%

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Exploring the Impact of Cognitive Preferences on Student Receptivity to Design Thinking

Menold¹,

Jablokow²,

Kisenwether

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Jessica Menold is a second year graduate student interested in entrepreneurship, the design process, and innovativeness of engineering graduates and professionals. She is currently working as a student mentor in the Lion Launch Pad program, where she works to support student entrepreneurs. Jessica is currently conducting her graduate research with Dr. Kathryn Jablokow on a project devoted to the development of a psychometric instrument that will measure the skills, behaviors, and traits of an innovative engineer. Her hope is that this awareness of individual innovativeness levels will enhance engineering professionals and student's innovative skillsets. Jessica is also interested in studying and teaching design thinking methods to students, and is currently working to spread design thinking through mini-workshops across Penn State.

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A Framework for the Analysis of Personal Learning Networks

Fair

2021

Research in Networked Learning

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This paper introduces Fast Food da Politica (FFDP) as a case study of a learning network designed to promote social action in a developing country. Our focus is on exploring FFDP design elements, such as those related to tools, tasks and social organization, and the connections between these elements and valued learning activity. FFDP cleverly (re)purposes popular (board) games as pedagogical tools, which are then customised for the teaching and learning of the mechanisms and functioning of Brazilian political structures. FFDP has taken their political games to game-playing sessions across the country in varied venues -including schools, government organisations, and open sessions at market-street events and public protests. Their games are shared as open learning resources through blueprints and manuals that explain the many ways a game can be played, and which are easily downloadable through their website. FFDP also encourages game users (educators and learners) to come up with and share their own game-playing ideas for reuse. As a result, FFDP has built a repository of games that is constantly evolving, as new ways of using their open resources are captured and packaged for sharing and reuse by others. As a not-for-profit organisation, FFDP has been successfully relying on social media and crowdsourced funding to survive. In this paper, we draw on the ACAD Wireframe to explore the alignment of this network's design elements at the micro and meso levels, focusing on the ways FFDP combines a strategic educational vision deeply grounded on action for social change, with a curriculum that emphasizes gaming elements and promotes the physicality of materials in learning. At the micro level, the case study examines how the quality of materials support the development of educational innovation, while at the meso level this organization, driven by young women, is buildingup a learning network for social action, empowering children, youth and adults to learn about the mechanisms of politics and their civil rights, within the Brazilian context. Overall, this paper offers an inspiring example of a productive learning network in action, where participation and co-creation are fostered through connections between a network of people, ideas, digital and material elements. KeywordsOpen education; design for learning; games in education help people learn and teach deeper critical thinking of political matters, and in so doing, to empower learners to take hold of their own future.

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Research as Design: Developing Creative Confidence in Doctoral Students Through Design Thinking

Cited by 26 publications

References 57 publications

Developing eLearning champions: a design thinking approach

Developing eLearning champions: a design thinking approach

Exploring the Impact of Cognitive Preferences on Student Receptivity to Design Thinking

A Framework for the Analysis of Personal Learning Networks

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