Approaching design thinking online: Critical reflections in higher education

Zeivots, S; Vallis, C; Raffaele, C; Luca, EJ

Approaching design thinking online: Critical reflections in higher education

Zeivots, S

Vallis, C Raffaele, C Luca, EJ

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Publication Type:: Journal Article
Citation:: Issues in Educational Research, 2021, 31, (4), pp. 1351-1366
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Zeivots, S https://orcid.org/0000-0001-5450-2530
dc.contributor.author	Vallis, C
dc.contributor.author	Raffaele, C
dc.contributor.author	Luca, EJ
dc.date.accessioned	2022-04-18T02:03:00Z
dc.date.available	2022-04-18T02:03:00Z
dc.date.issued	2021-01-01
dc.identifier.citation	Issues in Educational Research, 2021, 31, (4), pp. 1351-1366
dc.identifier.issn	0313-7155
dc.identifier.issn	1837-6290
dc.identifier.uri	http://hdl.handle.net/10453/156316
dc.description.abstract	Design thinking is becoming more commonly used as a collaborative, problem-solving approach in higher education outside design disciplines. With the pivot to remote and online learning in response to Covid-19 and lockdown measures, many educators have had to rethink their practice and collaboration in design thinking, without the usual recourse to shared physical space and material resources. This reflective study brings together four educators who take their human-centred design thinking approaches to higher education online. Through a process of collaborative reflective professional inquiry, the authors offer practice-oriented insights into learning design, educational development and facilitation in design thinking online. Findings challenge commonly held assumptions about teaching online, the role of technology, and the importance of ‘best practice’ in education. The paper concludes with suggestions for future research to explore design thinking online as a practice and mindset outside the confines of the design studio.
dc.language	en
dc.relation.ispartof	Issues in Educational Research
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.title	Approaching design thinking online: Critical reflections in higher education
dc.type	Journal Article
utslib.citation.volume	31
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
pubs.organisational-group	/University of Technology Sydney/DVC (Innovation & Enterprise)
utslib.copyright.status	open_access	*
dc.date.updated	2022-04-18T02:02:59Z
pubs.issue	4
pubs.publication-status	Published
pubs.volume	31
utslib.citation.issue	4

Abstract:

Design thinking is becoming more commonly used as a collaborative, problem-solving approach in higher education outside design disciplines. With the pivot to remote and online learning in response to Covid-19 and lockdown measures, many educators have had to rethink their practice and collaboration in design thinking, without the usual recourse to shared physical space and material resources. This reflective study brings together four educators who take their human-centred design thinking approaches to higher education online. Through a process of collaborative reflective professional inquiry, the authors offer practice-oriented insights into learning design, educational development and facilitation in design thinking online. Findings challenge commonly held assumptions about teaching online, the role of technology, and the importance of ‘best practice’ in education. The paper concludes with suggestions for future research to explore design thinking online as a practice and mindset outside the confines of the design studio.

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http://hdl.handle.net/10453/156316