Use of Design Thinking: A step towards fostering creativity and innovation in a teaching environment

Pradhan, S

Use of Design Thinking: A step towards fostering creativity and innovation in a teaching environment

Pradhan, S

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Publisher:: Academic Conference and Publishing International Ltd
Publication Type:: Chapter
Citation:: The Innovation & Entrepreneurship Teaching Excellence Awards 2015, 2015, pp. 149 - 162 (14)
Issue Date:: 2015-09

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Field	Value	Language
dc.contributor.author	Pradhan, S	en_US
dc.contributor.editor	Remenyi, D	en_US
dc.date.issued	2015-09	en_US
dc.identifier.citation	The Innovation & Entrepreneurship Teaching Excellence Awards 2015, 2015, pp. 149 - 162 (14)	en_US
dc.identifier.isbn	978-1-910810-53-8	en_US
dc.identifier.uri	http://hdl.handle.net/10453/37936
dc.description.abstract	Students are the future leaders and workforce of successful business organisations. Emulating real work experience at an undergraduate level class environment helps students prepare and understand well in Management and Information Systems (IS) subjects. Adopting design thinking methods in a classroom setting gives students an opportunity to design and emulate a work system resulting in better outcomes for them. As students work on the project created by themselves, it acts as a catalyst for their continuous development to achieve exemplary goals. With proper guidance, a learning platform and facilitation, students use their meta-cognitive skills to accomplish optimum results. We have used an ideation tool to facilitate and foster their potential in designing the learning and collaborative system. Additionally, giving exposure to and fostering a ‘start-up culture’ and establishing equivalent ‘innovation day’ strategies adopted by big organisations also pushes students learning boundaries, thus motivating them to attain monumental milestone. This case study discusses the methodology adopted, tool used and environment fostered in the class. It also evaluates the results from the adoption of this learning platform during previous semesters. Students with entrepreneurship aptitude and vision have appreciated these new learning methods as a positive re-enforcement of learning.	en_US
dc.publisher	Academic Conference and Publishing International Ltd	en_US
dc.relation.ispartof	The Innovation & Entrepreneurship Teaching Excellence Awards 2015	en_US
dc.title	Use of Design Thinking: A step towards fostering creativity and innovation in a teaching environment	en_US
dc.type	Chapter
utslib.location	London	en_US
utslib.for	0806 Information Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
pubs.organisational-group	/University of Technology Sydney/Strength - CAMGIS - Centre for Advanced Modelling and Geospatial lnformation Systems
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.place-of-publication	London	en_US

Abstract:

Students are the future leaders and workforce of successful business organisations. Emulating real work experience at an undergraduate level class environment helps students prepare and understand well in Management and Information Systems (IS) subjects. Adopting design thinking methods in a classroom setting gives students an opportunity to design and emulate a work system resulting in better outcomes for them. As students work on the project created by themselves, it acts as a catalyst for their continuous development to achieve exemplary goals. With proper guidance, a learning platform and facilitation, students use their meta-cognitive skills to accomplish optimum results. We have used an ideation tool to facilitate and foster their potential in designing the learning and collaborative system. Additionally, giving exposure to and fostering a ‘start-up culture’ and establishing equivalent ‘innovation day’ strategies adopted by big organisations also pushes students learning boundaries, thus motivating them to attain monumental milestone. This case study discusses the methodology adopted, tool used and environment fostered in the class. It also evaluates the results from the adoption of this learning platform during previous semesters. Students with entrepreneurship aptitude and vision have appreciated these new learning methods as a positive re-enforcement of learning.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/37936