Exploring the application of Design Thinking to develop a work-based learning programme for hospitality and tourism

The rapid development of science, technology, and digital multimedia has made adjustments in all areas of design. Its ramifications and forms are deeply influenced by digital media, making new demands on teaching. A renewed society regulates new modes of teaching to produce applicants capable of adapting to the development of modern society and responding to the needs of the market. The article aims to present the impact of the development of modern digital media technologies on the teaching of modern fashion design at Kyiv National University of Culture and Art and to analyze the methodological problems of design thinking. The novelty of the work is the consideration of a new mode of teaching that is suitable for digital media art design from the perspective of design thinking methodology. The result of the work is the connection between the modes of design and the development of creative projects in the perspective of the model of homogeneous synthesis of the use of design thinking methodology and digitalization. The feasibility of the methodology synthesis is revealed in the results of the experiment, which involved 30 students from three faculties of Kyiv National University of Culture and Art. The groups took a combined bachelor's and master's degree course in design engineering, aimed at developing the best final project. Students combined this course with incorporating a design thinking approach. The best project was demonstrated by the group that focused the most on the use of design thinking and creativity and was guided in the design development by one of the basic components of design thinking, empathy. Taking the perspective of incorporating design thinking into the learning process can identify the next steps that can assess a future professional's life trajectory as well as address topics such as recognition, memory, and future development perspectives.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

Background Power asymmetries between global health actors based in low and middle-income countries (LMICs) and those based in High-Income Countries persist. Often actors in low-resource settings are seen solely as implementers of projects designed in High-Income Countries and are often not involved in the decision-making. To tackle the problem of power imbalances, a human-centered framework of design thinking was used for inclusive strategy development. This paper discusses how design thinking was used as a framework for the co-creation of Operation Smile Malawi’s (OSM) long-term strategy in a collaborative environment with in-country and international partners. Methods The strategic planning process included a situation analysis, priority setting workshop and participant feedback. A four-question design thinking framework was used to frame the three-day priority setting sessions; ‘what is’, ‘what if’, ‘what wows’, and ‘what works’. Design thinking tools that were used during the priority setting workshop included; visualization, journey mapping, mind mapping, brainstorming and concept development. At the end of the priority-setting sessions, an e-survey was used to assess the participants’ understanding and perception of the use of design thinking for strategic planning. Results The product of the process was a long-term strategy with goals, activities and strategies that were understood and agreed upon by all stakeholders. The post-workshop e-survey revealed that all participants responded that the design thinking process fostered team spirit during the entire process. The design thinking process also made the strategic planning workshop more productive and enabled participants to incorporate their own ideas into the five-year strategy. Furthermore, participants reported learning something outside their area of expertise. Conclusions As global health organizations increasingly recognize the need for equitable partnerships in the design and implementation of global health programs, the human-centred approach of design thinking can be used to create open and collaborative program design.

Design thinking is a process based on a set of tools that encourage innovation and is advocated to be used to solve abstract and complex problems (Brown, 2019). It is a human-centered approach to innovation, the concept is based on understanding customer’s needs (IDEO, 2022). This interactive, creative, experimental, collaborative, and explorative can play very important role in designing assistive technologies. In this article, we present case study research where design thinking methodology is used to develop accessible technology- Morphic auto personalization. Morphic is a tool that helps to discover features in computers that make them easier to use, allows anyone to make frequently used features and functions easily available and allows accessibility settings to follow users to other computers (Morphic, 2022). Through this case study, we identify how the use of design thinking methodology supports the development IT accessible technology. This work implemented a protocol of guidelines developed by a group of experts in disability research, information technologies, design, and management. The team conducted 5 phases of design thinking: 1. Empathize—research users’ needs, 2. Define—state users' needs and the problems, 3. Ideate—challenge assumptions and create ideas, 4. Prototype—start to create solutions, 5. Test—try solutions (Kelley, Kelley, 2013).Design thinking approach helped to develop a holistic understanding of the problems that users deal with when they use computers. Thanks to this project research participants were provided a grounded basis on assistive technologies built into the computers. The research revealed knowledge gap that the development of assistive technology should enhance the voice of participants and consider their ideas, desires and needs. Design thinking approach can develop a holistic understanding of the problems that users deal with when they use computers. Thanks to this project research participants were provided a grounded basis on assistive technologies built into the computers.

Reducing Time to Chemotherapy Administration in the Outpatient Setting of a Tertiary Cancer Centre Using a Design Thinking Approach

The purpose. The purpose of this study is to reveal the features of the method of design thinking. Analyze design thinking, which consists of stages such as empathizing, defining, ideating, prototype, and testing. Introduce design techniques and tools that should be used at each stage of this process. Present the differences between the methods in the traditional (application of logical thinking) and non-standard (design thinking) approach. Design/Methodology/Approach . The study examines the hypothesis that applying the design thinking method in the context of a crisis is quite adequate, particularly in doing business during the COVID-19 pandemic. General scientific theoretical methods of research, particularly formalization, analysis, synthesis, systematization, and explanation, have been used to study the essence, advantages, and comparative characteristics of design thinking methods. Conclusions. The studies have shown that design thinking is cross-functional, customer-oriented, resource-saving, creative, and versatile. This confirms the hypothesis that this method should be used in times of crisis and the period of recovery. The practical application of design thinking requires a complete and clear understanding of its capabilities, the availability of the necessary resources, and all participants' interest in the observed outcome. The practical consequences/results of this study are of interest to managers and company heads who want to rethink and change the work processes, particularly regarding decision-making against the background of uncertainty. The quality and effectiveness of applying the design thinking method will depend on the qualification and efficiency of the team performance. It has been suggested to approach teams' formation carefully – they should balance analytical and design thinking in the best possible way. Team members must be aware of the challenge and diversity of use of their experience, including all functions starting from research and development to marketing and sales. For successful work, teams need to be given maximum independence; specific rules or restrictions must be general and minimal. The application of design thinking must be continuous. In general, this should be a way of doing business, not separate project works. Originality/value. This study emphasizes the effectiveness of the design thinking method and its incomplete application in domestic companies. It indicates the advantages, disadvantages, and differences from traditional methods. It is valuable for a deeper understanding and application in practice by managers at different levels.

The concept of wicked problems is recognised since the 1970s, and social determinants of health (SDOH) account for various difficulties. Fixing or solving wicked problems is challenging due to the complexity. The diverse nature of problems can mean that a solution for one group may result in unintended consequences for others. Healthcare itself is a complex adaptive system. An intersectionality lens may assist in navigating ‘the messiness,’ to reduce inequity and enable voices of those experiencing problems to be involved. COVID-19 amplified difficulties of marginalised populations including ‘othering’. Homelessness is a complex global public health challenge, with limited reliable prevalence data and no universally agreed definition. Being homeless is associated with negative impacts on health and wellbeing, and an absence of belonging. Considering solutions requires a problem-solving focus. Design thinking is a human-centric problem-solving approach focusing on empathy, brainstorming ideas, and prototyping iterative solutions. Equity focused design thinking is a framework to develop people-centred solutions and reflect on the influence of own biases and beliefs on systems. Acknowledging the theme of the conference ‘Strengthening health systems: improving population health and being prepared for the unexpected’ we propose a 60-minute skills-building workshop. We will use a live design sprint format to facilitate collaborative learning for attendees, as an alternative to oral presentations, to explore the intersectionality of design thinking and equity using the Stanford D model. The value of this workshop is knowledge generation and dissemination using an equity lens to adopt creative methods for engagement to produce end-user solutions.Objectives– To introduce design thinking approaches to consider solutions for homelessness.– To facilitate an experiential approach to support learning and collaboration.– To explore the application of design thinking using an equity focus as a tool to challenge mindsets and create problem-solving in public health.FormatWorking in groups use Stanford D model equity-centred framework (Notice, Empathize, Define, Ideate, Prototype, Test, Reflect).Introduction (10 min)– Homelessness ‘a wicked problem'– Design thinking and equity focus explanation and plan for sessionPhases of Design thinking (30-40 min)– Noticing: awareness of own values, biases, assumptions– Empathizing: Understanding homelessness from the perspective of the user– Defining: The specific user challenge– Ideate: Brainstorm solutions– Prototype and test: Propose and pitch low fidelity solutionsFinal reflection & summary (10 min)– Insights and learning, networking, and collaboration.Key messages• Equity focused design thinking methods provide approaches to increase awareness of the impact of biases and beliefs.• Human-centred design is an agile approach to creating service and systems developments for marginalised populations.

Purpose of ReviewThis narrative will focus on the adoption of design thinking to improve patient-centered care innovation in Orthopedics.Recent FindingsThe literature reveals a complete set of applications of the design thinking approach in the different stages of the patient experience throughout the health context; however, the papers identified focus on specific parts of the process, and there is no systemic analysis about the different aspects involved in each stage of the complete experience. This review presents a holistic analysis concerning the application of design thinking to the distinct phases of innovation development in orthopedics, from the identification of the specific initial challenges up to the introduction of technology-based artifacts, such as innovations in the musculoskeletal health market.SummarySystematic description of design thinking application to orthopedics, including concepts, methods, tools, and implementation examples in the most relevant phases of the patient experience—clinical treatment, perioperative care, and rehabilitation.

Background: Design thinking is a human-centered, systematic method for problem-solving. To address gaps in curricula for design thinking and curriculum development for medical students, we created a Design Thinking Workshop in an existing students-as-teachers course. Our intervention aimed to teach learners two things: 1) how to apply design thinking to creatively problem solve; and 2) how to utilize design thinking as a curriculum design framework. The central aim of this innovation was to support this outcome: for learners to design curricula that meets an identified need of their learners during the students-as-teachers course. Methods: This workshop introduced the framework of design thinking and how to use design thinking tools to create curricula. Seventeen students participated and created educational projects using a design thinking approach. We evaluated the workshop using a pre/post student survey and structured rating of projects. Results: After completing the curriculum, students were more confident in identifying gaps in existing curricula and designing educational projects. After the workshop, the student curriculum projects were more likely to address a specific curricular need when compared with the student projects created during the previous year. Discussion: We found that participating in the workshop increased students’ confidence in each step of curriculum development and that, after completing the workshop, more students could design high quality educational projects by addressing a specific learner need. Despite the intervention, many students’ projects were still not “high quality”, and based on this team’s experience, more faculty support as well as near-peer mentorship can increase the quality of projects.

Innovation in Newborn Hearing Screening in Peru: Applying Design Thinking to Improve Health Policy

Reflection on current practices is key to the transformation of teachers into reflexive practitioners. This study describes how design thinking was integrated in Schön's ‘reflection in and on’ model, to transform traditional teaching of Biology into constructivist learning. As a first step, the reflection model was used to identify limitations in the current practices of a teacher educator by analysing (i) a critical incidence which took place during a practical biology lesson at undergraduate level, (ii) students’ voices through a focus group discussion, and (iii) feedback of an assigned external observer. Analysis revealed that the teaching strategies, resources, and assessment strategies were mostly teacher-centred and do not provide enough opportunities for students’ engagement and development of key scientific inquiry skills. To address the identified pedagogical limitations, this research work employed a case study methodology to showcase the efficiency of using the ‘design thinking approach’ as an underlying and alternative process to transform constructivist learning into action.The findings showed that the use of design thinking as a meta-disciplinary methodology allows the transformation of the constructivism theory into action and thus offers teacher educators the needed support through a formalised process to engage students in the learning of biology.

The application of digital technology in the worker health screening process is an important need in the industrial work environment, especially in supporting the effectiveness and efficiency of the OHS medical team's work. This research aims to design a user interface for the AppSheet-based worker health screening application using the Design Thinking approach. This method was chosen because it is centered on user needs and is able to produce innovative solutions through the stages of Empathize, Define, Ideate, Prototype, and Testing. Data collection was conducted through interviews and observations of five respondents from the OHS medical team and five department representatives. Assessment of the design was carried out using the usability testing method, with efficiency, effectiveness, and System Usability Scale (SUS) parameters. The results showed that the Design Thinking approach was able to produce an application interface that meets user needs, improves understanding of workflows, and minimizes recording errors. The developed application not only supports the digital health evaluation process, but also has the potential to reduce administrative burden and improve the quality of medical services at PT Petrokimia Gresik.

IntroductionScience, Technology, Engineering, and Mathematics (STEM) and STEAM (with A for Arts) have evolved to symbolize the renewal of science education. STEAM education offers a number of benefits, such as improved problem analysis and solving skills, as well as the development of creative abilities. Many researchers reiterate the importance of STEAM‐related activities and programs, especially the integration of maker education. Despite much interest in STEAM, it is often challenging for many educators to incorporate integrated activities into their teaching practice. This paper deals with the value of STEAM integration in a methodological sense, with a focus on the maker's laboratory and physical computing, as well as the application of design thinking and computational thinking approaches.Motivation and ObjectivesThe goal of this study is to develop a comprehensive conceptual framework for integrated STEM curricula focusing on the following research questions: (a) how to improve daily activities of STEM education by combining the activities of different laboratories and using a design thinking approach? and (b) how to combine FabLab activities and physical computing related to teaching different aspects of computational thinking in the context of STEM?Research Methodology and MethodsAs a research methodology, we implement a mixed methods strategy to combine theoretical study and empirical research based on a synthesized literature survey and the process of iterative model development based on an observational case study. We conduct a detailed case study of two applications of integrated activities based on FabLab and physical computing integration, and illustrate how design thinking can guide teachers to open up for interdisciplinary, creative, and project‐based opportunities.Results and FindingsThe paper provides a conceptual framework for STEM integration activities and step‐by‐step guidelines on how design thinking methods could could interact in practice. The implications of the results may be useful for educators seeking recommendations for the integration process, which enable educators to design hands‐on activities and incorporate integrated aspect of students' STEAM learning into teaching practice. In conclusions, the authors suggest that as interdisciplinary crossroads, design thinking provides a natural bridge between subjects, and fits especially to integrate activities of the maker's labs and physical computing, focusing on the integration of computational thinking and computational making approaches within STEM education environment. The absence of a statistical evaluation, which is positioned as a further research step, may be mentioned as a limitation of the study.

Software companies have been using Design Thinking to support software development, fostering the creation of innovative features and products. However, there is not so much knowledge of what matters for the application of Design Thinking being successful. Thus, this study aims to describe how does the adoption of Design Thinking with software development take place in a global information technology company through an interview-based case study with 16 professionals. Our analysis indicates that Design Thinking is used in software products, software improvements, processes, user experience identification and solution discovery. Also, there are perceived benefits and challenges during the Design Thinking activities. As a result, this paper describes the Design Thinking phenomenon in software development, serving as a guide for practitioners on how to set up and implement Design Thinking activities and publishing more academic research.

ContextThere is growing interest and importance for responsible research and innovation (RRI) among academic scholars and policy makers, especially, in relation to emerging technologies in the agricultural context. While the evolution of smart technologies in agriculture has led to an increase of available solutions that can be used by farmers, the RRI process of new farming technology has been minimally detailed in research contributions to date. ObjectiveThis paper thus aims to describe the first 3 phases of a design thinking process to aid with the development of an agricultural innovation, namely, a geotag photo application for use on smart devices. MethodsThe design thinking approach involved engaging with target users, such as farmers, farm advisors and inspectors, alongside research scientists, app developers and the national agricultural governing body in Ireland to commence the app development process. This paper describes methodology used to elicit the first three major phases of the design thinking approach: empathise, define and ideation. In the first phase a stakeholder mapping activity was conducted, as well as 7 focus groups and 10 interviews with users and other key actors regarding the challenges and needs related to using the app. The define phase included a reflection of results from the first phase and subsequent development of user-personas and problem statements to inform the third phase. The third phase, ideation, consisted of four interactive user-centred workshops, focusing on app needs, in which ideas and solutions were developed and prioritised. Results and conclusionsThe design thinking approach supported multiple stakeholders to express and evaluate the benefits and challenges they associated with the initial development phases involved in designing a new geotag photo app. It also revealed that, by including farmers and additional actors in developing new farming technology enables technology developers to harness the full value of multiples types of knowledge and expertise. In conclusion, future research on innovation development should consider that by enabling engagement among a wide variety of actors, such as that offered by the initial stages of design thinking, and attending to a greater diversity of values is essential to the development of a responsible, and responsive, digital tool. SignificanceThis study is the first to methodically document the early stages of developing a geotag smartphone app using a design thinking approach. This paper will therefore benefit other scholars aiming to include farmers, and other agricultural stakeholders to have an input on the agri-tech development decisions that will ultimately impact their farming lives.