REORIENTING DESIGN THINKING THROUGH SYSTEMS THINKING

Design thinking is not a new concept, but it is a tool that could potentially be very useful in the classroom. It is deeply rooted in the scientific method and works well with the concepts of problem solving as well as critical thinking. It is an especially worthwhile learning method in conjunction with project-based learning. Traditionally the term design thinking might be associated with business and industry, but it is a process that can be practiced in all educational disciplines. Just as with other existing concepts, design thinking is a worthwhile tool that educators can use to help their students be successful in the classroom. The core tenets of design thinking are Empathy, Define, Ideate, Prototype, and Test. Each stage of the process allows students to work through a project step by step thereby allowing students to skillfully master a learning process can be used for a variety of projects, in all their classes. Today’s college students are very adept at creating a final project, but many are not aware of the design thinking process and how it can potentially help them be more successful. Far too often students simply go with their first idea to create a project and don’t take the time to analyze the steps needed to create a worthwhile project. By sharing the design thinking process as part of a class students will then be able to transfer the five tenets of the process into creating a higher quality final project. This study began by including the design thinking process in a sophomore level Graphic Communication course and then moved onto including the design thinking process in a senior level Graphic Communication course. Students in both classes were surveyed on their past experiences with the design thinking process, as well as their experience with the five tenets of the process. Both class formats were traditional in-person courses. Students were instructed on how they could use the design thinking process in a classroom project. Upon completion of the project students were then surveyed to find out their overall experiences with the design thinking process. Certain areas of the design thinking process including critique and reflection were emphasized as part of the project in both classes. This paper will explore the design thinking process though a literature review and how the process was implemented in two university level courses. Student’s prior experience with the design thinking process will be examined and student’s will be surveyed upon completion of a project based on the design thinking process to explore what elements they enjoyed of the overall process.

Active learning is a set of activities that allow the student to actively participate in the learning process. Active learning can be implemented using various methods and strategies. design thinking is a creative human-centric approach used for innovation. In this article, the authors consider learning the design thinking process as a strategy for active learning. After performing a thorough literature review, the authors display the results of pilot research conducted with business economics graduate students enrolled in the Disruptive Innovations and Design Thinking elective course. The research consisted of a survey and an experiment, and it was executed as part of the project “a/AR-Learning: Active learning by applying augmented reality”. The goal was to study the effects of learning the design thinking process and whether it could be used as an active learning method in order to influence the development of innovative thinking among students. The research question was, “How does learning the design thinking process affect the development of students’ innovative way of thinking?” The results of the pilot study confirmed all three hypotheses (H1 = After learning the design thinking process, students recognize the main characteristics of innovation; H2 = Active learning of the design thinking process affects critical assessment; H3 = The innovative way of thinking developed through active learning of the design thinking process differs among students), as well as showing effectiveness and a change in critical assessment, but also the need for an even more active approach. The authors suggest that broader research be undertaken involving a bigger sample and a larger scale.

General Biology course learning material on the basics of Genetics in the Biology Education Study Program, University of KH. A. Wahab Hasbullah, where the learning process is still just to remember and understand so that it is focused on memorizing the material, then the learning process has not maximally utilized the information technology and multimedia use that integrates STEM learning models, and the learning process has not reflected the empowerment of critical thinking skills in students, and also the low average student learning outcomes in the previous material. So the solution to the finding of the problem is to apply the PjBL model based on the STEM Design Thinking Process. The research method uses Pre-Experimental Design, One Group Pretest Postest Design research design, then analyzes data including validity test, reliability test, learning outcome value, hypothesis testing through normality test, homogeneity test and paired t-test it was found that Ho was rejected and Ha was accepted. So there is the effect of project based learning based on STEM design thinking process to improve student learning outcomes in biology education. KEYWORDS: project based learning, STEM design thinking process, learning outcome ABSTRAK Pembelajaran matakuliah Biologi Umum materi dasar-dasar Genetika di Program Studi Pendidikan Biologi Universitas KH. A. Wahab Hasbullah, dimana dalam proses pembelajaran masih sekedar mengingat dan memahami sehingga terfokus pada hafalan materinya saja, kemudian proses pembelajaran belum memanfaatkan secara maksimal adanya teknologi informasi dan penggunaan multimedia yang mengintegrasikan model pembelajaran STEM, dan proses pembelajaran belum mencerminkan pemberdayaan keterampilan berpikir kritis pada mahasiswa, dan juga rendahnya rerata hasil belajar mahasiswa pada materi sebelumnya. Sehingga solusi atas temuan masalah tersebut adalah menerapkan model PJBL berbasis STEM Design Thinking Process. Metode penelitian menggunakan Pre-Experimental Design, desain penelitian One Group Pretest Postest Design, kemudian menganalisis data antara lain uji validitas, uji reabilitas, nilai hasil belajar, uji hipotesis melalui uji normalitas, uji homogenitas dan uji statistik paired t-test (t berpasangan) yang diperoleh bahwa Ho ditolak dan Ha diterima. Jadi terdapat pengaruh project based learning berbasis STEM design thinking process untuk meningkatkan hasil belajar mahasiswa pendidikan biologi. Kata kunci : project based learning, STEM design thinking process, hasil belajar

Design thinking has received considerable global attention in the education community given its focus on creative problem solving, human-centered design, and empathetic understanding. In response to the need for exemplary practices for teacher educators, we designed and implemented a design thinking module in a college-level learning technologies course offered in the teacher preparation program. Preservice teachers were asked to solve educational design challenges using learning technologies within specific problem spaces. We examined preservice teachers’ (n = 19) perceptions of design thinking mindsets and processes as well as perceived changes in their understanding of “teachers as designers.” A qualitative analysis of weekly student reflections and final reflection reports revealed that design thinking processes contributed to preservice teachers’ understanding of the design thinking role in education, its challenges, and design mindsets. A thematic analysis of their reflections revealed that their conceptualizations of teachers’ capacities for design had shifted. Subsequent to participating in the design thinking module, they perceived teachers as design thinkers, innovators and change agents. The implications of design thinking for preservice teacher education are discussed.

The presented research provides an overview of thirty-five analyzed process models in the field of Design Thinking for application in a practical environment. The overall objective is a comparison of Design Thinking process models according to a number of process steps and their specific terminology. The structure of the paper is as follows: First, an introduction helps the readers to become involved in the topic. Second the methodology of the systematic literature review and the focus of this paper are explained. Afterwards, the results of the literature review are presented. Then in the next step the key findings are discussed. The paper concludes with a summary of the main findings and provides an outlook of future research tasks.

Design thinking, here defined as a team-based innovation method, helps to deal with complex design problems by sustaining in-depth learning processes on problem perception and diverse solution paths. To carry out design thinking processes successfully, motivation is a central psychological aspect to ensure creativity of the project outcome. In this paper, we ask how motivation is affected by the design thinking process and how it is related to team member’s emotions throughout the process. We adopted regulatory focus theory to conceptualize motivational variables. Experience Sampling Method within a field study with two samples was used, investigating people’s motivation of setting and approaching goals throughout real-life design projects that used design thinking. Results of this study show that the different phases carried out in design thinking processes significantly impact motivation and emotions of the members of a design team.

Early childhood teachers making multiliterate learning environments: The emergence of a spatial design thinking process

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.

Purpose Creativity as an outcome of our thoughts and actions is a controversial concept that has been discussed by many disciplines in different ways. In the light of cognitive research on creativity, this study aims to deal with the components of the idea generation process specific to interior design education. Based on the study conducted in the interior design studio, this paper introduces the infographic model of design thinking. the main purpose of the model is to summarize how design students initiate the design process, create their own design ideas, and also how they lead design thinking for a spatial solution. Design/Methodology/Approach The cross-disciplinary research paper within the context of the psychological studies on creative cognition consists of a detailed analysis of the design process in the design studio. A case study was conducted in the second-year undergraduate interior design studio at Hacettepe University in order to observe the students’ experiences during one semester. In the wake of this qualitative research, the data obtained from 15 design students selected have been analyzed gradually and a design thinking model has been generated with the findings. Findings In addition to the interpretation of the creativity models from the literature, initial analyses showed that design thinking can be explained in three main stages as preparation, conceptualization, and spatialization that underlie the internal and external process of design thinking in the design studio. With subsequent analyses, these stages have been divided into different strategical layers according to students’ experiences. As a result, the infographic model of the design thinking process is structured based on the evaluations of these components and the design approaches identified. Research Limitations/Implications The data acquired from the case study undertaken by the author were compared so as to identify the similarities and diversities of these processes. More research on different stages of the design process can shed more light on design thinking. In addition to this, qualitative data are based on a small group of students to get detailed information about the process. The proposed model can be adapted for different studies in the context of the design studio with more participants. Practical/Social Implications The proposed model in the research is intended to be used as a content map that shows the alternative ways of thinking in design ideation, and also an analysis method of the design process for future studies. In other words, the paper shows the two-way implications of the design thinking model on design education. One of which is a guide for practical use for design students and the other is an analytical tool for studio instructors or researchers. Originality/Value This study brings to focus on conceptualization and spatialization for creative idea generation in design studio education. On the basis of drawn from creativity models, the paper introduces a new process model that provides an original interpretation of existing models in design. The proposed model differs from previous cognitive studies, as it expands the ideation process with both internal and external operations.

This research aims to determine the practical model of the intrapreneurship process and project in Muamalat Bank. This research paper was conducted using a qualitative method with a descriptive analysis. In terms of the data collection process, the interview technique was used. Some data were collected, including numerous processes and projects related to intrapreneurship efforts in this Sharia Bank. The novelty of this research is how a Sharia bank increases intrapreneurship competence with the most applicable model. The discussion was analyzed using a design thinking process, including empathizing, defining, ideating, prototyping, and testing. This is to find out the current model used by Muamalat Bank. Intrapreneurship, nowadays known as corporate entrepreneurship, fosters creativity, innovation, and spirit to compete and survive in a tight business competition. The top management of the bank proposes some intrapreneurship activities for its employees. The final goal of this research is the test result of the intrapreneurship model, which was created with the Design Thinking Process earlier. Furthermore, this model will be tested with a CEAI or Corporate Entrepreneurship Assessment Instrument. In general, with Intrapreneurship, business owners will be more confident in doing business as usual. Due to this fact, staff has more creativity and actively contributes to sustainability and the effort to increase the corporation's profit. Especially for this leading Sharia banking, this is one of the efforts to choose in order to be a part of Fortune 100 Indonesia. Keywords: Fortune 100, Sharia Banking, Sustainability, Design Thinking Process, Intrapreneurship Model

This poster explores the concept of cognitive and emotional empathy in the context of Design Thinking process when players come from different cultural backgrounds. It discusses the challenges facing the design teams and addresses differences in visual representations in tools that center on empathy with the user. In the light of cultural theories, especially Geert Hofstede’s dimensions of culture [1, 2], the poster proposes a framework based on cultural theories that facilitate understanding of the design thinking process in cross-cultural context. The emphasis is placed on the creation of the visual tools that facilitate interactions among the members of the design teams, as well as interactions between the design team and the user.

In this paper, we explore the system-level challenges found in sustainability-focused education and consider how the intersections of design thinking and emerging technologies in augmented and virtual reality (AVR) can help address these. More specifically, we highlight the role of experiences across the design thinking process for generating novel solutions to the types of “wicked” problems with which students engage in sustainability education. We then use this as motivation, along with concepts from experiential learning and design thinking research, to develop a conceptual model in which AVR can integrate with more established instructional methods to help make sustainability-related challenges more salient, proximate, and tractable to students. Our conceptual model suggests that AVR holds promise for facilitating and democratizing access to the design thinking process for sustainability-related challenges, but that it is also not a standalone solution for enabling students to engage with such complex challenges.

To be digitally responsible, one should be aware of the current issues in the digital world; therefore, raising awareness on digital responsibility and data privacy is important in the public and private sectors. This study aimed to raise awareness on digital responsibility and help students understand the importance of utilizing the design thinking process for generating creative ideas. The authors facilitated a design thinking workshop where 62 students from different cultural backgrounds (Korean and Swiss) and majors collaboratively explored data privacy issues and presented their novel, creative solutions. The data gathered from observations and interviews were analyzed using qualitative content analysis. These students of the digital age developed remarkable ones, such as keeping data safe from social networking services and protecting voice data from being recorded by a third party. The cross-cultural, interdisciplinary team rapidly implemented their creative and globally applicable solutions with visually feasible, diagrammed prototypes, which is an effective tool of the design thinking process. The article demonstrates how design thinking techniques could be applied in university classes and could inspire teachers to use the five stages of design thinking in their teaching.

Against the backdrop of the growing adoption of Kanban in a variety of software development domains, this paper reports on how a Systems Thinking approach was used to implement Kanban within a business unit of a government organization. Based on an in‐depth case study in the development organization, we describe how Kanban practices such as visualization, manage flow, classes of service, and board design were implemented. Stages in the double diamond design thinking process of exploring an issue more widely (divergent thinking) and then taking focused action (convergent thinking) were incorporated to adapt Kanban practices such as board design. Positive experiences included improved visibility, improved collaboration, and improvements in lead time. Challenges included lack of team buy‐in, setting work‐in‐progress limits, and short‐term Kanban coach. We present the key lessons learned and offer practical recommendations on how teams can better produce knowledge work in today's fast‐paced dynamic business environment.

Design Thinking: A Tool to Solve Challenging Problems