Approaching Design Thinking Online: Critical Reflections in Higher Education

Autor/inn/en	Zeivots, Sandris; Vallis, Carmen; Raffaele, Catherine; Luca, Edward J.
Titel	Approaching Design Thinking Online: Critical Reflections in Higher Education
Quelle	In: Issues in Educational Research, 31 (2021) 4, S.1351-1366 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zeivots, Sandris) ORCID (Vallis, Carmen) ORCID (Luca, Edward J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Stellungnahme; Design; Thinking Skills; Teaching Methods; Online Courses; Distance Education; COVID-19; Pandemics; Teacher Attitudes; Higher Education; Teacher Collaboration; Inquiry; Reflection; Educational Development; Best Practices; Futures (of Society); Instructional Design; College Faculty; Researchers; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerkooperation; Bildungsentwicklung; Future; Society; Zukunft; Lesson concept; Lessonplan; Unterrichtsentwurf; Fakultät; Researcher; Forscher; Ausland; Australien
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. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01