Towards design thinking in academic staff development

PProblem StatementWicked problems are everyday problems which are nevertheless difficult to solve as they are ill-defined associated with confusing information many decision makers and stakeholders with competing interests and involving whole systems (Buchanan 1992)

Wicked problems around uptake of technology in TampL

due to cost and maintenance poor infrastructure low technical literacy top-down and deterministic implementation as well as prevailing social attitudes toward technology (see Cloete amp Gillwald 2014)

Technology potential innovation driver in HE but slow uptake

Champions ldquoIndividuals who emerge to take creative ideas

(which they may or may not have generated) and bring them to life They make a decisive

contribution to the innovation process by actively and enthusiastically promoting the innovation building support overcoming resistance and

ensuring that the innovation is implementedrdquo (Beath 1991 p 355)

Context of Study Evaluation of academic staff development activities

to support integration of technology into teaching and learning at a large University of Technology in the Western Cape

Interview of eLearning champions

Commonalities themes emerging that mirror lsquodesign thinking mindsetrsquo

Methodology for developing novel solutions to complex real-world problems gaining popularity in various domains

Human-centred design centres the person we design for and the ethics of design (Brown 2009)

Establishment of Hasso-Plattner-Institute Schools of Design Thinking (HPI dschools) at Universities of Potsdam Stanford and Cape Town

Little application in staff development

Design Thinking in Education

PProblem StatementWicked problems are everyday problems which are nevertheless difficult to solve as they are ill-defined associated with confusing information many decision makers and stakeholders with competing interests and involving whole systems (Buchanan 1992)

Wicked problems around uptake of technology in TampL

due to cost and maintenance poor infrastructure low technical literacy top-down and deterministic implementation as well as prevailing social attitudes toward technology (see Cloete amp Gillwald 2014)

Technology potential innovation driver in HE but slow uptake

Champions ldquoIndividuals who emerge to take creative ideas

(which they may or may not have generated) and bring them to life They make a decisive

contribution to the innovation process by actively and enthusiastically promoting the innovation building support overcoming resistance and

ensuring that the innovation is implementedrdquo (Beath 1991 p 355)

Context of Study Evaluation of academic staff development activities

to support integration of technology into teaching and learning at a large University of Technology in the Western Cape

Interview of eLearning champions

Commonalities themes emerging that mirror lsquodesign thinking mindsetrsquo

Methodology for developing novel solutions to complex real-world problems gaining popularity in various domains

Human-centred design centres the person we design for and the ethics of design (Brown 2009)

Establishment of Hasso-Plattner-Institute Schools of Design Thinking (HPI dschools) at Universities of Potsdam Stanford and Cape Town

Little application in staff development

Design Thinking in Education

Champions ldquoIndividuals who emerge to take creative ideas

(which they may or may not have generated) and bring them to life They make a decisive

contribution to the innovation process by actively and enthusiastically promoting the innovation building support overcoming resistance and

ensuring that the innovation is implementedrdquo (Beath 1991 p 355)

Context of Study Evaluation of academic staff development activities

to support integration of technology into teaching and learning at a large University of Technology in the Western Cape

Interview of eLearning champions

Commonalities themes emerging that mirror lsquodesign thinking mindsetrsquo

Methodology for developing novel solutions to complex real-world problems gaining popularity in various domains

Human-centred design centres the person we design for and the ethics of design (Brown 2009)

Establishment of Hasso-Plattner-Institute Schools of Design Thinking (HPI dschools) at Universities of Potsdam Stanford and Cape Town

Little application in staff development

Design Thinking in Education

Context of Study Evaluation of academic staff development activities

to support integration of technology into teaching and learning at a large University of Technology in the Western Cape

Interview of eLearning champions

Commonalities themes emerging that mirror lsquodesign thinking mindsetrsquo

Methodology for developing novel solutions to complex real-world problems gaining popularity in various domains

Human-centred design centres the person we design for and the ethics of design (Brown 2009)

Establishment of Hasso-Plattner-Institute Schools of Design Thinking (HPI dschools) at Universities of Potsdam Stanford and Cape Town

Little application in staff development

Design Thinking in Education

Methodology for developing novel solutions to complex real-world problems gaining popularity in various domains

Human-centred design centres the person we design for and the ethics of design (Brown 2009)

Establishment of Hasso-Plattner-Institute Schools of Design Thinking (HPI dschools) at Universities of Potsdam Stanford and Cape Town

Little application in staff development

Design Thinking in Education

dmindsets

Stanford dschool (2011 p3)

Research design

Interviews with 13 eLearning champions across all Faculties

Two rounds of coding to explore emerging themes then framed by design thinking dimensions

FindingseLearning champions mindset

Research design

Interviews with 13 eLearning champions across all Faculties

Two rounds of coding to explore emerging themes then framed by design thinking dimensions

FindingseLearning champions mindset

FindingseLearning champions mindset

Can design thinking be learntImplications for staff development practicelsquoit is learned best through the active process of creating and doingrsquo (Koehler 2003 p 20)

lsquoWith sufficient practice within meaningful environments along with scaffolded support and formative feedback we believe that students can learn design thinking skillsrsquo (Razzou and Shute 2012 p 343)

lsquobest developed through the iterative refinement of artifacts that are being developed to represent design ideas throughout design episodesrsquo (Koh et al 2015 p 40)

Persona activity

User Journey

Learning Experience Metaphors

Mindhandsheart metaphor

Examples

Persona activities

user archetypes that help define the intended design activity

The persona is an informed and experienced description of a hypothetical (end) user (in our case the learner) their contexts challenges and goals

Persona activity

User Journey

Learning Experience Metaphors

Mindhandsheart metaphor

Examples

Persona activities

user archetypes that help define the intended design activity

The persona is an informed and experienced description of a hypothetical (end) user (in our case the learner) their contexts challenges and goals

Persona activities

user archetypes that help define the intended design activity

The persona is an informed and experienced description of a hypothetical (end) user (in our case the learner) their contexts challenges and goals

Focus on minds hearts and hands

lsquoNeglecting the skill-based outcomes may lead to educating individuals with creative over-confidence who lack the skills and knowledge to apply their creativityrsquo (Taheri et al 2016 p9)

Learning experience metaphors

guide the development of an activity or a course by framing all elements of the activity within a certain learning scenario

Learning experience metaphors

guide the development of an activity or a course by framing all elements of the activity within a certain learning scenario

Open questions

Canshould we all become champions

What in a champions mindset is problematic when it comes to mainstreaming use of technology in teaching and learning

Role of design thinking in the context of a decolonising project

ReferencesBuchanan R (1992) Wicked problems in design thinking Design Issues 8(2) 5ndash21

Carr T (2013) emerging Across Africa Five Papers on the Use of Educational Technology in African Higher Education African Journal of Information Systems 5(3) 65-70

Cloete N amp Gillwald A (2014) South Africa Informational development and human developmentndashRights vs capabilities In Castells M amp Himanen P (Eds) Reconceptualizing Development in the Global Information Age New York Oxford University Press pp 140-174

Beath C M (1991) Supporting the information technology champion MIS Quarterly 15 355ndash372 102307249647 Retrieved from httpwwwtandfonlinecomdoifull1010801246012520161187405

Brown T (2009) Change by design How design thinking transforms organizations and inspires innovation New York NY HarperCollins

dschool (2011) Bootcamp Bootleg Institute of Design at Stanford Retrieved from httpsdschoolstanfordeduwp-contentuploads201103BootcampBootleg2010v2SLIM

Koh J H L Chai C S Wong B amp Hong H Y (2015) Design thinking for education Conceptions and applications in teaching and learning Singapore Springer httpdoiorg101007978-981-287-444-3

Rauth I Koumlppen E Jobst B amp Meinel C (2010) Design Thinking An Educational Model towards Creative Confidence 1st International Conference on Design Creativity (ICDC 2010) (December) 1ndash8

Razzouk R amp Shute V (2012) What Is Design Thinking and Why Is It Important Review of Educational Research 82(3) 330ndash348 httpdoiorg1031020034654312457429

Taheri M et al (2016) An educational perspective on design thinking learning outcomes In The ISPIM Innovation Forum Boston USA ISPIM

Iconography wwwflaticoncom

ReferencesBuchanan R (1992) Wicked problems in design thinking Design Issues 8(2) 5ndash21

Carr T (2013) emerging Across Africa Five Papers on the Use of Educational Technology in African Higher Education African Journal of Information Systems 5(3) 65-70

Cloete N amp Gillwald A (2014) South Africa Informational development and human developmentndashRights vs capabilities In Castells M amp Himanen P (Eds) Reconceptualizing Development in the Global Information Age New York Oxford University Press pp 140-174

Beath C M (1991) Supporting the information technology champion MIS Quarterly 15 355ndash372 102307249647 Retrieved from httpwwwtandfonlinecomdoifull1010801246012520161187405

Brown T (2009) Change by design How design thinking transforms organizations and inspires innovation New York NY HarperCollins

dschool (2011) Bootcamp Bootleg Institute of Design at Stanford Retrieved from httpsdschoolstanfordeduwp-contentuploads201103BootcampBootleg2010v2SLIM

Koh J H L Chai C S Wong B amp Hong H Y (2015) Design thinking for education Conceptions and applications in teaching and learning Singapore Springer httpdoiorg101007978-981-287-444-3

Rauth I Koumlppen E Jobst B amp Meinel C (2010) Design Thinking An Educational Model towards Creative Confidence 1st International Conference on Design Creativity (ICDC 2010) (December) 1ndash8

Razzouk R amp Shute V (2012) What Is Design Thinking and Why Is It Important Review of Educational Research 82(3) 330ndash348 httpdoiorg1031020034654312457429

Taheri M et al (2016) An educational perspective on design thinking learning outcomes In The ISPIM Innovation Forum Boston USA ISPIM

Iconography wwwflaticoncom