Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the Central European time zone. The current conference time is: 1st Dec 2022, 06:37:08pm CET

 
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Session Overview
Session
01/1: Track | Design Thinking to Improve Creative Problem-solving: From Kindergarten to Higher Education
Time:
Friday, 24/Sept/2021:
2:00pm - 3:00pm

Session Chair: Jeannette LaFors, Kelefors Consulting
Session Chair: Catalina Cortes, Universidad del Desarrollo
Session Chair: Ting Yu, Interpreter/Shandong University of Art &Design
Session Chair: Linlin Qiu, Interpreter/Shandong University of Art & Design
Virtual location: Usuli

if you are have difficulties to access the Zoom meeting please contact Usula Bravo

select the session's title to access the submissions’ abstracts and files

Interpreters: Ting YU and Linlin QIU


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Presentations
2:00pm - 2:20pm

End Users in Students’ Participatory Design Process

Noora Bosch, Pirita Seitamaa-Hakkarainen, Tellervo Härkki

University of Helsinki, Finland

This exploratory case study aims to shed light on how end users were considered in students’ design discussions and final design products. A 3-month participatory design project for students (ages 14–15) was designed, with the design brief: “co-design and make an e-textile product for the preschoolers according to their wishes and needs”. We analyzed transcribed end-users-related design discussions and the final products of two teams. The findings indicate that students’ end-users-related design discussions concerned various functional, technical, and visual/aesthetic features, as well as aspects beyond functional, such as students’ memories and experiences. Additionally, many concrete and abstract features and solutions of the final products were traced back to end users. This study suggests new possibilities for engaging students in empathic and reflective (digital) design and making, targeting design-literate citizens in the 21st century.



2:20pm - 2:40pm

Integrating Design Thinking into STEAM Education: The Design of STEAM Education Platform and Course Based on Creativity Elements

Xuejiao Yin1, Shumeng Hou1, Qingxuan Chen2

1Harbin Institute of Technology, Shenzhen, China; 2The Chinese University of Hong Kong, Shenzhen

The fast development of artificial intelligence in modern society facilitates the needs of creative education. Design thinking,a innovative thinking frame,is benefit to cultivate children’s creativity. However ,little research has clearly explain how to use design thinking to improve creativi-ty.Therefore,this study aimed at integrating creativity and design thinking into STEAM education (Science, Technology, Engineering, Art and Mathematics), and thereby cultivate students’ prob-lem solving and creative ability. Firstly, 151 school-age children participated in the study and fin-ished the creativity tests. Second, dimensions of creativity (e.g., adventure, curiosity, and flexibility) that were significantly related to academic performance were abstracted as core design elements of the education platform. Third, the STEAM education platform model and curriculum design model were established based on the core design elements abstracted and design thinking.These models contribute to scientific ways of designing a STEAM education curriculum and platform aim-ing at improving school-age children’s ability of creativity. With the STEAM education platform, students’ practical and problem-solving ability were expected to be improved.



2:40pm - 3:00pm

Inclusive education driven by design: The case of a graduate seminar course

Úrsula Bravo, Maritza Rivera

Universidad del Desarrollo, Chile

This case study explores the use of design tools by educators with an aim to answer the question: How can a design-based approach contribute to the development of strategies for inclusive education? Thirty-five educators, who were students from the final year of a master’s degree focusing on inclusive education taught at a Chilean university, participated in the study. The information collected included participant observation and the analysis of the work elaborated by the educators throughout the seminar. Subsequently, we selected the trajectories of three participants, which were analysed by open coding. The results suggest that adopting a design-based focus helped the educators understand pedagogical problems as systems of relationships, frame problems constructively, think visually about possible teaching strategies and develop didactic materials to respond to the special educational needs of their students. These findings are important in the light of inclusive education policies that seek to ensure the regular education system provides learning opportunities for all students, regardless of their physical or intellectual characteristics.



 
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