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).
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01/2: Track | Design Thinking to Improve Creative Problem-solving: From Kindergarten to Higher Education
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Interpreters: Ting YU and Linlin QIU
2:00pm - 2:20pm
Measuring the Impact of Integrating Human-Centered Design in Existing Higher Education Courses
University of Illinois at Urbana-Champaign, United States of America
The purpose of this research is to describe the development of a survey that can be used to measure the impact of integrating Human-Centered Design (HCD) on students’ knowledge of performing its processes in existing higher education courses. The survey was developed based on a research-based HCD taxonomy that outlines the design spaces, the processes, and practices that define what it means for students to implement HCD within the context of k-12 or higher education settings. The survey consisted of 23 items and was pilot tested with 46 students. Validity and reliability analyses were conducted, and the survey items were revised in light of the findings. More items were also added to the existing survey. The development and use of this survey can promote efforts of scaling the integration of HCD in existing higher education courses.
2:20pm - 2:40pm
Assessing Learning Performance and Using Preference of Design Thinking Methods in Graduate Interdisciplinary Online Course
1College of Planning and Design, Cheng Kung University; 2College of Mechanical Engineering and Automation, Huaqiao University; 3Faculty of Education, Fujian normal university
Under the COVID-19 epidemic, faced with the problem of ensuring the quality of teaching online, Design Thinking, as a design teaching and evaluation tool for interdisciplinary collaborative courses, has attracted much attention. The research purpose is to explore the performance and preference of four popular design thinking methods in interdisciplinary online courses. This study took an intensive online course as the case study, which developed curriculum based on Brainstorming, Crazy8, User Journey Mapping and Storyboarding. Quantitative evaluation and Evaluation Grid Method were adopted to compare participants’ performance and preference of these four design thinking methods. The results revealed that, compared with Crazy 8, Brainstorming which has the characteristics of open communication and out-of-convention ideas may be the reason why industrial design students are more prominent in Flexibility and Elaboration. By contrast, compared with User Journey Mapping, Storyboarding performed better in Originality and Elaboration than others. This study provides an educational scientific reference of design thinking methods and expects to help educators improve the design curriculum in the future.
2:40pm - 3:00pm
I Can and I Will: A Study of ‘Grit’ in a Collaborative Team Learning Studio Pedagogical Culture
Singapore Polytechnic, National University of Singapore, Singapore
Despite its long history, architecture education remains under-theorised. Design educators’ faith in the ubiquitous Master and Apprentice (M&A) pedagogy is increasingly worrying where knowledge is tacitly transferred in asymmetrical power structured environments through the ‘Hidden Curriculum’. Some students thrived. While some did not. Were some learners grittier than others? Grit (passion and perseverance for long-term goals) was often used as predictors of academic success. The experimental heterarchical Collaborative Team Learning (CTL) studio pedagogical culture departs from the ‘Mystery-as-Mastery’ authoritarian one-on-one (OOO) pedagogy, characterised by the tutor-induced cross-pollinative peer-to-peer formative reviews in normalising daily ‘setbacks’ relating to their individual projects. The three-year longitudinal research explored possibilities of inculcating Grit capitalised on their first-year’s CTL architecture studio experience. Inferential statistics revealed that both CTL and OOO learners failed to register positive growth in their Grit despite CTL’s significant outperformance during their first year. This is a timely study of exploiting design education’s ambiguous and iterative nature in investigating the viability of instilling learners’ Grit in preparation for an increasingly uncertain future.
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