What is it about?
This paper explores the educator experience and sense-making of design thinking pedagogy in the higher education context. Three design thinking educators who have had more than fifteen years of teaching experience were interviewed to explore their experiences. The data from these individual in-depth, semi-structured interviews were analysed employing Interpretative Phenomenological Analysis (IPA). One super-ordinate theme; capability building for everyone, and four subordinate themes; developing a participatory approach towards world issues; developing an open, explorative attitude; developing creative ability; and developing an ethical mindset were identified.
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Why is it important?
From these findings, the paper argues that design thinking educators have the basis for a pedagogical rationale that transcends disciplinary boundaries and provides common ground for collaboration and on-going development of design thinking pedagogy as an emerging field in education.
Perspectives
This paper is based on empirical data on how people teach design thinking in educational settings.
Designer Gnanaharsha Beligatamulla
Queensland University of Technology
Read the Original
This page is a summary of: Making Pedagogic Sense of Design Thinking in the Higher Education Context, Open Education Studies, January 2019, De Gruyter,
DOI: 10.1515/edu-2019-0006.
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