Designing a Creativity Assessment Tool for the Twenty-First Century: Preliminary Results and Insights from Developing a Design-Thinking Based Assessment of Creative Capacity

Millennial learners live in a digital, highly connected, always-on world, where short-form, real-time visual communication is the preferred form of social engagement. For these students, the boundary between consuming and producing media is virtually nonexistent, largely enabled by user-friendly digital interfaces on their smartphones. These twenty-first-century approaches to interaction present an opportunity for health humanities educators to collaborate with millennial learners in reimagining health communication for the digital age. By engaging in collaborative, participatory design practices focused on solving real-world health communication problems between patients and health professionals, health humanities students can increase their digital literacy, enhance patient engagement, and develop valuable problem-solving and leadership skills. This chapter describes the “Medical Media Arts Lab,” a case study in using digital humanities and design thinking to cultivate twenty-first-century communication skills for future health professionals. It begins by describing the institutional context for the course, the Medical Futures Lab at Rice University. The essay then describes how to approach designing this kind of course and, finally, provides practical guidance on how to teach the course.

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Surroundings and Environments in Fourth Order Design

Design Issues ◽

10.1162/desi_a_00517 ◽

2019 ◽

Vol 35 (1) ◽

pp. 4-22 ◽

Cited By ~ 5

Author(s):

Richard Buchanan

Keyword(s):

Interior Design ◽

Fourth Order ◽

Interaction Design ◽

Design Theory ◽

Design Thinking ◽

Human Action ◽

First Century ◽

Late Nineteenth Century ◽

Twenty First Century ◽

New Perspective

Interior design is a neglected practice within the broader framework of design theory. Indeed, it is often misunderstood by the general public and sometimes regarded problematically among better-recognized design practices such as graphic design, industrial design, interaction design, and service design. However, with careful attention to the central themes of interior design, one may gain a new perspective on the nature of design itself and the unfolding development of design thinking from the late nineteenth century to the twenty-first century. Foremost among these themes is the transformation of the surrounding physical conditions of our lives into environments for human action and experience. This theme is explored through the creative matrix of the four orders of design, reflecting a shifting focus from place, space, and action to interiors of the mind. Interior design is an interesting and perhaps surprising example of fourth order design, where dialectical humanism plays a central role as an organizing theme for the great diversity of fourth order projects in the twenty-first century.

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Design Thinking in Pedagogy

Journal of Education Culture and Society ◽

10.15503/jecs20142.63.74 ◽

2020 ◽

Vol 5 (2) ◽

pp. 63-74 ◽

Cited By ~ 11

Author(s):

Ineta Luka

Keyword(s):

Design Thinking ◽

First Century ◽

Alternative Approach ◽

Twenty First Century ◽

Teaching Learning ◽

Traditional Approaches ◽

The Given ◽

Creativity And Innovation ◽

Is Design ◽

Tools And Methods

The twenty-first century has brought lots of challenges for people in all spheres, including education. In the new context, traditional approaches often seem ineffective and therefore new tools and methods have to be applied. An alternative approach that might be useful in the given context is design thinking – the approach that originated in architecture, design and art, and nowadays is applied in many fields. It is a human-centered problem-solving approach that may be used in the teaching/learning process to develop twenty-first century skills and enhance creativity and innovation. This paper introduces readers to the origin of design thinking, its attributes and processes as well as its application in pedagogy.

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Teaching with Design Thinking: Developing New Vision and Approaches to Twenty-First Century Learning

Connecting Science and Engineering Education Practices in Meaningful Ways - Contemporary Trends and Issues in Science Education ◽

10.1007/978-3-319-16399-4_10 ◽

2016 ◽

pp. 237-262 ◽

Cited By ~ 3

Author(s):

Shelley Goldman ◽

Molly B. Zielezinski

Keyword(s):

Design Thinking ◽

First Century ◽

Twenty First Century Learning ◽

Twenty First Century ◽

New Vision

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Design Thinking for the Twenty-First Century Organization

Understanding Innovation - Design Thinking Research ◽

10.1007/978-3-319-40382-3_1 ◽

2016 ◽

pp. 1-12

Author(s):

Larry Leifer ◽

Christoph Meinel

Keyword(s):

Design Thinking ◽

First Century ◽

Twenty First Century

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Introducing design thinking online to large business education courses for twenty-first century learning

Journal of University Teaching and Learning Practice ◽

10.53761/1.18.6.14 ◽

2021 ◽

Vol 18 (6) ◽

pp. 213-234

Author(s):

Carmen Vallis ◽

◽

Petrea Redmond ◽

Keyword(s):

Higher Education ◽

Business Education ◽

Teaching And Learning ◽

Design Thinking ◽

Business Students ◽

Thinking Skills ◽

First Century ◽

Support Design ◽

Twenty First Century ◽

Problem Solve

Design thinking can be broadly defined as a set of creative skills to understand and problem-solve ambiguous and complex problems, and a practice that places humans at the heart of the design process. Such collaborative ways of design thinking and design-doing are much needed to address twenty-first century challenges such as climate change. Design thinking methodology is well known for teaching and learning in design disciplines, and to a lesser extent, as an innovative problem-solving framework for business education. Typically design thinking has been taught and practised in physical settings and to a lesser extent online. While design thinking is also increasingly practised online, this is challenging at scale in higher education contexts. This case study analyses design thinking activities with educational technologies in a large undergraduate cohort of first-year business students. Eleven students and three teachers were interviewed to ascertain their level of engagement with design thinking with digital tools and to identify common themes that enabled or inhibited such practice. Student artefacts of design thinking are explored and compared to the interview data. Findings indicate that students may develop novice design thinking skills, process knowledge and mindsets in online and remote delivery modes, despite limited experience, technical and time constraints. Broader learning design implications of design thinking constraints in digital practice are discussed to assist educators. It is suggested that higher education adopt and support design thinking, as a subject and practice, more widely.

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