Theoretical foundations of design thinking – A constructivism learning approach to design thinking

2020 ◽  
Vol 36 ◽  
pp. 100637 ◽  
Author(s):  
Mandaar Pande ◽  
S. Vijayakumar Bharathi
Keyword(s):  
Design Thinking ◽  
Learning Approach ◽  
Theoretical Foundations

Complex Learning

2014 ◽  
pp. 121-141
Author(s):  
Eleonora Guglielman ◽  
Marco Guspini ◽  
Laura Vettraino
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Future Perspectives ◽  
Pedagogical Approach ◽  
Complex Learning ◽  
Participatory Learning ◽  
Educational Perspective ◽  
Theoretical Foundations

This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners’ and trainers’ competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.

Complex Learning

2018 ◽  
pp. 242-264
Author(s):  
Eleonora Guglielman ◽  
Marco Guspini ◽  
Laura Vettraino
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Future Perspectives ◽  
Pedagogical Approach ◽  
Complex Learning ◽  
Participatory Learning ◽  
Educational Perspective ◽  
Theoretical Foundations

This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners' and trainers' competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.

Theoretical Foundations of Design Thinking

2018 ◽  
pp. 13-38 ◽  
Author(s):  
Julia P. A. von Thienen ◽  
William J. Clancey ◽  
Christoph Meinel
Keyword(s):  
Design Thinking ◽  
Theoretical Foundations

Theoretical Foundations of Design Thinking

2017 ◽  
pp. 13-40 ◽  
Author(s):  
Julia P. A. von Thienen ◽  
William J. Clancey ◽  
Giovanni E. Corazza ◽  
Christoph Meinel
Keyword(s):  
Design Thinking ◽  
Theoretical Foundations

An Overview of Project-Based Learning Practices Within the Context of 21st Century Skills

2020 ◽  
pp. 36-52
Author(s):  
Cennet Göloğlu Demir
Keyword(s):  
21St Century ◽  
Historical Development ◽  
Development Process ◽  
Project Based Learning ◽  
The Other ◽  
Learning Approach ◽  
Historical Process ◽  
Learning Practices ◽  
Implementation Stages ◽  
Theoretical Foundations

This chapter develops an accurate understanding for project-based learning approach by examining the definitions, theoretical foundations, and historical process of the approach. It also aimed to, within the framework of this understanding, present the implementation stages and effectiveness of the approach as well as its interaction with the other methods in recent years. In this context, first, different definitions of project-based learning were examined, and then how it evolved into an approach from a concept in its historical development process was addressed. Implementation stages of project-based learning were reported as presented by different researchers. The standards set out due to the diversity experienced in implementation were associated with these steps.

scholarly journals The Impact of Online Design Thinking-Based Learning On Entrepreneurial Intention: The Case of Vocational College

2021 ◽  
Author(s):  
Issariya Woraphiphat ◽  
Pattama Roopsuwankun
Keyword(s):  
College Students ◽  
Education Program ◽  
Structural Equation ◽  
Design Thinking ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Learning Approach ◽  
Vocational College ◽  
The Impact ◽  
Online Group

Abstract Entrepreneurial intention has been found to be fundamental to decision-making and behavior to become entrepreneurs, with consequent effects on economic development. However, the COVID-19 pandemic calls for a novel approach to teaching entrepreneurship owing to the shift to online learning. The current study explores entrepreneurial intention derived from the entrepreneurship education program (EEP) using an online group-based learning approach. In particular, we examine satisfaction with an online group-based learning approach by integrating the theory of planned behavior with design thinking-based entrepreneurship course, peer interactions, and speaker interactions. The entrepreneurship education program (EEP) in this research was for vocational college students located in Southeast Asia. The online questionnaire was distributed to participants (N = 263, MAGE = 18.64) at the end of the online entrepreneurship education program. The model was tested using a structural equation model analysis. Attitude, subject norm, and satisfaction were found to predict higher entrepreneurial intention among vocational college students. Moreover, design thinking-based entrepreneurship course, peer interaction, and speaker interaction have indirect effects on entrepreneurial intention through satisfaction. This research extends the literature on entrepreneurship education by proposing a novel learning approach, that is, the online groupbased learning approach, which could be applied to entrepreneurship education programs to enhance students’ entrepreneurial intention.

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