scholarly journals Enhancing innovative delivery in schools using design thinking

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 927
Author(s):  
Sharmini Gopinathan ◽  
Anisha Haveena Kaur ◽  
Kanesaraj Ramasamy ◽  
Murali Raman
Keyword(s):  
Online Survey ◽  
Design Thinking ◽  
Content Delivery ◽  
First Century ◽  
Traditional Teaching ◽  
Ministry Of Education ◽  
Alternative Approach ◽  
Economy And Education ◽  
The Given

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) mindset in innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers from primary and secondary schools in Malaysia. Data was collected through an online survey and was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. It provides an in-depth reason as to why students are not interested in the teacher's lessons which, in turn, affects their performance. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

scholarly journals Enhancing innovative delivery in schools using design thinking

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 927
Author(s):  
Sharmini Gopinathan ◽  
Anisha Haveena Kaur ◽  
Kanesaraj Ramasamy ◽  
Murali Raman
Keyword(s):  
Design Thinking ◽  
Secondary School Teachers ◽  
Content Delivery ◽  
Traditional Teaching ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Alternative Approach ◽  
Thinking Process ◽  
Economy And Education

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The study showed that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

scholarly journals Enhancing innovative delivery in schools using design thinking

F1000Research ◽  
2022 ◽  
Vol 10 ◽  
pp. 927
Author(s):  
Sharmini Gopinathan ◽  
Anisha Haveena Kaur ◽  
Kanesaraj Ramasamy ◽  
Murali Raman
Keyword(s):  
Design Thinking ◽  
Secondary School Teachers ◽  
Content Delivery ◽  
Traditional Teaching ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Alternative Approach ◽  
Thinking Process ◽  
Economy And Education

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. It shows that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

scholarly journals Design Thinking in Pedagogy

2020 ◽  
Vol 5 (2) ◽  
pp. 63-74 ◽  
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.

scholarly journals New Approaches to Cluster Development in the Context of Industrial and Innovative Development of the Republic of Kazakhstan

2021 ◽  
Vol 93 ◽  
pp. 05010
Author(s):  
Larissa Bozhko ◽  
Irina Turgel ◽  
Ramilya Sapanova
Keyword(s):  
State Regulation ◽  
Innovative Development ◽  
Ministry Of Education ◽  
Cluster Development ◽  
Institutional Conditions ◽  
New Approaches ◽  
The Republic ◽  
Economic Zones ◽  
The Given

The article considers features, approaches, institutional conditions of cluster development in the context of industrial and innovative development of the Republic of Kazakhstan. The purpose of the study is to work out new approaches to cluster development within the framework of the State Program of industrial and innovative development – 3. The methods of scientific research, statistical data and economic and mathematical modelling were applied in the work. As a result of the given study the possibility of merging clusters and special economic zones was evaluated, the role of clusters in the development of territories was outlined. The empirical basis of the analysis was the results of the study conducted in the framework of the research "Improvement of the policy of state regulation of accelerated clustering of industrial regions", carried out under the grant funding by the Ministry of Education and Science of the Republic of Kazakhstan.

scholarly journals Constructing Knowledge of the Urban Site

1995 ◽  
Author(s):  
Andrea Kahn ◽  
Keyword(s):  
Urban Design ◽  
Design Process ◽  
Design Thinking ◽  
Urban Site ◽  
Site Analysis ◽  
Analysis Methods ◽  
Alternative Approach ◽  
Constructing Knowledge

This paper considers a fundamental but under-examined aspect of the urban design process: site analysis – or the production of site knowledge. While integral to design thinking, site analysis has historically sustained a notable lack of critical or theoretical attention in either architectural or urban design discourse. Because of this oversight, the assumptions and values underlying analysis methods are rarely, if ever, submitted to review. To reveal the formative role of site analysis in urban design thinking, this paper begins with a brief discussion of analysis, generally. It is followed by an equally abridged look at the conceptual biases of standard site descriptions and how these can effect urban design. Finally, I conclude with a few suggestions for an alternative approach to urban site study, which moves beyond the myth of analytic objectivity to posit analysis as the initiation of design.

Testing the Strain Theory of Suicide – The Moderating Role of Social Support

Crisis ◽  
2020 ◽  
Vol 41 (2) ◽  
pp. 82-88 ◽  
Author(s):  
Bob Lew ◽  
Ksenia Chistopolskaya ◽  
Yanzheng Liu ◽  
Mansor Abu Talib ◽  
Olga Mitina ◽  
...  
Keyword(s):  
Social Support ◽  
Suicidal Behavior ◽  
Online Survey ◽  
Perceived Social Support ◽  
Strain Theory ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Psychological Strains ◽  
Moderating Role

Abstract. Background: According to the strain theory of suicide, strains, resulting from conflicting and competing pressures in an individual's life, are hypothesized to precede suicide. But social support is an important factor that can mitigate strains and lessen their input in suicidal behavior. Aims: This study was designed to assess the moderating role of social support in the relation between strain and suicidality. Methods: A sample of 1,051 employees were recruited in Beijing, the capital of China, through an online survey. Moderation analysis was performed using SPSS PROCESS Macro. Social support was measured with the Multidimensional Scale of Perceived Social Support, and strains were assessed with the Psychological Strains Scale. Results: Psychological strains are a good predictor of suicidality, and social support, a basic need for each human being, moderates and decreases the effects of psychological strains on suicidality. Limitations: The cross-sectional survey limited the extent to which conclusions about causal relationships can be drawn. Furthermore, the results may not be generalized to the whole of China because of its diversity. Conclusion: Social support has a tendency to mitigate the effects of psychological strains on suicidality.

Selecting which touchpoints to manage for customer loyalty: an empirical analysis in retail banking

2019 ◽  
pp. 39-54
Author(s):  
Marco Ieva ◽  
Cristina Ziliani
Keyword(s):  
Empirical Analysis ◽  
Customer Loyalty ◽  
Online Survey ◽  
Customer Experience ◽  
Retail Banking ◽  
Customer Experience Management ◽  
Moderating Role

Customer Experience develops through a journey of touchpoints. However, little is known on the role of touchpoints in contributing to customer loyalty, which is the final aim of Customer Experience Management. This study provides an examination of the relative and moderating role of frequency and positivity of exposure to more than twenty touchpoints and their interplay in contributing to customer loyalty. An online survey on more than three thousand consumers is run with reference to retail banking. Results show that only a small number of touchpoints is significantly related to customer loyalty. Findings point companies' attention to invest their efforts in managing both the frequency and positivity of specific touchpoints.

The adaptation of design thinking in auditing

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Linda MEIJER-WASSENAAR ◽  
Diny VAN EST
Keyword(s):  
The Netherlands ◽  
Design Thinking ◽  
Public Organizations ◽  
Design Framework ◽  
The Right ◽  
The Way

How can a supreme audit institution (SAI) use design thinking in auditing? SAIs audit the way taxpayers’ money is collected and spent. Adding design thinking to their activities is not to be taken lightly. SAIs independently check whether public organizations have done the right things in the right way, but the organizations might not be willing to act upon a SAI’s recommendations. Can you imagine the role of design in audits? In this paper we share our experiences of some design approaches in the work of one SAI: the Netherlands Court of Audit (NCA). Design thinking needs to be adapted (Dorst, 2015a) before it can be used by SAIs such as the NCA in order to reflect their independent, autonomous status. To dive deeper into design thinking, Buchanan’s design framework (2015) and different ways of reasoning (Dorst, 2015b) are used to explore how design thinking can be adapted for audits.

Gender and Organizational Conflict Management: The Mediating Role of Personality

2018 ◽  
Author(s):  
Maciej Kościelniak ◽  
Jarosław Piotrowski ◽  
Magdalena Żemojtel-Piotrowska
Keyword(s):  
Conflict Management ◽  
Personality Traits ◽  
Structural Equation ◽  
Online Survey ◽  
Conflict Behavior ◽  
Equation Modeling ◽  
Conflict Management Styles ◽  
Mediating Role ◽  
Big Five Model

Many authors examined the interplay between gender and conflict management preferences, but those findings were often mixed and inconsistent. In the current paper we tried to explain those inconsistencies by investigating the mediating role of personality for the relationship of gender and conflict management. Rahim's inventory was used for identifying five conflict management styles, and Big Five Model theory was a base for assessing participants' personality traits. Data were collected from a sample of 1,055 working Poles (52.7% women), in an online survey. Based on the structural equation modeling we detected multiple indirect mediating paths of gender on conflict management via personality traits, while no direct effect of gender was observed. Despite some limitations, the study sheds light on the actual role of gender in conflict behavior and the importance of personality traits in the conflict management, both from a theoretical and practical perspective.

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