scholarly journals Is Design Thinking, Really Thinking?: Designers in the 21st Century do not really think; they are in fact reactive decision makers!

2010 ◽  
Vol 4 (2) ◽  
pp. 167-172 ◽  
Author(s):  
Philip G. C. Whiting
Keyword(s):  
21St Century ◽  
Design Thinking ◽  
Decision Makers ◽  
Is Design

What Is Design Thinking and Why Is It Important?

2012 ◽  
Vol 82 (3) ◽  
pp. 330-348 ◽  
Author(s):  
Rim Razzouk ◽  
Valerie Shute
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
Educational System ◽  
Creative Process ◽  
Design Thinking ◽  
Problem Solving Skills ◽  
Good Design ◽  
Is Design

Design thinking is generally defined as an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign. Several characteristics (e.g., visualization, creativity) that a good design thinker should possess have been identified from the literature. The primary purpose of this article is to summarize and synthesize the research on design thinking to (a) better understand its characteristics and processes, as well as the differences between novice and expert design thinkers, and (b) apply the findings from the literature regarding the application of design thinking to our educational system. The authors’ overarching goal is to identify the features and characteristics of design thinking and discuss its importance in promoting students’ problem-solving skills in the 21st century.

scholarly journals DESIGN THINKING MODELS IN DESIGN RESEARCH AND EDUCATION

2016 ◽  
Vol 4 ◽  
pp. 488 ◽  
Author(s):  
Andra Irbīte ◽  
Aina Strode
Keyword(s):  
Design Education ◽  
Design Research ◽  
Design Thinking ◽  
Social Economic ◽  
Interdisciplinary Cooperation ◽  
Public Higher Education ◽  
Traditional Design ◽  
Systems Requirements ◽  
Research And Education ◽  
Is Design

Design thinking has become a paradigm that is considered to be useful in solving many problems in different areas:  both in development of design projects and outside of traditional design practice.  It raises the question - is design thinking understood as a universal methodology in all cases? How it is interpreted in design education? The analysis of theoretical and design related literature indicates different basic and contextual challenges facing design today: increasing scale of social, economic and industrial borders; complexity of environment and systems; requirements in all levels. As specialists and researchers in the field of design have concluded, here are multiple disconnects betweenwhat the graduate design schools are teaching at the level of methods and what skills is already needed. The problems have been found also in interdisciplinary cooperation and research. In the context of design thinking models and problem solving methods, the analysis shows that design education implementers in public higher education institutions in Latvia are ready for local and global challenges.  

HARNESSING HEURISTICS FOR ECONOMIC POLICY

2018 ◽  
Vol 34 (2) ◽  
pp. 135-163
Author(s):  
Ramzi Mabsout ◽  
Jana G. Mourad
Keyword(s):  
Economic Policy ◽  
21St Century ◽  
Decision Makers ◽  
Policy Implications ◽  
Evidence Based ◽  
Fast And Frugal Heuristics ◽  
Changing Environments ◽  
Effective Decision ◽  
Biases And Heuristics ◽  
Behavioural Sciences

Abstract:The effectiveness of heuristics has received contradicting interpretations in the behavioural sciences. We study the policy implications of two programmes that dispute the effectiveness of heuristics – the biases and heuristics and the fast and frugal heuristics programmes. While the first blames heuristics for most errors in judgement, the second posits heuristics as simple mental algorithms that work well in a range of environments. We argue that the fast and frugal programme is less paternalistic insofar as it models humans as effective decision-makers in a range of environments. However, in the rapidly changing environments of the 21st century, both are needed to inform evidence-based policies.

Latin American Critical Epidemiology

2021 ◽  
pp. 21-46
Author(s):  
Jaime Breilh
Keyword(s):  
Latin American ◽  
21St Century ◽  
Social Medicine ◽  
Decision Makers ◽  
Community Based ◽  
Transformative Research ◽  
Health Movement ◽  
The North ◽  
Panoramic Analysis ◽  
English Speaking

This chapter presents a panoramic analysis of the roots and landmarks of the Latin American critical scientific tradition, explaining the historical conditions—from colonial times to 21st-century society—that determined the distinct periods of the Latin American social medicine/collective health movement, its philosophy, and its ethics. It explains how opposing perspectives and methodological differences arose during those periods, creating a paradigm clash that expresses the interests and views of scholars and decision-makers adhering to different philosophical and practical postures. It describes the fundamental influence in the conceptual and practical shaping of epidemiology of local specific conditions and pressures and also highlights the fundamental influence of and parallelism with outstanding contributions from the North. This chapter provides English-speaking audiences firsthand knowledge of an innovative scientific tradition, explaining its substantial contributions and potentialities for health transformative research, teaching, and community-based agency.

Design Thinking and 21st Century Skills

2015 ◽  
pp. 33-46 ◽  
Author(s):  
Joyce Hwee Ling Koh ◽  
Ching Sing Chai ◽  
Benjamin Wong ◽  
Huang-Yao Hong
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Design Thinking

Design Thinking in Technical and Professional Communication: Four Perspectives

2019 ◽  
Vol 33 (4) ◽  
pp. 437-455 ◽  
Author(s):  
Rebecca Pope-Ruark
Keyword(s):  
Technical Communication ◽  
Design Thinking ◽  
Professional Communication ◽  
Special Issue ◽  
Complex Problems ◽  
User Design ◽  
Technical And Professional Communication ◽  
Is Design

In this special issue, we explore design thinking as a broad conceptual process as well as a tool that might align with the work of technical and professional communication (TPC) programs. But what is design thinking? What are the benefits and drawbacks of the process? Can design thinking be used to help students address rhetorical challenges and complex problems? How is design thinking showing up in the field, and does it belong in TPC programs? Four scholars explore these questions in their niche areas: process, usability and user design, technical communication, and industry and programmatic perspectives.

scholarly journals Designing to Partner/Partnering to Design: Exploring Synergies between Cultural Transformation and Design toward a Partnership Society

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Virajita Singh
Keyword(s):  
Material Culture ◽  
Global Education ◽  
Design Thinking ◽  
Systems Approach ◽  
Cultural Transformation ◽  
Transformation Theory ◽  
Product And Process ◽  
Pacific Grove ◽  
Partnership Approach ◽  
Is Design

What is Cultural Transformation Theory? What is design, and design thinking? How do these topics connect with concepts of culture and material culture? How are domination and partnership as paradigms of cultural transformation expressed in design? How can design and partnership work together to achieve a partnership society, and what actions does this suggest for the future? This article addresses these questions, identifies key elements of Cultural Transformation Theory, and introduces the concepts of design and design thinking and the aspects of design as product and process. Definitions of culture and material culture that reveal a disconnect with design are discussed. This article makes the case that design and culture are reciprocally connected, and uses specific cross-cultural examples of domination and partnership as manifested in design disciplines of architecture. Current ways in which the emerging field of design thinking incorporates a partnership approach are also discussed. Finally, the article suggests ways in which cultural transformation and design can work synergistically, evolving cultures toward a partnership future while creating design expressions of such a culture. Erratum Issued March 15, 2016. On page 20, the first Eisler reference should read: Eisler, R. (2013). Human Possibilities: An Integrated Systems Approach. World Futures, The Journal of Global Education, 69:4-6 (pp. 269-289) Pacific Grove, CA: Center for Partnership Studies. Retrieved from: http://www.partnershipway.org/learn-more/articles-by-riane-eisler

scholarly journals Integrating design thinking into instructional design: The #OpenTeach case study

2021 ◽  
pp. 33-52
Author(s):  
Caitríona Ní Shé ◽  
Orna Farrell ◽  
James Brunton ◽  
Eamon Costello
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Design Thinking ◽  
Potential Method ◽  
Online Course ◽  
Instructional Designers ◽  
Course Materials ◽  
Thinking Process ◽  
Is Design

Online education is becoming the norm in higher education. Effective instructional design methods are required to ensure that “ever-connected” students’ needs are being met. One potential method is design thinking: an agile methodology that stresses the importance of empathy with the student. The #OpenTeach fully online course was designed using design thinking principles and delivered in Spring 2020. This article reports on a case study which focused on the use of design thinking to design and develop the #OpenTeach course. The five iterative stages of design thinking (empathy, define, ideate, prototype and test) were integrated into the design and development of the course materials. The findings of this study indicate that the use of the design thinking process may be used by instructional designers to achieve empathy with their learners, which will ensure learners successfully engage and achieve the learning objectives of the course. Implications for practice or policy: A rich case study of the successful integration of design thinking within the instructional design methodology of an online teacher education project is valuable to educationalists who wish to follow a user-cntred empathetic approach. Instructional designers should focus on empathising with their student cohort to successfully engage students in the content that has been designed, and developed, as part of an online course.

What is design thinking?

2018 ◽  
pp. 24-54
Author(s):  
Brian Cuthbert ◽  
Trevor Vaugh ◽  
Fiona C. Chambers
Keyword(s):  
Design Thinking ◽  
Is Design

The influence of design thinking tools on NGO accountability

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Lediaa ANDRAWES ◽  
Gerda GEMSER ◽  
Adela MCMURRAY
Keyword(s):  
Design Thinking ◽  
Research Study ◽  
Decision Makers ◽  
Sense Making ◽  
Structured Interviews ◽  
Participatory Action ◽  
Complex Information ◽  
Felt Accountability ◽  
Diverse Groups ◽  
Thinking Tools

There is continued criticism regarding the over-reliance on donor-centred accountability mechanisms in aid projects. Conversely, there is increasing interest in Design Thinking as an approach to support greater beneficiary-centred accountability. Accountability can be conceptualised as ‘felt’ virtue which privileges internal motivations of decision-makers; and as ‘imposed’ mechanism which privileges externally enforced structures on decision-makers. However, there is limited understanding about whether Design Thinking tools can influence the accountability of decision-makers. This participatory action research study utilised semi-structured interviews and observations. The analysis revealed decision-makers perceived two tools, being Personas and Journey Maps, as having influenced their ‘felt’ accountability. Suggestions on how the tools may be contributing to the ‘felt’ accountability of decision-makers include: building a shared picture among diverse groups, humanising complex information, grounding discussions in realities, and deepening empathy. This study contributes to extant literature by showing that Design Thinking can enhance, decision-makers’ ‘felt’ accountability through new sense-making practices and tools.

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