Communication with the digital population through the design thinking process

2021 ◽  
Vol 6 (4) ◽  
pp. 128-138
Author(s):  
Kyung ah Lee ◽  
Soo Jin Oh
Keyword(s):  
Design Thinking ◽  
Thinking Process

Development and Application of Hackathon in Elementary School Based on Design Thinking Process

2020 ◽  
Vol 51 (1) ◽  
pp. 159-185
Author(s):  
Ju Yeon Park, ◽  
Hye Young Chung, ◽  
Sung Hee Kim, ◽  
Young Mi Lee ◽  
Yoo Kyung Lee ◽  
...  
Keyword(s):  
Elementary School ◽  
Design Thinking ◽  
School Based ◽  
Thinking Process

Evaluation Factors to Improve Education of Design Thinking Process

2019 ◽  
Vol 66 ◽  
pp. 199-210
Author(s):  
Eun-jung Lee ◽  
Ji-yu Park
Keyword(s):  
Design Thinking ◽  
Thinking Process

Exploration of Principles for Applying Design Thinking Process to Chinese Culture Classes

2019 ◽  
Vol 19 (22) ◽  
pp. 65-86
Author(s):  
Hyung-Ran Kim ◽  
Hyun-Ju Oh ◽  
Min-Soo Park ◽  
In-Tack Lee
Keyword(s):  
Chinese Culture ◽  
Design Thinking ◽  
Thinking Process

scholarly journals Creating a Virtual Leader Development Course Using the Design Thinking Process for Innovation

2021 ◽  
Author(s):  
John Hinck ◽  
Steven Davis ◽  
Justin Longmire ◽  
JB Byrnes
Keyword(s):  
Action Research ◽  
Research Methods ◽  
Design Process ◽  
Design Thinking ◽  
Leader Development ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Multiple Cycles ◽  
Thinking Process ◽  
Development Course

This paper examines how a U.S. Air Force (USAF) faculty team reimagined and redesigned an in-person Leader Development Course (LDC) to a virtual version (vLDC). Using the Design Thinking Process for Innovation (DTPI) and action research methods, a new, virtual course was imagined, designed, tested, and improved over a six-cycle-process. Data was collected via multiple sources from 121 participants (19 faculty/staff and 102 students) and analyzed using manual coding and NVivo Software. Results are organized into 22 categories under four themes (general course design, student experience, instructor experience and faculty development, and technology experience) showing a progressive refinement with key lessons learned that led to the final creation of the new virtual course. Of the five key features in action research (actions matter, context-specific research, multiple cycles and phases, inclusion of people as research target, and reflections), participants reported that multiple cycles and reflections were most important in relation to the DTPI so that change could be enacted that reflected participant voices in the design process of the virtual course. The application of the DTPI using action research methods produced results and lessons learned in the design process that contribute to the theory and practice on developing and teaching in a virtual learning environment. The study fills a gap in the scholarly field and informs other institutions on the process, failures, and successes of course redesign to a virtual version.Keywords: design thinking process for innovation, action research, USAF, leader development

題目設定引導設計邏輯發展之教學研究

建築學報 ◽  
2021 ◽  
Vol 116 (116-1) ◽  
pp. 055-061
Author(s):  
江梓瑋 江梓瑋
Keyword(s):  
Design Thinking ◽  
Design Method ◽  
Design Approach ◽  
Design Studio ◽  
Design Development ◽  
Specific Design ◽  
Direct Design ◽  
Operation Process ◽  
Thinking Process ◽  
Further Development

<p>傳統的建築設計課程皆以每學期幾次不同題型的設定，期望在設計操作的反復練習中，幫助操作者探索合適的操作方法並從中建立設計邏輯。設計題目的設定規範了操作的方向與期望的成果，但因設計發展並沒有既定的步驟與方法，常因個人經驗與所選擇設計方式的不同，導致過於感性的思維模式，也造就了理性建築設計教學的挑戰。此研究針對題目設定與設計邏輯的關係，試圖避開操作者可預期的結果，並藉過程中不同階段性的操作設定，試圖建立一種設計邏輯發展的依據。</p> <p>&nbsp;</p><p>Traditionally, architecture design studio requires few exercises per semester for students to practice design method and develop design thinking. As design exercises often direct design approach and also establish expectation of outcome, there is no guaranty procedure or design method to follow in order to achieve the best outcome. Since design development heavily based on experience of operation and choice of approach, sensible thinking process is often involved and sets challenge for rational architectural pedagogy. This research aims to exam the design thinking process of students by setting up specific design exercise to avoid predictable operation process, in order to direct specific design approach according to established guidance for further development. </p> <p>&nbsp;</p>

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