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Design Education Across Disciplines [[electronic resource] ] : Transformative Learning Experiences for the 21st Century / / edited by Miikka J. Lehtonen, Tomi Kauppinen, Laura Sivula
| Design Education Across Disciplines [[electronic resource] ] : Transformative Learning Experiences for the 21st Century / / edited by Miikka J. Lehtonen, Tomi Kauppinen, Laura Sivula |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023 |
| Descrizione fisica | 1 online resource (XXV, 277 p. 24 illus., 21 illus. in color.) |
| Disciplina | 378 |
| Soggetto topico |
Education, Higher
Inclusive education Technical education Education—Philosophy Higher Education Inclusive Education Technology and Design education Educational Philosophy Educació tecnològica Educació superior Disseny industrial |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-23152-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction -- Part I – Designing design education: strategies for navigating complexities and boundaries- 2. Design pedagogy: higher education possibilities for the 21st century -- 3. Socially responsive design education: emerging designers and authentic transdisciplinary collaborations -- 4. Blurring the boundaries: the new collaborative education, work and skills ecosystem -- 5. Embracing a pedagogy of ambiguity in higher education -- 6. Designing for x-disciplinarity: why, what and how? Why now? -- Part II – Design education blending and crossing boundaries: practices for the 21st century -- 7. Designing a tactile class in online learning: “click-points” vs touchpoints -- 8. Designing learning design pedagogy: proactively integrating work-integrated learning to meet expectations -- 9. Creating Eddies: a transformation design project founded on caring -- 10. Design challenging the concept of market -- 11. Blending boundaries -- Part III – Shifting the mindset: design as a catalyst for rethinking interdependencies across boundaries -- 12. Teaching change by learning change -- 13. Strategy for building a transformative relationship between the academy and the social and business environment through interdisciplinary work -- 14. Designing sustainable designs: making designers future-ready -- 15. A meditative design development framework toward post human-centred transformation of pedagogical processes -- 16. Shifting the mindset: design as a catalyst for rethinking interdependencies across boundaries -- 17. Conclusion. |
| Record Nr. | UNINA-9910686787703321 |
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Design thinking in education : innovation can be learned / / Christoph Meinel, Timm Krohn, editors
| Design thinking in education : innovation can be learned / / Christoph Meinel, Timm Krohn, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer Nature Switzerland AG, , [2022] |
| Descrizione fisica | 1 online resource (288 pages) : illustrations |
| Disciplina | 600 |
| Soggetto topico |
Creative ability in business
Creative ability in science Technological innovations Disseny industrial Educació Innovacions tecnològiques Resolució de problemes Creativitat Creativitat en els negocis |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-89113-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Acknowledgements -- Contents -- Editors and Contributors -- Introduction: Design Thinking in the Field of Education -- 1 HPI School of Design Thinking -- 2 Hasso Plattner Design Thinking Research Program -- 3 D-Schools International -- 4 Design Thinking International -- 5 HPI Academy-DT in the Field of Continuing Education and Corporate Training (Professional Education) -- Design Thinking in Higher Education Setting -- Design Thinking-Enabling Digital Engineering Students to be Creative and Innovate -- 1 Why Design Thinking is an Integral Part of Digital Engineering Education at the HPI -- 2 Design Thinking Balances Different Creative Approaches -- 3 Effects of Design Thinking Education on Digital Engineering Students -- References -- Mastering the Fundamentals of Design Thinking by Teaching the Skills of Improvisation -- 1 Introduction -- 2 Training Improv Skills for Team-Based Design -- 3 Improvisation and Cognition -- 4 Designing the Story -- 5 Re-thinking the "How Might We" Question -- 6 Teaching the Core Skills -- 7 The Basic Rule -- 8 A Few Notes on Improv -- 9 Making Mistakes -- 10 Teaching the Skills -- 11 The Exercises -- 11.1 "Yes, And!" -- 11.2 Playing the Game -- 11.3 Reflection -- 11.4 How It Relates to Team-Based Design -- 11.5 "What Cha Doin'?" (Aka: What Are You Doing?) -- 11.6 Playing the Game -- 11.7 Reflection -- 11.8 How It Relates to Team-Based Design -- 12 We Are All Improvisers -- References -- Combining DT and Entrepreneurship Education: The DTE-Model -- 1 Motivation -- 2 Entrepreneurship Education and Entrepreneurial Opportunities -- 3 Integration of Design Thinking into Entrepreneurship Education -- 4 The Design Thinking and Entrepreneurship Model (DTE Model) -- 5 Discussion -- References -- Massive Open Online Design: Learning from Scaling Design Thinking Education -- 1 Introduction.
2 Challenges of Design Thinking MOOC Design -- 2.1 MOOC Design Challenges -- 2.2 Challenges for Design Thinking MOOCs -- 3 Major Learnings from ProtoMOOC to MOOC #1 -- 3.1 Introducing an Iteration Approach -- 3.2 MOOC #1: "Inspirations for Design: A Course on Human-Centered Research" -- 3.3 Learning Interventions and New Items: MOOC #1 -- 4 Interventions for MOOC #2 -- 4.1 MOOC #2: "Human-Centered Design: From Synthesis to Creative Ideas" -- 4.2 Learning Interventions and New Items: MOOC #2 -- 5 Interventions for MOOC#3 -- 5.1 MOOC #3: "Human-Centered Design: From Synthesis to Creative Ideas" -- 5.2 Learning Interventions and New Items: MOOC #2 -- 6 Summary -- References -- Design Thinking, Neurodesign and Facilitating Worthwhile Change: Towards a Curriculum for Innovation Engineering -- 1 Introduction -- 2 Developing Curricula for Innovation Education by Facilitating Worthwhile Change -- 3 Course Content and Imparted Skills in Innovation Engineering -- 4 The Creative Process in Class -- 4.1 The Role of Domain Expertise in Creative Developments -- 4.2 Empathy, Personal Passion and Vision as Drivers of Ground-Breaking Innovation -- 5 Team Teaching and Collaboration Networks -- References -- Walls, Furniture, People-Theoretical and Practical Aspects of Space in Design Thinking -- 1 Introduction -- 2 Foundation: Theoretical Principles of (Innovation) Space -- 2.1 Understanding and Perceiving Space -- 2.2 Space in Design Thinking -- 3 Construction Plan: Typology of the Innovation Space in Design Thinking -- 3.1 Functions of the Innovation Space in Design Thinking -- 3.2 Levels of the Innovation Space in Design Thinking -- 3.3 Users of the Innovation Space -- 3.4 Typology -- 4 Selecting and Using Furnishings and Equipment: Design Elements and the Space as an Instrument in Design Thinking. 4.1 A Project in Itself: How to Plan the Space and Select Furnishings and Equipment -- 4.2 The Fundamentals of Equipment: Elements of the Design Thinking Space -- 4.3 Let us Move It: Space as an Element in Design Thinking -- 5 Discussion and Outlook -- References -- Where Context Matters-Design Thinking in South Africa -- 1 Introduction -- 2 Framing Design Thinking Within the South African Context -- 2.1 The Maturity of the Design Discipline in South Africa -- 2.2 Skills of the Future -- 2.3 Drive for Entrepreneurship Within South Africa -- 2.4 The Complexity of Local Challenges -- 2.5 South African Cultural Diversity -- 3 Summary -- Integrating DT and Entrepreneurship: Case Study Universidad Mayor (Chile) -- 1 The Latin American Context -- 2 The Entrepreneurial Spirit -- 3 A New Perspective -- 4 From the Idea to the Plan -- 5 Our Mindset, the First Design Thinking Coaches and Workshops -- 6 An Important Step, Institutionalizing D-School Universidad Mayor -- 7 Connection with Universidad Mayor's Academic Model -- 8 D-School Results on Workshops and Curricular Incorporation -- 9 Our Next Steps -- Towards a Culturally Responsive Design Thinking Education -- 1 Introduction -- 2 Culture and Design Thinking -- 3 Culturally Sensitive Coaching -- 4 Language -- 5 Learning by Doing, or One-Size Fits All? -- 6 Conclusion -- References -- Design Thinking in Professional Education and Organizational Contexts -- Design Thinking for Leaders-Made Possible by Innovation and Agility -- 1 Introduction -- 2 Design Thinking Mindset -- 3 Leadership Practices -- 3.1 Create and Communicate a Clear Vision -- 3.2 Build Systems to Learn and Experiment -- 3.3 Enable Autonomy -- 3.4 Foster Psychological Safety -- 4 Summary and Outlook -- References. Human-Centeredness in Professional Education - On the Use and Application of a Human-Centered Approach in the Field of Professional Education -- 1 Human-Centered Approaches in Professional Education Program Development: Experience-Apply-Transfer -- 2 The Concept of "Hacks" -- 3 The Cardboard Cut-Out Persona-An Example of the Creation and Application of a Hack -- 3.1 Problem Description -- 3.2 Approach to Finding a Solution -- 3.3 The Hack -- 3.4 Observed Effects of the Hack -- 3.5 Further Iterations and Applications of the Hack -- 4 Further Hacks Related to Introducing Human-Centered Innovation Work -- 5 Summary -- References -- Strategic DT as a New Instrument for Leadership in Digital Transformation -- 1 How Has Design Thinking Evolved from an Innovation Method to a Strategy for Cultural Transformation? -- 2 Which Findings from Learning Theory Help Users to Understand the Benefits of Strategic Design Thinking? -- 3 How Can Any Innovator Derive Specific Strategic Principles from the Method Application? -- 4 Design Thinking "Hacksˮ-Why Does It Make Sense to Think Big and to Start Small in the Processes of Digital Transformation? -- 5 How Can Strategic Design Thinking Help to Guide the Implementation of an Agile Transformation Strategy? -- References -- The Certification Program for Design Thinking Coaches at the HPI Academy -- 1 Introduction -- 2 Motivation for the Program-Quality Ensures Acceptance -- 3 Target Group and Vision -- 3.1 Who is the Target Group? DT Natives Versus DT Immigrants -- 3.2 What is the Vision of a DT Immigrant Coach? -- 4 Principles of the Certification Program -- 4.1 Certification Requires Training -- 4.2 Certification Requires Practical Experience -- 4.3 Certification Needs User-Centeredness -- 5 Structure of the Certification Program -- 5.1 The Workshops: DT Mindset and Train-The-Trainer -- 5.2 Practice Days. 5.3 Master Classes -- 6 Conclusion -- Outlook: Design Thinking in Education for the Big Picture -- Beyond Brainstorming: Introducing medgi, an Effective, Research-Based Method for Structured Concept Development -- 1 Introduction -- 2 The Problem with Brainstorming -- 3 medgi in Depth -- 4 Training for medgi -- 5 Conclusion -- References -- Design Thinking and the UN Sustainable Development Goals: Design Thinking and Youth Empowerment Case Study ForUsGirls (US) and Start-up Africa (Kenya) -- 1 Issue -- 2 Approach -- 3 Perspectives and Way Forward -- References -- Contextualizing Design Thinking With Multiple Intelligences: The Global SUGAR Program as a Case -- 1 Motivation -- 2 The SUGAR Program for Design Thinking Education -- 2.1 Historical Roots and Members -- 2.2 SUGAR's Approach to Design Thinking -- 2.3 Organization of the SUGAR Network -- 2.4 Project Examples and Successes -- 2.5 Flemo/Vimcar (Startup) -- 2.6 IRIS/Visense (Startup) -- 2.7 Wheeebo (Corporate Product) -- 3 The Evolution and Revolution Stages of the SUGAR Program -- 3.1 The Past-Empathy with the Human -- 3.2 The Present-Empathy to Collaboration -- 3.3 The Future-Empathy to the World -- 4 Conclusion -- 5 Disclaimer -- References -- IQ Grows in WeQ Mode -- 1 Not Only Learning from Crises -- 2 The Learning World Needs Change -- 3 Networked Thinking and Acting -- 4 Why Bologna Must Be Reformed -- 5 Rethinking Education Means Changing Perspectives -- 6 The Learning World of the Twenty-First Century -- 7 Launch into the Hybrid Learning Environment. |
| Record Nr. | UNINA-9910559389003321 |
| Cham, Switzerland : , : Springer Nature Switzerland AG, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
