Abstract
Design Thinking is routinely taught in design schools around the world today, due to its usefulness in the types of interdisciplinary, complex problem-solving that designers are commonly required to engage in. Its popularity in design education has accordingly spawned interest in how design thinking is learned and taught – researchers have examined this across different modes and contexts, comparing these approaches, and speculating on the optimal ways to do so. This paper adds to this existing body of research, by reviewing the collective experiences of four educators who have taught across four different units (two undergraduate and two postgraduate) within Curtin University that involve the use of design thinking. This review consists of three main stages: first, each educator reflects individually on their experience within the unit or units they have taught; second, the individual reflections are then shared with the group so each educator can review everyone’s reflections individually; third, the group meets to discuss their thoughts and perspectives. The outcome of this review is presented in this paper, along with an analysis of the similarities and differences across the different units, as well as key considerations for the effective teaching of design thinking.
Presenters
Jo Li TaySenior Lecturer, School of Design and the Built Environment, Curtin University, Australia Monika Lukowska
Lecturer, School of Design and Built Environment , Curtin University, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Thinking, Reflective Practice, Design Education
