The Design Thinking Process. An idea that has taken over my professional life. From task development to problem solving with students, the design process has become a powerful tool in my daily work.
Well, I suppose that is not quite right. This process has ALWAYS been a part of my approach to teaching and learning, it's just that I now have a name for what it is that I am trying to do. That and a far deeper understanding of its application across various formal and informal educational settings.
I suppose it should come as no surprise that design is at the heart of the ETAD program. It is a program, after all, about instructional design. I've come realize, however, that design thinking comes in all forms. From specific instructional design methods to in depth program evaluations or from the development of educational research to conversations that took place in a small monastery, I now know the true impact that 'thinking like a designer' can have on the practice of an educator. It is both a specific process and way of viewing the world that applies in virtually every situation I have experienced since beginning this program. Need a lesson? Design a task. Have a problem with a peer? Design a way of resolving it. Have a client with specific instructional needs? Gain empathy and design a solution that meets their desired outcomes.
I don't propose to be an expert and I've had to learn some hard lessons in several courses but each of these has brought me closer to true understanding.
Due to the pervasiveness of design thinking, I have chosen to organize my learning under the key stages of the particular version of the process that is outlined in the graphic above.
Please use either the graphic above or the single icons at the bottom of each page to navigate through the remainder of my portfolio. While the graphic above will allow you to view the reflections in any order, the icons at the bottom will take you through in the order of the process.
And it starts with:
Well, I suppose that is not quite right. This process has ALWAYS been a part of my approach to teaching and learning, it's just that I now have a name for what it is that I am trying to do. That and a far deeper understanding of its application across various formal and informal educational settings.
I suppose it should come as no surprise that design is at the heart of the ETAD program. It is a program, after all, about instructional design. I've come realize, however, that design thinking comes in all forms. From specific instructional design methods to in depth program evaluations or from the development of educational research to conversations that took place in a small monastery, I now know the true impact that 'thinking like a designer' can have on the practice of an educator. It is both a specific process and way of viewing the world that applies in virtually every situation I have experienced since beginning this program. Need a lesson? Design a task. Have a problem with a peer? Design a way of resolving it. Have a client with specific instructional needs? Gain empathy and design a solution that meets their desired outcomes.
I don't propose to be an expert and I've had to learn some hard lessons in several courses but each of these has brought me closer to true understanding.
Due to the pervasiveness of design thinking, I have chosen to organize my learning under the key stages of the particular version of the process that is outlined in the graphic above.
Please use either the graphic above or the single icons at the bottom of each page to navigate through the remainder of my portfolio. While the graphic above will allow you to view the reflections in any order, the icons at the bottom will take you through in the order of the process.
And it starts with: