Design Thinking is an empathy based approach to design that has been used to develop a variety of global products and services (Brown,T.; 2008). It is growing in popularity as a method of learning design in higher education. As a collaboration between a UK Higher Education Institution and UK Education Services organisation we wanted to build on a tradition of critical pedagogy and intellectual challenge and design a learning experience which encapsulated these educational traditions and exploited the rich features of the new VLE. In this session we will outline how we used Design Thinking as a learning design methodology with a range of institutional stakeholders to create an engaging and challenging learning experience within Canvas. The finalised learning design provides a scalable framework for curriculum and content development which focuses on ustilisting core functionality in Canvas. The learning experience is one of exploration, connectedness and critical thinking (Dalziel, J. ed., 2016) We will demonstrate how learners experience the design within the Canvas environment.
Session content: evaluation and reflection
In this session we will demonstrate how through collaboration a UK Higher Education Institution and UK HE Service provider have developed a distinctive online pedagogy that reflects the ethos and vision of the institution and exploits the affordances of their new VLE platform, Canvas. We will share with ALT colleagues our approach to using design thinking as a learning design methodology and how this is used to develop engaging and challenging online distance learning programmes. During the demo, we will share with ALT colleagues, our reflections and lessons learnt whilst working with the learning technology and user experience. Furthermore, we will outline the learner journey and the tutor journey identifying the key design and technology choices.
The live demo of the course will include the home dashboard; the key goal for the topic (an authentic research brief) the Prior Learning Check quiz; Readings that cover learning unit’s main concepts in great detail (in the form of SCORM presentation of bespoke subject matter expert created content); a research activity to provide learners with the opportunity to explore the subject matter in more detail and collaborate with peers on the creation of new knowledge and understanding. Finally feedback is provided by both tutors and peers to support a deeper understanding of the subject and to prepare participants for summative assessment.
We will reflect on the challenges of designing learning content and activities for online learners focused on the higher levels of Bloom’s taxonomy.
1.Brown, Tim (2008) Design Thinking, Harvard Business Review , Vol. 86 (6), pp.84-92
2. Dalziel, James (2016) Learning Design; conceptualising a framework for teaching and learning online. Routledge, New Tork.
Resources for participants
James Clay joined the session Design Thinking, Learning Design and Canvas [18-136] 10 months, 2 weeks ago