Design Thinking

Focus

Iterative and emergent processes for solving problems or building innovations

Principal Metaphors

  • Knowledge is … evolving web of possible actions and interpretations
  • Knowing is … acting and designing (according one’s experience)
  • Learner is … designer(s) (individual or teams)
  • Learning is … elaborating, innovating (iterative, emergent)
  • Teaching is … orienting attentions, engaging, occasioning

Originated

1980s

Synopsis

Design Thinking is about the cognitive, strategic, and practical processes associated with designing solutions and/or products. Design Thinking is considered a process for innovation and includes problem seeking and identification, imagining solutions or products, planning, creating, prototyping, testing, and improving. Design Thinking includes solution-based strategies for solving ill-defined problems and crosses different domains from laboratories to natural contexts. Major subdiscourses include the following:
  • Human-Centered Design – Focused specifically on interactive systems, Human-Centered Design aims at improving both usefulness and usability of those systems by adapting or improving the technologies used to mediate those systems to better suit the needs and inclinations of the humans in the system.
  • Activity-Centered Design – A version of Human-Centered Design (see above) that is directly informed by Activity Theory, Activity-Centered Design places a strong emphasis on “activities” – that is, on user goal-oriented actions.
  • User-Centered Design (User-Driven Development) – Approaches to User-Centered Design are distinguished by their commitment to the principle that users should not be compelled to adjust their behaviors or expectations in order to accommodate a new product.
  • Empathic Design – As its name suggests, Empathic Design attends to the possible and likely ranges of emotional responses associated with using a product. Empathic Design is associated with a range to strategies that directly assess emotional response (i.e., that do not rely on self-reports or subjective observations.)
  • Meta-Design – Foregrounding alignment with Emergent Complexity Discourses and Ecological Discourses, Meta-Design aims to incorporate considerations of the social, cultural, economic, and technical (and, often, more-than human) aspects/implications of designs and products.
  • Participatory Design (Cooperative Design; Co-Design) – As the name suggests, Participatory Design entails a commitment to including all stakeholders in the design process, aiming to ensure all needs are met and products are broadly usable.
  • Process-Centered Design – Situated principally in business (although embraced in multiple educational contexts), Process-Centered Design is focused on enabling established processes of the organization.
  • Wicked Problem – a social or cultural problem that is difficult or impossible to solve, owing to vague definition, inadequate knowledge (i.e., incomplete or contradictory), divergent stakeholder opinions, insufficient resources (e.g., funds, time)and/or evolving circumstances.
  • Double Diamond Model of Design Thinking (UK Design Council, 2000s) – a model intended for both describing and framing the creative process, which is subdivided into four iterative stages (Discovery, Definition, Development, Delivery) that are organized into two cycles of divergent and convergent thinking.
  • Laurillard Conversational Framework (Diana Laurillard, 1990s) – a model for describing and designing educational situations that comprises four main aspects (Teacher’s Concepts, Teacher’s Constructed Learning Environment, Student’s Concepts, and Student’s Specific Actions), four kinds of activities (Discussion, Adaptation, Interaction, Reflection), and eight kinds of flows (see image).

Commentary

The word “design” is used across educational sensibilities, and that sometimes prompts confusion around what Design Thinking is all about. Concisely, if the focus of discussion is on prescriptive, step-based approaches for action, it is not an instance of Design Thinking. Design Thinking frames its advice for action and innovation in terms iterative processes and emergent results (versus linear processes and pre-determined goals).

Authors and/or Prominent Influences

John E. Arnold; Bruce Archer

Status as a Theory of Learning

Design Thinking is not a theory of learning because it does not provide any insights into the complex dynamics of learning. However, it is attentive to its orienting metaphors.

Status as a Theory of Teaching

Design Thinking has been taken up in education as a perspective on teaching, offering advice on resource development, lesson preparation, task creation, classroom environments, and so on.

Status as a Scientific Theory

Design Thinking does not yet meet our threshold to be described as scientific, as current discussions in education tend to be more focused on giving advice that providing evidence of the effectiveness of that advice. That said, empirical evidence is emerging, and the discourse is well-supported through research into its grounding perspectives.

Subdiscourses:

  • Activity-Centered Design
  • Double Diamond Model of Design Thinking
  • Empathic Design
  • Human-Centered Design
  • Laurillard Conversational Framework
  • Meta-Design
  • Participatory Design (Cooperative Design; Co-Design)
  • Process-Centered Design
  • User-Centered Design (User-Driven Development)
  • Wicked Problem
  • Abductive Reasoning

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Please cite this article as:
Davis, B., & Francis, K. (2021). “Design Thinking” in Discourses on Learning in Education. https://learningdiscourses.com.


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