The Curricular Approach: How Design Thinking Can Identify and Center Ubiquitous Institutional Learning Goals

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Author(s): Kathleen G. Kerr (University of Delaware, USA)and James Tweedy (University of Delaware, USA)
Copyright: 2021
Pages: 11
Source title: Applying Design Thinking to the Measurement of Experiential Learning
Source Author(s)/Editor(s): Adam Peck (Illinois State University, USA)and Danielle DeSawal (Indiana University, USA)
DOI: 10.4018/978-1-7998-7768-4.ch006

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

In this chapter, the authors explore the unintentional but striking synergies that exist between design thinking and the curricular approach to learning. Specifically, the authors explore how the define step of design thinking can be applied to the crucial step of defining ubiquitous institutional learning aims to guide the work of educators who work outside the classroom. By applying concepts of design thinking to the curricular approach, the authors reinforce the importance of collaborations and innovation as key aspects when defining both the desired learning outcomes and the environments within which this learning will occur. The chapter concludes with an acknowledgement of the challenges faced by educators applying concepts of both the curricular approach and design thinking.

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