Learning Design Thinking byDesigning Learning Experiences:A Case Study in the Development of Strategic Thinking Skills through the Design ofInteractive Museum Exhibitions

Authors

  • Lisa Fontaine

Abstract

Realities of contemporary graphic design seem to mandate the development of broad thinking skills since graphic designers are increasingly asked to design innovative solutions that go beyond the boundaries of print and web-based media. This emphasis on ideas rather than objects suggests a move toward what is often referred to as design thinking, an approach that is seen as a response to the needs of the 21st Century innovation economy. Design thinking is said to be the creative process that focuses on user needs and motivations as the major impetus for creative solutions. It is vital for graphic design educators to prepare students to view themselves as design thinkers: problem-solvers first, image-makers second. A popular curricular response to this paradigm shift has been the inclusion of user-centered design projects that involve the design of experiences rather than of objects. The design thinking process requires students to develop an understanding of the user by listening, watching and learning about their preferences, needs, and limitations. Throughout education, there is widespread belief that all students should be better prepared with relevant skills to enter the evolving workplace, regardless of their chosen discipline. Commonly referred to as 21st Century skills, these include important abilities that are not currently emphasized in the K-12 curriculum, such as critical thinking, problem solving, collaboration, creativity, and innovation (Goldman 2010). It is easy to see direct correlations between these widely desired skills and those developed in the practice of design thinking.

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Published

2014-08-01

Issue

Section

Journal Article