Integrating Design Thinking into Instructional Design: The #OpenTeach Case Study

Autor/inn/en	Ní Shé, Caitríona; Farrell, Orna; Brunton, James; Costello, Eamon
Titel	Integrating Design Thinking into Instructional Design: The #OpenTeach Case Study
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 1, S.33-52 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ní Shé, Caitríona) ORCID (Farrell, Orna) ORCID (Brunton, James) ORCID (Costello, Eamon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Design; Instructional Design; Empathy; Teaching Methods; Educational Objectives; Higher Education; Online Courses; Course Descriptions; Case Studies; Instructional Materials; Open Education; Universities; Foreign Countries; Teacher Workshops; Teacher Attitudes; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Empathie; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Kursstrukturplan; Case study; Fallstudie; Case Study; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Offene Erziehung; Offener Unterricht; University; Universität; Ausland; Lehrerverhalten
Abstract	Online education is becoming the norm in higher education. Effective instructional design methods are required to ensure that "ever-connected" students' needs are being met. One potential method is design thinking: an agile methodology that stresses the importance of empathy with the student. The #OpenTeach fully online course was designed using design thinking principles and delivered in Spring 2020. This article reports on a case study which focused on the use of design thinking to design and develop the #OpenTeach course. The five iterative stages of design thinking (empathy, define, ideate, prototype and test) were integrated into the design and development of the course materials. The findings of this study indicate that the use of the design thinking process may be used by instructional designers to achieve empathy with their learners, which will ensure learners successfully engage and achieve the learning objectives of the course. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01