Failing to Learn: Design Thinking and the Development of a Failure-Positive Mindset in the University Classroom

Autor/in	Dorland, AnneMarie
Titel	Failing to Learn: Design Thinking and the Development of a Failure-Positive Mindset in the University Classroom
Quelle	In: Collected Essays on Learning and Teaching, 14 (2023) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dorland, AnneMarie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Undergraduate Students; Business Administration Education; Marketing; Design; Failure; Creative Thinking; Problem Solving; Skill Development; Learning Processes; Learning Activities; Experiential Learning; Student Attitudes; Attribution Theory + Suchen Sie Ihr Suchwort? Kreatives Denken; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Learning process; Lernprozess; Lernaktivität; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten
Abstract	Meaningful and impactful learning experiences are rife with failure. And yet, students struggle with framing, tolerating and attributing failure in a positive manner within the post-secondary learning context. This paper explores whether using design thinking as a pedagogical approach might help students learn to tolerate, reframe and attribute failure in a more productive way. Findings from this comparative study of 600 undergraduate business students enrolled in a common first year marketing class reveal the ways in which design thinking-based learning approaches might be used to reorient student's conceptions of failure as a part of their creative problem-solving skill development process. Students were surveyed to learn more about how they perceived the concept of failure within their learning, to whom they attributed failures within their learning, and how well they tolerated failure as a part of their learning experience. Results from nearly 400 responses to the online survey suggest that integrating design thinking focused approaches to learning into the post-secondary classroom has a positive impact on the development of a student's self-reported failure tolerance and may change the way that failure is attributed and framed in students' descriptions of their individual learning. I find that design thinking-based learning might be used as an effective pedagogical approach in classes where the development of a failure-positive mindset is considered an essential competency or learning objective, and I offer practical recommendations for educators seeking to develop a failure-positive mindset within their learning communities. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: https://ojs.uwindsor.ca/index.php/CELT/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01