Design Thinking, an Examination of Epistemological Frameworks in an Area of Academic Study

Autor/in	Gibbs, William J.
Titel	Design Thinking, an Examination of Epistemological Frameworks in an Area of Academic Study
Quelle	In: Design and Technology Education, 27 (2022) 2, S.71-92 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-1431
Schlagwörter	Design; Thinking Skills; Epistemology; Information Technology; Guidelines; Program Evaluation; Curriculum Design; Educational Innovation; Teaching Methods; Case Studies; School Business Relationship; College Faculty; Undergraduate Students; Brainstorming; Teacher Attitudes; Program Descriptions; Multimedia Instruction; Art Education; Fine Arts; Academic Degrees; Computer Software + Suchen Sie Ihr Suchwort? Denkfähigkeit; Erkenntnistheorie; Informationstechnologie; Richtlinien; Programme evaluation; Programmevaluation; Lehrplangestaltung; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Fakultät; Lehrerverhalten; Multimediales Lernen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildende Kunst; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss
Abstract	The ambiguous identity of the digital media field, the ubiquity of media, and rapid and persistent technological change and innovation pose inimitable challenges for academic programs in digital media. Digitization of media is an underlying impetus for today's rapid innovation that compels related academic programs in higher education to re-examine themselves to keep pace and to better understand their epistemological foundations. Digital innovation helped spur renewed awareness of human-centered design to solve ill-structured, highly complex problems. Design and Design Thinking (DT) provide a potential framework to aid in academic program assessment. In this paper I explore precepts of design and DT as a potential frame of context to aid in curriculum design. I present a case study example that examines the process to assess a digital media curriculum using a DT framework, an iterative process involving students, faculty, and academic and industry partners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01