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<\/p>\nThe Complex Linkages of Innovative Design Thinking.<\/p>\n
<\/p>\n
When considering design innovations of educational technology, it is important to understand what constitutes an innovation in design thinking? Is our design truly innovative or just adopting new technology to old pedagogies and practices?<\/p>\n
(Goldman, S. et al. 2012) understands the process of innovation in design thinking as a shift in mindset. This is just as crucial as the knowledge of the core subject and shifting mindsets is the catalysis necessary for designing innovative learning technologies. Technologies are the tools that help accomplish any given learning outcome and in a context of learning includes everything from simple tools to learning theory inclusive of the multitude of educational hardware and software to date. How we think about employing these tools in educational design can change our mindset or create a mind shift in our approach to design problems. The four key mind-shifts (Goldman et al., 2012) proposes human-centered; experimental; collaborative; and metacognitive. Elements of innovative pedagogies are displayed in each of these mind-shifts and are indicative of a developmental progression in design thinking.<\/p>\n
Self-reflecting on my progress over years of teaching and thinking of inventive artefacts or solutions produced or adopted I can see in retrospect see that they were successive interactions of prototypes or shifts toward empathic predilections. My journey as an educational designer is now informed by a \u00a0new metacognitive awareness of how mind-shifts and my internal thoughts undergird the design process. \u00a0I can see my naivety of in my early years of military instruction and can attribute the failures and successes to a mind-shift retrospective view of my progression through a continuum of design thinking.<\/p>\n
To evaluate whether or not design is truly innovative or suitable (Moore,2005) contributes the SLOAN-C<\/a> five-pillar model considering five dimensions learning effectiveness, cost-effectiveness, institutional commitment, access, faculty, and student satisfaction. The model articulates continuous improvement, community building, accessibility, and satisfaction. Innovation can be measured against the five pillars to determine if a design iteration is truly warranted or constitutes innovation. While subject to many interpretations, the breadth of the five pillars provides a useful framework for the evaluation of innovation.\u201d(Dron, 2014. p.244)<\/p>\n Dron, J. (2014). Innovation and Change: Changing how we Change<\/em>. In Zawacki-Richter, O. & T. Anderson (Eds.), Online distance education: Towards a research agenda.Athabasca, AB: AU Press.<\/p>\n Goldman, S. et al. (2012). Assessing d.learning: Capturing the journey of becoming a design thinker.<\/em> In H. Plattner, C. Meinel & L. Leifer (eds). Design thinking research: Understanding innovation<\/em>. (pp. 13-33). Berlin: Springer.<\/p>\n Moore, J. C. (2005). The Sloan consortium quality framework and the five pillars<\/em>. Retrieved from http: \/\/sloan consortium.org<\/p>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" The Complex Linkages of Innovative Design Thinking. When considering design innovations of educational technology, it is important to understand what constitutes an innovation in design thinking? Is our design truly innovative or just adopting new technology to old pedagogies and… Continue Reading →<\/a><\/p>\n","protected":false},"author":113,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-227","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts\/227","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/users\/113"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/comments?post=227"}],"version-history":[{"count":4,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts\/227\/revisions"}],"predecessor-version":[{"id":235,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/posts\/227\/revisions\/235"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/media?parent=227"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/categories?post=227"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0068\/wp-json\/wp\/v2\/tags?post=227"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}