“We can’t solve problems by using the same kind of thinking we used when we created them.”
–Albert Einstein
Developing and designing effective courseware requires a deep understanding of students’ needs, wants, frustrations, and motivations. By engaging and motivating students, we can enhance their experiences and improve their performance (Ucar & Kumtepe, 2019, p. 336). To achieve this level of understanding, the Design Thinking framework, which originated from the design research field, can be applied (Svihla, n.d., Where Did Design Thinking Come From?, para. 1).
As part of the Innovation, Design, and Learning Environments course in the Master of Arts in Learning and Technology program at Royal Roads University, I had the opportunity to practice Design Thinking with my classmate, Chris Henderson.
We began by researching Design Thinking, exploring its definition, origin, and the industry’s stance on its adoption and understanding. Chris and I then applied the first two phases of the framework, Empathize and Define, to our day-to-day responsibilities within our respective organizations. In the Empathize phase, we interviewed each other using a pre-defined list of questions, supplemented with organic follow-up questions driven by curiosity and interest in topics that emerged during our discussions.
Interestingly, we discovered that although our organizations operate in different industries, such as healthcare and defence, we share similar challenges in training effectiveness. Chris had access to a wealth of insights about various personas within the healthcare sector. As a result, we decided to frame our analysis through the healthcare lens, recognizing that many of the insights were transferable to the defence sector.
After completing our analysis, we defined our design problem and presented our findings in a Pecha Kucha presentation. A Pecha Kucha is a visual and concise presentation consisting of 20 slides, each displayed for 20 seconds, accompanied by narration and imagery. It offers an engaging and effective way to convey information (Lia, 2023).
Our discussions raised an intriguing question: If industries as diverse as healthcare and defence share similar challenges regarding training effectiveness, could this issue be widespread across other sectors as well? We would love to hear your thoughts on this.
References
Lia. (2023, November 20). What is a Pecha Kucha presentation? 24Slides. https://24slides.com/presentbetter/what-is-a-pecha-kucha-presentation
OpenAI. (2024). Collaborative innovative teachers brainstorming designing creative courseware dynamic engaging inspiring environment. https://chat.openai.com/
Parater, L. (2015, June 12). 10 quotes that will spark your design thinking. UNHCR Innovation. https://www.unhcr.org/innovation/10-tweetable-quotes-that-will-spark-your-design-thinking/
Svihla, V. (n.d.). Design Thinking and Agile Design: New Trends or Just Good Designs? In Learning, Instructional Design, and Technology Foundations. EdTech Books. Retrieved from https://edtechbooks.org/lidtfoundations/design_thinking_and_agile_design
Ucar, H., & Kumtepe, A. T. (2019). Effects of the ARCS‐V‐based motivational strategies on online learners’ academic performance, motivation, volition, and course interest. Journal of Computer Assisted Learning, 36(3), 335–349. https://doi.org/10.1111/jcal.12404
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