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Getting Radical: Using Design Thinking to Foster Collaboration

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Bibliographic Details
Title: Getting Radical: Using Design Thinking to Foster Collaboration
Language: English
Authors: Bene, Rose, McNeilly, Elizabeth
Source: Papers on Postsecondary Learning and Teaching. 2020 4:50-57.
Availability: Taylor Institute for Teaching and Learning. University of Calgary, 434 Collegiate Blvd NW, Calgary, AB, T2N 1N4, Canada. Tel: 403-220-3607; e-mail: taylorinstitute@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/pplt
Peer Reviewed: Y
Page Count: 8
Publication Date: 2020
Document Type: Journal Articles
Speeches/Meeting Papers
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Design, Cooperative Learning, Teamwork, College Students, Foreign Countries, Schools of Education, Problem Solving, Empathy, Group Dynamics
Geographic Terms: Canada
ISSN: 2560-6050
Abstract: Design Thinking (DT) has recently been adopted in some higher education disciplines as an effective pedagogical approach to enable students to acquire the skills needed for solving real world problems. As a human-centered, iterative process, design thinking is characterized by working with others to understand, define and solve problems using empathy, creativity, and radical collaboration. Many university courses also stress collaboration as a learning approach. However, not all students function well in collaborative environments. Based on their work in the Design-based Thinking course at the Werklund School of Education, University of Calgary, the authors asked, "could the design thinking process be used to foster collaboration among students and encourage radical collaboration"? In this paper the authors present a brief overview of the literature in this area and propose some parallels between the design thinking and collaborative team building processes. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1303196
Database: ERIC
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  Data: Taylor Institute for Teaching and Learning. University of Calgary, 434 Collegiate Blvd NW, Calgary, AB, T2N 1N4, Canada. Tel: 403-220-3607; e-mail: taylorinstitute@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/pplt
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  Data: Design Thinking (DT) has recently been adopted in some higher education disciplines as an effective pedagogical approach to enable students to acquire the skills needed for solving real world problems. As a human-centered, iterative process, design thinking is characterized by working with others to understand, define and solve problems using empathy, creativity, and radical collaboration. Many university courses also stress collaboration as a learning approach. However, not all students function well in collaborative environments. Based on their work in the Design-based Thinking course at the Werklund School of Education, University of Calgary, the authors asked, "could the design thinking process be used to foster collaboration among students and encourage radical collaboration"? In this paper the authors present a brief overview of the literature in this area and propose some parallels between the design thinking and collaborative team building processes. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
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        StartPage: 50
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      – SubjectFull: Cooperative Learning
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