Viewed as a third way of thinking, design thinking differs from the sciences and the humanities because it involves extensive experimentation and exploration resulting from an iterative process (Cross 1982 Design studies, 3(4), 221–227). This writing presents an explanation of design thinking for instructional designers and describes a variety of skills and traits illustrating how design thinking supports the construction of knowledge. The value of design thinking can be seen from the viewpoint of the instructional or course designer and as a model for student learning processes.
|Original language||English (US)|
|Title of host publication||Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy|
|State||Published - Jul 24 2018|
- Design thinking
- Problem finding
- Abductive thinking