Design Thinking: Towards the Construction of Knowledge

Brad Hokanson; Jody Nyboer

doi:10.1007/978-3-319-17461-7_81

Design Thinking: Towards the Construction of Knowledge

Brad Hokanson, Jody Nyboer

School of Design

Research output: Chapter in Book/Entry/Poem › Chapter

Abstract

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
Subtitle of host publication	An International Compendium of Theory, Research, Practice, and Policy
Publisher	Springer International Publishing
Pages	789-807
Number of pages	19
ISBN (Electronic)	9783319174617
ISBN (Print)	9783319174600
DOIs	https://doi.org/10.1007/978-3-319-17461-7_81
State	Published - Jan 1 2023

Keywords

Abductive thinking
Creativity
Design thinking
Framing
Problem finding
Reflection-in-action

ASJC Scopus subject areas

General Social Sciences

Access to Document

10.1007/978-3-319-17461-7_81

Cite this

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Design Thinking: Towards the Construction of Knowledge

Abstract

Keywords

ASJC Scopus subject areas

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