July 26, 2021
July 26, 2021
July 19, 2022
Educational Research and Methods
Unlike in the past, the curriculum is currently dynamic and demands continuous improvisations at different levels such as classroom, teacher expertise, and standards within a curriculum, among others. The dynamism in education is due to various factors such as students’ requirements, industry requirements, changes in the needs of the society, etc. There is a need to better understand which factors must be strategically considered when designing a curriculum such that the curriculum meets the needs of all the stakeholders. This study investigates how elements of design thinking can be integrated into a curriculum to provide appropriate skills that support interdisciplinary and integrative efforts to meet the needs of the 21st century. The five discourses of design thinking model was used as a framework to guide this study. The components of the five discourses of design thinking model include artifacts, processes, experiences, systems, and cultures. Qualitative research methods were used to understand the approaches used to incorporate the five discourses of design thinking when designing a new curriculum or improvising an existing curriculum. To understand from the experiences of the research participants and to get more insights on the research question ‘How can the elements of design thinking be integrated into the curriculum to provide appropriate skills that support interdisciplinary and integrative efforts to meet the needs of 21st-century life?’, three semi-structured interviews were conducted. The interviews were conducted using an online platform (Zoom). Each interview lasted for about 45 to 60 minutes. The interviews were recorded, transcribed, and coded and used in the analysis. The data collected from the interviews focus mainly on the perceptions of the usage of the five discourses of design in designing the curriculum. The collected data also provides information about how each participant defines education by design, whether education and design are integrated, and what is design thinking. The three participants recruited in this study were from a large public southwestern university in the united states. The participants have an adequate amount of experience in designing curriculum and all three participants are full-time professors. All three participants are Ph.D. holders and two of them are females. The deductive coding approach was used in the qualitative analysis and the themes developed were the integration of education and design, five discourses, and advice for novices. The beliefs and opinions of participants on integrating the discourses of design in curriculum design are presented in the paper along with the limitations and future research directions. More details on each of the themes, similarities, and differences among the participants' opinions about the integration of five discourses of design will be included in the full paper.
Kittur, J., & Karway, G. K., & Alrajhi, M. Z., & Nelson, B. C., & Shin, S. (2021, July), Curriculum Design: Using the Five Discourses of Design Thinking Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36890
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