Abstract

In constructivist learning, learners are responsible of their own learning process in order to acquire certain professional and personal skills. Constructivist learning methods based on prior knowledge of the learner and learning objects (LOs) of the constructivist approach are the conductor and activator of learners’ insider knowledge. In such a learning approach, the planning of effective learning needs to be questioned and restructured. The use of LOs in learning planning is of great importance in encouraging learners to be self-learners. This paper presents a case study conducted in an interdisciplinary Design Thinking course conducted with 16 students, 1 instructor, and 1 researcher in a Department of Industrial Design. The case study aims to explore the efficiency of flipped classroom methodology in course planning, information transfer, process management, and student motivation and participation. This explorative case study included three consecutive projects during the semester, focusing on the use of LOs in alternative ways depending on the learning process. Three different models were experimented for the delivery and usage of LOs. These models were compared and evaluated by facilitators’ observation and reflection, as well as students’ reflection and feedback.

Keywords:

design thinking, learning objects, flipped classroom, design education, constructive learning

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Jul 9th, 12:00 AM

Upside Down: A “Flipped” Design Thinking Course

In constructivist learning, learners are responsible of their own learning process in order to acquire certain professional and personal skills. Constructivist learning methods based on prior knowledge of the learner and learning objects (LOs) of the constructivist approach are the conductor and activator of learners’ insider knowledge. In such a learning approach, the planning of effective learning needs to be questioned and restructured. The use of LOs in learning planning is of great importance in encouraging learners to be self-learners. This paper presents a case study conducted in an interdisciplinary Design Thinking course conducted with 16 students, 1 instructor, and 1 researcher in a Department of Industrial Design. The case study aims to explore the efficiency of flipped classroom methodology in course planning, information transfer, process management, and student motivation and participation. This explorative case study included three consecutive projects during the semester, focusing on the use of LOs in alternative ways depending on the learning process. Three different models were experimented for the delivery and usage of LOs. These models were compared and evaluated by facilitators’ observation and reflection, as well as students’ reflection and feedback.

 

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