Embracing DDMT Teaching Model and Design Thinking for Organization Development

The multi-generational workforce presents challenges for organizations, as the needs and expectations of employees vary greatly between different age groups. To address this, organizations need to adapt their development and learning principles to better suit the changing workforce. The DDMT Teaching Model of Tsing Hua STEAM School, which integrates design thinking methodology, aims to address this challenge. DDMT stands for Discover, Define, Model & Modeling, and Transfer. The main aim of this study is to identify the organization development practices (OD) and gaps through interdisciplinary models such as DDMT and design thinking. In collaboration with a healthcare nursing home service provider, a proof of concept using the DDMT-DT model was conducted to understand the challenges in employment and retention of support employees between nursing homes under the healthcare organization. The paper highlights the rapid change in human experiences and mindsets in the work culture and the need for a design curriculum that is more relevant to the current and future workforce. The DDMT-DT approach can help organizations address these challenges by providing a framework for HR personnel to design training curricula that are more effective in addressing the issues of hiring and employee retention. By applying the DDMT-DT model, HR personnel can better understand the needs and motivations of the workforce and design training programs that are more relevant to their needs. The proof-of-concept research pilot project conducted with the healthcare nursing home service provider demonstrated the effectiveness of the DDMT-DT model in addressing the issues of hiring and employee retention. The project provides a valuable case study for other organizations looking to implement the DDMT-DT model in their HR practices. Overall, the paper highlights the importance of adapting HR practices to better suit the changing workforce. The DDMT-DT model provides a useful framework for organizations looking to improve their HR practices and better address the needs of their workforce.

Teaching a tolerance for ambiguity as a response to crisis learning contexts

Using insights from the changes made to a workshop developed before, but occurring after the pandemic, I describe the usefulness of design thinking activities and approaches to education in the post-COVID teaching era. I argue that design thinking techniques help build awareness around tolerance for ambiguity as an opportunity to inspire creative teaching solutions. This transferable skill is important for our students as soon-to-be graduates, and for faculty looking to build resilience in this uncertain time. Using Boyer's framework for scholarship, I explore opportunities to connect the teaching and learning goals of students and faculty. © Springer Nature Switzerland AG 2021. All rights reserved.

Leading by example: Leveraging academic innovation centers in times of crisis

Universities worldwide are increasingly investing in academic innovation centers that are designed to encourage their students to pursue careers focused on innovation and technology. This chapter explores the educational opportunities of these academic innovation centers during crisis situations by documenting how an academic innovation center at Florida State University - the Innovation Hub - was able to encourage university students to engage in creative problem solving through design thinking, emerging technologies, and experiential learning during the COVID-19 pandemic. The results of these efforts demonstrate that academic innovation centers, during times of global crisis, have a unique opportunity to lead by example, enhancing their educational impact by connecting students directly with real-world challenges as creative problem solvers with the power to improve their communities. © Springer Nature Switzerland AG 2021. All rights reserved.

Playful Co-Design: Creating an AR-Prototype with Nurses in Interlocking Remote and On-Site Workshops

Deeply engaging nurses in a participatory co-design process, especially in times of COVID-19, is challenging. In this case study, we shed light on the process of developing a prototype for AR-glasses in nursing. We show the challenges we faced, the methods we used and how they contribute to the core principles of participatory design. A special focus is laid on small-scale interventions with high-impact, that helped us to truly engage users. We introduce empathetic ways to connect contrasting work environments, establish mutual understanding, make the more graspable with playful tools like PLAYMOBIL®, and support co-design development with online formats. Finally, we discuss the transferability to other projects. © 2023 Owner/Author.

Design Thinking Methodology in university teaching for the development and learning achievements in architecture

The present study analyzes the relevance of the design thinking methodology, in English Design Thinking, a collaborative work strategy to maximize collective creativity, in university students of the second semester of the architecture career of the composition II subject, at the Technological University Metropolitan of Chile. The classes were taught remotely (on-line) during the pandemic caused by the coronavirus. The methodology is descriptive and the study is part of the approach of self-directed experience and field study from virtual scenarios, applying the stages: Empathize, define, devise, prototype and devise, which allowed enriching knowledge in education from teaching-learning, improving evidence of learning achievements. A questionnaire was applied to a sample of 104 students;as a result, 61 answers that show the understanding and support of the Design Thinking methodology from the technical and analytical to the architectural activities. The student body managed to develop creativity, systematization and technical skills through the application of research instruments that contribute to the creation of architectural composition projects, placing the social needs and hopes of the user or target audience at the center of decisions © 2023, Revista de Ciencias Sociales.All Rights Reserved.

A 3 in 1 Specialty Coffee of Philosophical Counseling and Healing: A Combined Approach Specific to the Impacts of the Covid-19 Pandemic in Terms of I Ching, Taoism, and the Avatamsaka Sutra

From the end of 2019 to 2021, the new coronavirus epidemic has caused multiple physical and mental influences on individuals and the human race around the world. Facing sufferings caused by epidemics, diseases, and external disasters and facing chaotic life situations can have huge impacts on individual desires, pre-set values and beliefs, give rise to cognitive and emotional suffering, and lead to a predicament of life. By introducing the philosophical dialogues and dialectics of "design thinking" and by reflecting on changes, crises, and frustration in life with philosophical wisdom, we can help people think systematically about the world and gain insight into their own abilities;through key thinking, we can help people reduce stress, release worries, accomplish the preventive measure of mental immunity, and finally enhance life and living quality in a creative and dynamic balance. Selecting sections from I Ching, Taoism, and the Avatamsaka Sutra, this paper proposes a three-in-one combined therapy that is equipped with insight, adaptability, concentration, fluency, and healing power and then blends this therapy with philosophical consultation and dialogue in order to create a stress-releasing, leisurely, technological, and artistic lifestyle in the post-epidemic age. Besides the preface and conclusion, this paper consists of four parts: part 1: preface;part 2: life design thinking and philosophical consultation;part 3: a special adaptability formula based on I Ching;part 4: a special comfort formula based on Daoism;part 5: a special aromatherapy based on the Avatamsaka Sutra;part 6: conclusion.

Iterating Overnight: Using Cardboard to Teach Audio During a Pandemic

Prototyping is a core element of engineering and technology activity, giving form to design concepts and facilitating iteration and testing. With the rise of the "maker movement,"higher fidelity forms of prototyping have often been privileged, without deep investigation into prototyping activities that support materially-focused exploration across different levels of fidelity. In this paper, we describe how students in an interdisciplinary undergraduate audio engineering course adapted to a loss of fabrication equipment and the COVID-19 pandemic, relying more heavily on cardboard prototypes as they "iterated overnight"at home to realize the design of their loudspeaker. We analyzed a range of iterative prototypes using a prototyping framework we operationalized from Lim, Tenenberg, and Stolterman, describing the filtering and manifestation dimensions across a range of student projects. We reflect upon the trajectories of prototyping, considering strengths and weaknesses of different types of materials in supporting student exploration and the pedagogical supports that may be needed to encourage this exploration.

Initiating Innovation: The Case of Entrepreneurship Education in the United Arab Emirates

Experiential learning encouraging critical thinking and creative problem-solving is the essence of innovation. Knowing this, in 2015, the United Arab Emirates (UAE) launched the Innovation and Entrepreneurship Education Program in partnership with Stanford University faculty. The purpose of the project was to create customized curriculum for university students, support educators teaching the material, and inspire an entrepreneurial mindset that transitions the nation into an innovation-based society. Three cohorts of university educators participated in workshops, professional development activities, and a four-day visit at Stanford University to learn design thinking, the pedagogical platform of the custom curriculum. After a three-year pilot, remarkable results were realized among students, faculty, and within the entrepreneurial ecosystem of UAE. Analyzing the faculty and student interviews, reviewing an initiative impact report, and referencing related research, this case study: establishes the importance of teaching innovation and entrepreneurship, outlines the program's practical and operational elements, and documents how educators succeeded in integrating and customizing the curriculum (before and during the coronavirus pandemic).

Metodología Design Thinking en la enseñanza universitaria para el desarrollo y logros de aprendizaje en arquitectura

El presente estudio analiza la relevancia de la metodología pensamiento de diseño, en inglés Design Thinking, una estrategia de trabajo colaborativo para maximizar la creatividad colectiva, en estudiantes universitarios del segundo semestre de la carrera de arquitectura de la asignatura composición II, en la Universidad Tecnológica Metropolitana de Chile. Las clases se impartieron a distancia (on-line) durante la pandemia provocada por el coronavirus. La metodología es descriptiva y el estudio se enmarca en el enfoque de experiencia autodirigida y estudio de campo desde escenarios virtuales, aplicando las etapas: Empatizar, definir, idear, prototipar e idear, lo que permitió enriquecer el conocimiento en educación desde la enseñanza-aprendizaje, mejorando evidencia de logros de aprendizaje. Se aplicó un cuestionario a una muestra de 104 estudiantes;como resultado, 61 respuestas que muestran la comprensión y el apoyo de la metodología Design Thinking desde lo técnico y analítico hasta las actividades de arquitectura. El estudiantado logró desarrollar la creatividad, la sistematización y las habilidades técnicas mediante la aplicación de instrumentos de investigación que contribuyen a la creación de proyectos de composición arquitectónica, poniendo en el centro de las decisiones las necesidades sociales y las esperanzas del usuario o público objetivo.

Application of 'Design Thinking' in the Development of Virtual Platforms with Gamified Elements

This article presents the development of a virtual platform with the Design Thinking methodology and gamified elements, to strengthen the teaching-learning process in the teachers of the González Suárez Educational Unit. This research arises from the need of a virtual platform with gamified elements that are free, easy to use, interactive and motivational. In this study user stories with the agile POV format, test cases to verify the functionality and abuse cases for robustness and to prevent the vulnerability of the virtual platform are used, as well as a b-Learning approach for testing in the classroom. Obtaining in the end as significant results a high and satisfactory assessment of the use of the virtual platform. © 2022 IEEE.

Design thinking as a methodological strategy for the economic reactivation of start-ups in Mexico under Covid-19

This chapter presents a methodological and strategic proposal for the application of the design thinking methodology to support the implementation of the work and action plan for the economic reactivation of start-ups in Mexico. The objective is to create a quick reference guide to accelerate start-up resilience. Documentary research is considered on the guidelines and implementation requirements, as well as the measures established by the Mexican Ministry of Health, to mitigate the epidemic caused by the SARS-CoV-2 virus that causes the COVID-19 disease and to carry out an orderly, gradual, and cautious reopening in order to continue caring for people's health in the working environment and at the same time reactivate the start-ups' economy. This chapter provides an alternative guide to direct and propose a structured option for the labour and economic reactivation of start-ups that were considered non-core and that require the completion of regulatory procedures and processes required to obtain the necessary Quick Response code, granted by the entities that regulate the guidelines for the safe reopening of companies. Based on the size of these economic entities, it is considered that they can have between 1 and 10 employees, or no hired personnel at all, which is not considered a priority in the current economic reactivation programmes. A methodological strategy is proposed and implemented to support companies of this size in their immediate process of labour and economic reactivation for a case study of a service company that applied the proposed methodology. © 2022 Emerald Publishing Limited. All rights reserved.

Modeling and Analyzing Online Food Delivery Services Using Design Thinking: An Optimization Approach

The COVID-19 pandemic has significantly strained online food delivery services (OFDS) globally. This has challenged OFDS businesses to redesign and deploy technologies to meet customer demand. The purpose of this article is to identify the optimal factors contributing to customer experience with OFDS services during a black swan event such as the COVID-19 pandemic. We followed a four-step research design to identify the optimal factors for OFDS. First, we identified the major episodes in the OFDS process. Second, these episodes were evaluated by customers using the sequential incidence technique. Third, we used an orthogonal design to analyze the episodes at different levels based on customer preferences. Finally, we used the Taguchi approach to calculate the signal-to-noise ratios and identify the optimal factors and their preferred levels. We classify the optimal factors into customer-oriented and service-provider-oriented propositions. The option to select the delivery person and delivery conditions was found to be the most optimal customer-oriented attribute. We discuss the theoretical and managerial implications of the study and suggest major avenues for digital transformations in OFDS for better customer experience. IEEE

The impact of interactive synchronous HyFlex model on student academic performance in a large active learning introductory college design course.

HyFlex learning environments have been meeting the unique needs of students and institutions for nearly 20 years. However, it was the pandemic that gave HyFlex its widespread acceptance and application. Literature suggests that HyFlex may now be considered part of the new norm in education and therefore, further study is needed on how it affects both teaching and learning. Our flipped design thinking course leverages active learning requiring the instructor and students to interact extensively. We piloted a specific version of HyFlex we named "Interactive Synchronous HyFlex" where students can participate on a daily basis in person or synchronously online. In this specific instance of HyFlex we explore: (1) Does student academic performance differ in the HyFlex environment compared to the Face to Face only environment? And (2) Does student academic performance differ based on how they chose to participate in the HyFlex course? Data were collected for this quasi-experimental study design on overall semester grades and three significant design projects during the semester. We compared the course offered as a Face to Face only experience to the course offered as a HyFlex course enabling remote participation. Second, we parse students in the HyFlex course into two categories: those who did not participate remotely vs. those who participated remotely once or more times. Students in the HyFlex course had a significantly different grade distribution earning more A's and more F's than their Face to Face only counterparts. Given the positive results of the Interactive Synchronous HyFlex approach, we plan to continue implementing it in our introductory design course though we will increase our attention on the remote students as they may need additional scaffolding to be successful.

Building Virtual Health Training Tools for Residents: A Design Thinking Approach.

The COVID-19 pandemic drove a rapid transition to virtual care experiences for graduate medical trainees. Core training competencies have expanded to incorporate virtual contexts, however there is limited knowledge of the optimal design of virtual care training tools for learners. In this study, we describe the application of a Design Thinking approach to the identification and co-design of novel training tools to support residents and precepting attending physicians in virtual ambulatory care practice. We applied the model of "Empathize, Define, Ideate, Prototype, and Test" via a mixed methods approach to (1) explore the needs, preferences, and concerns of Internal Medicine residents and outpatient precepting attendings regarding virtual ambulatory care training environments, and (2) evaluate, prototype, and test potential training tools. Eleven residents and eight attending physicians participated. Identified learner needs and problem areas included: improving virtual visit technical skills; acquiring virtual communication skills; adapting to the loss of shared in-person learning space and optimizing virtual learning environments; remediating non-virtual procedural competencies; and educating on new documentation requirements. Key solution areas included: virtual precepting support tools; digital information and education dissemination tools; and strategies for management of technical issues. Several prototypes were proposed, with a single tool (a virtual preceptor tip sheet) deployed in clinical practice. Residents found the workshop program improved their understanding of Design Thinking and its relevance to healthcare. Ultimately, Design Thinking can be deployed to engage medical trainees and precepting attendings in the effective development of novel educational tools for the virtual care learning environment.

Application of Design Thinking in the Creation of UI/UX on E-learning Websites

The emergence of the e-learning culture has taken the world by storm, and its trend has only increased with the COVID-19 pandemic. Being confined at home, students and educators are forced to transition to online learning no matter their familiarity or skill level with technology. One such issue is when a website is not designed effectively, making it needlessly complicated. On the other hand, taking away the complexity of a site may cause it to lack the information presented. To overcome this, an e-learning website should be designed using a design thinking approach that centers around creative problem solving to better innovate a solution. This paper aims to delve deeper into how the design thinking approach may improve an e-learning website's design. The results of the research that we have done show that the application of design thinking in our e-learning has the highest score in the navigation aspect and is also user-friendly, with a score of 8.1 (out of 10). While the lowest score is in the use of color with a score of 6.9 (out of 10), from these results, we need to improve in aspect use of color. This proves that the application of design thinking in e-learning is necessary to facilitate and assist users in using the application © 2022 IEEE.

Addressing Online-Learning Challenges Through Smartphone-Based Gamified Learning Platform

Remote learning has been in the shadows of mainstream higher education institutions (HEI), with classroom/physical presence taking center stage. The Covid-19 pandemic disrupted the prevalent modes of education and pushed remote learning to the forefront. While remote learning has its advantages, there are also downsides, such as lack of learner engagement, learning fatigue, etc., resulting in less than satisfying learning outcomes. The pandemic also showed that simply moving existing teaching artifacts and methods to the virtual realm is not entirely adequate, especially for topics requiring experiential learning such as innovation and entrepreneurship. This project attempts to address some of these critical challenges by building a smartphone application platform for remote learning, emphasizing personalized and gamified learning. The project team adopted a creative approach to realize this ambitious project during the challenging pandemic by engaging current university students in all the implementation teams, eliminating the need to obtain external resources and funding. The student teams were motivated as the project was integrated with their regular university coursework. The gamified smartphone application with Design Thinking as the first learning module was developed and tested for functionality and usability. This project has received encouraging user feedback and provides a platform for developing and testing more engaging methods in the future for personalized remote learning, using artificial intelligence (AI) and machine learning (ML). © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Design Thinking, Soft Skills Development, and the Digital Society

The Covid-19 pandemic reinforced changes that had been taking place over the past decade. These changes were triggered by the Fourth Industrial Revolution (4IR). The 4IR does affect the industry and the human being as we know it. In this way, it is not hard to envision a society where technology is so developed and integrated into our lives that it increases humanity's capacity and threshold for human intelligence, cognition, and physical abilities. This research proposes a teaching–learning framework for the techno-humanist ecosystem by developing the demanded soft skills with the design process methodology. The first step of this research is to understand the essential elements to conceptualise a framework. To reach this objective, we started with a systematic review of the literature to analyse, and the second item is understanding the evolution of job offer asking for soft skills. We are investigating soft skills, design thinking and digital humanism, and the job market evolution. Then, considering the state of the art, this research will study how those ideas converge and affect each other. Finally, the primary outcome of this research will be a visual matrix representing the point of junction of these concepts. It will help to build the initial elements of a framework of a teaching–learning model that can help adapt to and face the challenges of a human-digital society. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

The impact of metacognition and design thinking on creative problem-solving in a teacher preparation course

Pre-service teachers' problem-solving ability has been found to be limited by ineffective practices, level of domain knowledge, and low metacognitive awareness (Hogan & Rabinowitz, 2009). Yet, improvements are observed when they are trained on different aspects of problem solving and when they learn to apply design thinking (Henriksen & Richardson, 2017;Choi & Lee, 2009). This study adapted a creative problem-solving intervention in a teacher preparation course and trained students on the use of design thinking, creativity, and metacognitive strategies to solve a real-life, ill-defined, domain-specific problem. Using a two-group quasi-experimental design, the study examined the effects of the intervention on domain-general and domainspecific creative problem solving and self-reported metacognitive awareness. Students (N = 72) from three sections of an undergraduate Educational Psychology course were assigned to two conditions (experimental and control). The experimental group was exposed to a seven-week creative problem-solving intervention, while the control group completed seven problem-solving cases. Due to the COVID-19 pandemic, various modifications had to be made to the intervention program, especially to some of the design thinking practices and the delivery mode. For instance, the training modules were delivered online (asynchronously) which participants completed individually. Similarly, participants worked individually on the domain-specific problem. Design thinking practices such as empathizing, prototyping and testing were modified which might have impacted participants' performance.Between-group ANCOVAs were used to investigate the effects of the intervention on domain-general and domain-specific creative problem-solving and on metacognitive awareness.A MANOVA was conducted to explore the intervention effects on two components of domainspecific creative problem solving: originality and appropriateness. Multiple regressions were conducted to examine predictors of domain-specific creative problem solving. Findings showed mixed effects on divergent thinking, showing that those in the treatment group had higher scores on originality, but no significant differences were found on fluency and convergent thinking. Likewise, no significant differences were found in originality and appropriateness in domainspecific problem solving. Significant differences were detected in metacognitive awareness, favoring those in the experimental group. In addition, agreeableness positively predicted both originality and appropriateness in domain-specific creative problem solving;while GPA was a positive predictor of originality, and domain knowledge positively predicted appropriateness.Results suggest that the intervention had a positive effect on divergent thinking, specifically on originality but not on fluency and convergent thinking. Furthermore, the training led to significant changes in self-reported metacognitive awareness, but it did not have an effect on domain-specific creative problem solving. In terms of personality, higher agreeableness was associated with domain-specific problem solving. Similarly, a higher level of academic achievement supports the generation of more original ideas, while having more domain knowledge supports the production of more appropriate ideas. Implications for this research suggest that even if design thinking is learned individually and online, it is still effective in developing creativity. Nonetheless, future studies should consider the complexity of the domainspecific problem, participants' domain knowledge level, more comprehensive adaptations of design thinking, and possibly the inclusion of task-specific strategies or transfer training in their interventions. The role of agreeableness in domain-specific problem solving should be further investigated as well. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Leveraging the Fullest Potential of Online Teaching Learning: A Design Thinking Framework Approach

COVID-19 pandemic has resulted in the switching of educational organizations into online learning serving platforms. The moment online education moved from an optional to the only form of learning and that too long term, the issues, and challenges become evident. Online learning will be more sustainable while learners become part of the solution framework. This is possible with the adoption of Design Thinking (DT). Learners' inclusion in problem-solving opens up a lot of possibilities. This can transform challenges in online learning into opportunities. The present article portrays the research carried out to improve students' learning effectiveness in online classes. The authors have proposed a Design Thinking framework that is in line with the high-order thinking skills of Bloom's taxonomy. This research has showcased the application of the five phases of the DT framework for attaining the optimum solution to the general issues of the online paradigm for teaching-learning. The study recommends that peer collaboration, timely feedback, and taking the learners along for co-designing the learning content are the essence borrowed from the DT framework and help in increasing learning engagement. © 2022 IEEE.

Co-creating innovation for sustainability

This contribution to the journal Gruppe. Interaktion. Organisation. (GIO) presents a case study for an approach to design sustainable innovation. No nation is on track to achieve the UN sustainable development goals for 2030. The traditional innovation ecosystem is insufficient. Rather than only solving problems, technological innovation is creating new challenges that society is struggling with. Innovation needs to be developed differently to focus on impact. Geneva Macro Labs initiated a new approach to foster sustainable innovation which was based on a combination of systems theory, collective intelligence, agile development and design thinking. The initiative, called Geneva impACTs, brought together a diverse group of experts, start-ups and investors to develop innovative projects, aiming to make inroads towards achieving the Sustainable Development Goals 2030. It started at a time when COVID-19 measures made it impossible for groups to meet in person and so the entire process was conducted virtually using a range of online tools. A critical reflection shows the methodological strengths of the Geneva impACTs approach and identifies suggestions for improvement to be considered for future iterations. As an overall result, this new methodology is highly conducive to impact innovation. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (German) Dieser Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) stellt anhand einer Fallstudie einen Ansatz zum Design nachhaltiger Innovation vor. Die Ziele der Vereinten Nationen fur nachhaltige Entwicklung bis 2030 zu erreichen, scheint keiner Nation zu gelingen. Die bestehenden Innovationsmechanismen haben sich als unzureichend herausgestellt. Statt blos Probleme zu losen, schafft Innovation zusatzliche Herausforderungen, mit denen die Gesellschaft zu kampfen hat. Daher muss Innovation darauf fokussiert werden, die Nachhaltigkeitsziele zu fordern. Geneva Macro Labs initiierte und verfolgte einen neuen Ansatz zur Forderung nachhaltiger Innovation, der auf einer Kombination aus Systems Theory, kollektiver Intelligenz, agiler Entwicklung und Design Thinking basiert. Die Initiative Geneva impACTs brachte eine Vielzahl von Experten, Start-ups und Investoren zusammen, um innovative Projekte zu entwickeln, die einen Beitrag zum Erreichen der Ziele fur nachhaltige Entwicklung 2030 leisten sollen. Als die Initiative ins Leben gerufen wurde, machten COVID-19-Masnahmen es den Beteiligten unmoglich, sich personlich zu treffen und zwang sie dazu, komplett via Online-Tools zu interagieren. Eine kritische Reflexion zeigt die methodischen Starken dieses Ansatzes und identifiziert Verbesserungsvorschlage, die bei kunftiger Anwendung berucksichtigt werden sollten. Im Ergebnis konnen Innovationen, die Nachhaltigkeit zum Ziel haben, sehr von dieser neuen Methodik profitieren. (PsycInfo Database Record (c) 2023 APA, all rights reserved)