Abstract
AbstractA case study of design thinking in education considers how two educational organizations—a university graduate program and a public zoo—develop and enact design thinking processes in relation to one another. It also examines how this inter-organizational design thinking project contributes to a “center without walls,” or collaboratory (Wulf, 1993), pursuing an aspirational vision: to support interest-driven learning while also connecting youth to a wider landscape of formal and informal learning opportunities among educational organizations in a major US metropolitan area. As an initial step in pursuit of this vision, the work of the collaboratory concentrated on one of the zoo’s community-focused education programs called Overnight Adventure. Over seventeen weeks, the project involved the collaborative efforts of two faculty and twelve students from a college of education, and three full-time staff and nineteen part-time instructors from a zoo education program across ten inter-organizational events and observations of five Overnight Adventures. To characterizer inter-organizational design, the case employs contiguity-based connecting strategies to analyze design thinking across four timescales. Findings describe the structures and processes of inter-organizational design thinking and the role of cultivating relational agency.
Highlights
A case study of design thinking in education considers how two educational organizations—a university graduate program and a public zoo—develop and enact design thinking processes in relation to one another
Connecting learning opportunities may be a challenge that no single organization can address in isolation. In response to these general challenges, this paper reports a case study of the work of two education organizations--a university graduate program and a zoo education program-- to support learning within an educational organization while exploring how to connect learning opportunities beyond the organization, across a metropolitan learning landscape
Drawing on the insight from the role design thinking (DT) plays within organizations (Elsbach & Stigliani, 2018), our case study considered how members of two collaborating educational organizations contributed to an interorganizational DT project
Summary
Abstract: A case study of design thinking in education considers how two educational organizations—a university graduate program and a public zoo—develop and enact design thinking processes in relation to one another. It examines how this inter-organizational design thinking project contributes to a “center without walls,” or collaboratory (Wulf, 1993), pursuing an aspirational vision: to support interest-driven learning while connecting youth to a wider landscape of formal and informal learning opportunities among educational organizations in a major US metropolitan area. Findings describe the structures and processes of interorganizational design thinking and the role of cultivating relational agency
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
