The Role of Data Analytic to Enhance Design Thinking Process in Producing Social Media Contents

Design thinking is not a new concept, but it is a tool that could potentially be very useful in the classroom. It is deeply rooted in the scientific method and works well with the concepts of problem solving as well as critical thinking. It is an especially worthwhile learning method in conjunction with project-based learning. Traditionally the term design thinking might be associated with business and industry, but it is a process that can be practiced in all educational disciplines. Just as with other existing concepts, design thinking is a worthwhile tool that educators can use to help their students be successful in the classroom. The core tenets of design thinking are Empathy, Define, Ideate, Prototype, and Test. Each stage of the process allows students to work through a project step by step thereby allowing students to skillfully master a learning process can be used for a variety of projects, in all their classes. Today’s college students are very adept at creating a final project, but many are not aware of the design thinking process and how it can potentially help them be more successful. Far too often students simply go with their first idea to create a project and don’t take the time to analyze the steps needed to create a worthwhile project. By sharing the design thinking process as part of a class students will then be able to transfer the five tenets of the process into creating a higher quality final project. This study began by including the design thinking process in a sophomore level Graphic Communication course and then moved onto including the design thinking process in a senior level Graphic Communication course. Students in both classes were surveyed on their past experiences with the design thinking process, as well as their experience with the five tenets of the process. Both class formats were traditional in-person courses. Students were instructed on how they could use the design thinking process in a classroom project. Upon completion of the project students were then surveyed to find out their overall experiences with the design thinking process. Certain areas of the design thinking process including critique and reflection were emphasized as part of the project in both classes. This paper will explore the design thinking process though a literature review and how the process was implemented in two university level courses. Student’s prior experience with the design thinking process will be examined and student’s will be surveyed upon completion of a project based on the design thinking process to explore what elements they enjoyed of the overall process.

Active learning is a set of activities that allow the student to actively participate in the learning process. Active learning can be implemented using various methods and strategies. design thinking is a creative human-centric approach used for innovation. In this article, the authors consider learning the design thinking process as a strategy for active learning. After performing a thorough literature review, the authors display the results of pilot research conducted with business economics graduate students enrolled in the Disruptive Innovations and Design Thinking elective course. The research consisted of a survey and an experiment, and it was executed as part of the project “a/AR-Learning: Active learning by applying augmented reality”. The goal was to study the effects of learning the design thinking process and whether it could be used as an active learning method in order to influence the development of innovative thinking among students. The research question was, “How does learning the design thinking process affect the development of students’ innovative way of thinking?” The results of the pilot study confirmed all three hypotheses (H1 = After learning the design thinking process, students recognize the main characteristics of innovation; H2 = Active learning of the design thinking process affects critical assessment; H3 = The innovative way of thinking developed through active learning of the design thinking process differs among students), as well as showing effectiveness and a change in critical assessment, but also the need for an even more active approach. The authors suggest that broader research be undertaken involving a bigger sample and a larger scale.

General Biology course learning material on the basics of Genetics in the Biology Education Study Program, University of KH. A. Wahab Hasbullah, where the learning process is still just to remember and understand so that it is focused on memorizing the material, then the learning process has not maximally utilized the information technology and multimedia use that integrates STEM learning models, and the learning process has not reflected the empowerment of critical thinking skills in students, and also the low average student learning outcomes in the previous material. So the solution to the finding of the problem is to apply the PjBL model based on the STEM Design Thinking Process. The research method uses Pre-Experimental Design, One Group Pretest Postest Design research design, then analyzes data including validity test, reliability test, learning outcome value, hypothesis testing through normality test, homogeneity test and paired t-test it was found that Ho was rejected and Ha was accepted. So there is the effect of project based learning based on STEM design thinking process to improve student learning outcomes in biology education. KEYWORDS: project based learning, STEM design thinking process, learning outcome ABSTRAK Pembelajaran matakuliah Biologi Umum materi dasar-dasar Genetika di Program Studi Pendidikan Biologi Universitas KH. A. Wahab Hasbullah, dimana dalam proses pembelajaran masih sekedar mengingat dan memahami sehingga terfokus pada hafalan materinya saja, kemudian proses pembelajaran belum memanfaatkan secara maksimal adanya teknologi informasi dan penggunaan multimedia yang mengintegrasikan model pembelajaran STEM, dan proses pembelajaran belum mencerminkan pemberdayaan keterampilan berpikir kritis pada mahasiswa, dan juga rendahnya rerata hasil belajar mahasiswa pada materi sebelumnya. Sehingga solusi atas temuan masalah tersebut adalah menerapkan model PJBL berbasis STEM Design Thinking Process. Metode penelitian menggunakan Pre-Experimental Design, desain penelitian One Group Pretest Postest Design, kemudian menganalisis data antara lain uji validitas, uji reabilitas, nilai hasil belajar, uji hipotesis melalui uji normalitas, uji homogenitas dan uji statistik paired t-test (t berpasangan) yang diperoleh bahwa Ho ditolak dan Ha diterima. Jadi terdapat pengaruh project based learning berbasis STEM design thinking process untuk meningkatkan hasil belajar mahasiswa pendidikan biologi. Kata kunci : project based learning, STEM design thinking process, hasil belajar

One way to reduce potentially serious problems caused by modifications to the original design is to find out design thinking process of the original designer. The knowledge structure of design thinking process is represented, which is composed of design intent, design decision, design rationale and design operation. Semi-formal structure is adopted by the presentation, which means both the expressiveness and computability of the representation can be improved. Context in the design thinking process is defined, which can reduce complexity of the design thinking process. Independence between contexts that share an intent allows the designer to propose more assumptions about the design without necessarily affecting previous design thinking process. A graphical modeling system is established for capturing and formalizing the design thinking process.

This paper presents a design thinking process model that records not only the design procedure and decisions but also the design intents behind them. The design thinking process is evolved based on the interaction among design intents, operations and justifications. The taxonomy of design intents is explored. Based on different pairs of design intents and operations, segments of the design thinking process are identified. A design thinking process knowledge management prototype system is developed for modeling design thinking process. An example of the original design of an automatic teller machine (ATM) demonstrates how the design thinking process model is represented.

This study was designed to determine the effectiveness of Design Thinking Process as framework used in a STEM with Robotics Performance Tasks. It utilized a Quasi Experimental Design of pretest - posttest scores. Also, mixed method was utilized to analyze the data gathered. The respondents were composed of 141 grade 10 with 74 male and 67 female students. This study aimed to determine the level of socioemotional skills of the students, to determine the significant difference between students' socioemotional skills and robotics performance using design thinking process considering their sex, to determine the effect Robotics - Chemical Reactions Performance Task using Design Thinking Process Framework in terms of (a) STEM - Robotics Conceptual Test (STEM-RCT) and (b) Chemical Reactions Conceptual Test (CRCT), and to determine students' experiences in the implementation of Design Thinking Process as a framework. One - way ANOVA was employed to determine the significant difference between the socioemotional skill domains and robotics performance of male and female and paired t - test was utilized to determine the significant difference between the pretest and posttest. Thematic analysis was used to explore the qualitative data gathered. This study revealed that students have a high average level of socioemotional skills, male and female students have significant difference with their task performance and emotional regulation domains and no significant difference with other domains, and the design thinking process was found to be effective based on the significant difference between the scores of pretest and posttest. Four themes were generated to determine the effectiveness of design thinking as performance tasks framework.

Medical device development is very important and challenging for the healthcare industry in this disruptive era. Innovation in medical devices is demanded as it impacts medical treatments and procedures. The design thinking process has been introduced to create a new product development including medical devices. The five stages of design thinking link the users’ empathy to the proof of prototype. Our work aimed to apply the design thinking process to solve the pain points of surgeons when performing carpal tunnel release. The use of wireless endoscope was our idea to tackle the pain points. We successfully showed that our idea, using the design thinking process, could be developed to a prototype, which could be tested in a cadaver. Moreover, further development can be continued from this prototype in a cycle of test, ideate and prototype.

Design thinking has received considerable global attention in the education community given its focus on creative problem solving, human-centered design, and empathetic understanding. In response to the need for exemplary practices for teacher educators, we designed and implemented a design thinking module in a college-level learning technologies course offered in the teacher preparation program. Preservice teachers were asked to solve educational design challenges using learning technologies within specific problem spaces. We examined preservice teachers’ (n = 19) perceptions of design thinking mindsets and processes as well as perceived changes in their understanding of “teachers as designers.” A qualitative analysis of weekly student reflections and final reflection reports revealed that design thinking processes contributed to preservice teachers’ understanding of the design thinking role in education, its challenges, and design mindsets. A thematic analysis of their reflections revealed that their conceptualizations of teachers’ capacities for design had shifted. Subsequent to participating in the design thinking module, they perceived teachers as design thinkers, innovators and change agents. The implications of design thinking for preservice teacher education are discussed.

The design thinking process involves the development of concepts and designs for products, software, buildings, machines, communication systems, and many other areas that can be used to solve practical and creative problems. Research in natural and laboratory contexts has identified numerous vital concepts and aspects of design thinking. Various fields have adopted design thinking methods and processes, including architecture, engineering, and business. However, the methods and techniques are primarily influenced by design thinking. Design thinking can be used in any field; it does not necessarily have to be design-oriented. Innovative products and services are also developed through a design thinking approach in business and society. The core of design thinking is user-centricity. Identifying and meeting people's needs is a critical component of the approach. Empathy depends on communication. In this paper, Ontology Web Language (OWL) is used in the protege editor to implement the discovery phase of Design Thinking. "Through the use of nomenclature and OWL properties, a variety of entities, classes, and objects are identified individually during the discovery phase.

Fostering collaboration and interactions: Unveiling the design thinking process in interdisciplinary education

Design thinking, here defined as a team-based innovation method, helps to deal with complex design problems by sustaining in-depth learning processes on problem perception and diverse solution paths. To carry out design thinking processes successfully, motivation is a central psychological aspect to ensure creativity of the project outcome. In this paper, we ask how motivation is affected by the design thinking process and how it is related to team member’s emotions throughout the process. We adopted regulatory focus theory to conceptualize motivational variables. Experience Sampling Method within a field study with two samples was used, investigating people’s motivation of setting and approaching goals throughout real-life design projects that used design thinking. Results of this study show that the different phases carried out in design thinking processes significantly impact motivation and emotions of the members of a design team.

Design Thinking has been successfully used in the telecommunications industry by institutions such as Ericsson and Clearbridge for the development of connectivity and smartphone sales, the demand for voice over services, and the initiation of SIM cards. Through design thinking project, they were able to improve customer satisfaction by significantly reducing SIM card activation time by 80%. Design thinking provides a complementary approach to the rational problem-solving methods typically emphasized in communication and network technology. Indulgent the anthropoid needs connected to a problem, reframing the challenging in human centered perception, suggesting many new ideas for hands-on practice to prototyping and analysis. Design thinking, a relatively new and sophisticated multistep, iterative process, may be perceived in developing prototypes. Design thinking is highly supportive in facing the issues and challenges that are nonspecific or indefinite. Design thinking process leads to framework analysis, identifying the structure and providing some ideation and solution. Innovative thinking, outline and drawing, representation and prototyping are all the different stages of design thinking processes. For revolutionizing telecommunication networking field, fiber network design and construction overview provide ideate for network planners, designers thinking and Networks companies to consider more data upfront, before designs in launch. In this article to improve product support for telecommunication and networking, the design thinking methodology is analyzed. In the subsequent sections, ideation, prototype, and testing in telecom software; telecom fiber optic cable market in India; and network scenario for Indian telecom have been discussed.

Although Design thinking originated as a process to solve wicked problems such as environmental issues and inequality (Rittel and Webber, 1973: Buchanan, 1992), the approach tends to focus on a conventional linear growth paradigm rather than a sustainable transition with nature at the core. Design thinking arose in a time (mid 90s - 00s) when climate and environment did not receive the same attention as in recent years. We believe that Design thinking still has its justification as a process tool, however, the authors are convinced that the tool can be strengthened if we focus more on materials and early use of prototyping, and if the process is supplemented with a consistent focus on natural interdependencies and systems thinking. We will address and discuss this as a perspective to re-balance the Design thinking process in the current context, where natural recovery and green transition should be highest priority. Design thinking emphasizes research as the first step of defining a relevant problem. This can typically be in the form of ‘empathizing’ (Ideo, Stanford), ‘discovering’ (Double Diamond, British Design Council) or ‘finding’ (5F, VIA University College). That is, with a human-centered focus. In this paper, we discuss ways in which systems thinking can serve as an entrance point to a re-balanced Design thinking process model with nature in the center. In two projects we have employed systems thinking at different phases in the design thinking process. One project has used systems thinking throughout the whole process with an intensified focus on the solution. The other project has used system thinking specifically in the initial phases to find and re-frame the problem through system mapping. The focus in the paper is to evaluate in which ways and to what extent system thinking has contributed to the process. In this paper we use interviews with participating students from both projects as a foundation for our discussions. The projects are respectively an internal project with local students and an external project with multiple international partner universities and students. We present the two projects, the participating students, and the partners involved together with the insights from the interviews. The local project Design for Change is a three-week project with 48 students from the 5th semester specialty ‘Entrepreneurship and Innovation’. The GPA Map the System is a 10-week long learning experience offered in collaboration between Humber College, Otago Polytechnic and VIA University College for students to build key competencies for sustainable development (Rieckmann, Mindt and Gardiner, 2017) through activities focused on systems thinking and mapping. Systems thinking allows us to reorient our thinking from being entity-focused (a product, a local problem, a specific person) to include multiple entities (products and services, multiple problems, multiple stakeholders), their interrelations, the dynamics of the system, and very importantly the different scales of the system (Hunt, 2020) Based on the insights from the two projects, this paper discuss the didactic approaches to system thinking, the potentials and challenges in connecting it to design thinking processes and summarize with recommendations.

Social problems have been a part of the society since ages and efforts to address them have been on practice along with. The evolution of knowledge society and the technology have enabled better ways of addressing such problems. In this context, the present study “ Design Thinking for Social Innovation” was undertaken by Freshman students of undergraduate engineering students to identify a relevant social challenge and address it with the aid of design thinking process. Inadequate awareness and education about hygienic menstrual practices is one such major but less discussed social problem among the various genderspecific issues. Despite the modern days advancement with digital tools and social media, social taboos, misbeliefs and unwarranted phobias pertaining to the phenomenon are widely prevalent in several sections of the society. The different phases of design thinking: Empathy, Define, Ideate and Prototype were employed for understanding the insights and different dimensions of the challenge. The different stakeholders of the challenge, possible ideas and solutions were generated through the process. Finally an organized solution in the form of designing an informative website and tool-kit containing the key menstrual products and their demonstration was implemented as part of solution. The stakeholders were educated about menstruation, hygienic menstrual practices and their myths were busted as part of the exercise. The student team gained an immersive experience of identifying and addressing a social challenge using design thinking process. Keywords— Design thinking; Empathy, Menstruation; Social innovation; Stakeholders

The purpose of this research is twofold: 1) to study the application of the design thinking process in school administration under the Secondary Educational Service Area Office, Phitsanulok, Uttaradit, and 2) to explore the implementation of design thinking process in school administration of school administrators under the Secondary Educational Service Area Office, Phitsanulok, Uttaradit. This is a qualitative research study conducted using a sample of 57 educational administrators and 7 qualified personnel as participants. The research tools utilized include document analysis, questionnaires, and interviews, with statistical analysis involving mean values and standard deviations. The research findings indicate that: 1) The application of the design thinking process in school administration of school administrators is at its highest level. When considering each aspect, it was found that the model prototypes had the highest average, while data synthesis had the lowest average. 2) In terms of guidelines for applying design thinking processes in school administration, it was observed that confidence, empathy in work, and awareness of problems with open-ended questioning encourage creativity. Motivating and encouraging the expression of different ideas by participating in the development of models for use in problem-solving and the collection of information of suggestions, for improvement and development were key factors.