The paper presents the case of the course “Design Thinking and Processes”, part of the curriculum of the Design and Engineering MSc of Politecnico di Milano. The course aims at stimulating critical reflection through the understanding of how design has evolved from its birth to nowadays. The paper focuses on the redesign of the theoretical course from traditional receptive structure to an innovative one, that heavily integrate active learning through seminars, flipped classrooms and group discussions. After three years of experimentation and refinement, the course appears to be coherently designed in terms of intended learning outcomes, assessment strategy, activities and contents. The overall course was assessed by students throughout the first semester of the current academic year. The paper aims at discussing the results of this assessment, offering to teachers and scholars an example of active learning approach to support students’ learning and critical reflection in theoretical courses.

AN ACTIVE LEARNING APPROACH FOR A DESIGN THINKING COURSE

Mattioli, Francesca;Rampino, Lucia
2020

Abstract

The paper presents the case of the course “Design Thinking and Processes”, part of the curriculum of the Design and Engineering MSc of Politecnico di Milano. The course aims at stimulating critical reflection through the understanding of how design has evolved from its birth to nowadays. The paper focuses on the redesign of the theoretical course from traditional receptive structure to an innovative one, that heavily integrate active learning through seminars, flipped classrooms and group discussions. After three years of experimentation and refinement, the course appears to be coherently designed in terms of intended learning outcomes, assessment strategy, activities and contents. The overall course was assessed by students throughout the first semester of the current academic year. The paper aims at discussing the results of this assessment, offering to teachers and scholars an example of active learning approach to support students’ learning and critical reflection in theoretical courses.
DS 104: Proceedings of the 22nd International Conference on Engineering and Product Design Education (E&PDE 2020). The Value of Design & Engineering Education in a Knowledge Age
978-1-912254-10-1
Design thinking, active learning, design education
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11311/1146038
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