Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/8198
Title: Designing for design thinking: fostering an e-learning champion mindset through academic staff development
Authors: Gachago, Daniela 
Van Zyl, Izak 
Hitge, Liza 
Ivala, Eunice 
Morkel, Jolanda 
Keywords: Design thinking mindsets;academic staff development;eLearning;higher education;South Africa
Issue Date: 2018
Publisher: Academic Conferences International
Source: Gachago, D., Van Zyl, I., Hitge, L. et al. 2018. Designing for design thinking: fostering an e-learning champion mindset through academic staff development. (In: 13th International Conference on E-learning, 5-6 July 2018, Cape Town, South Africa). [https://rdm.cput.ac.za/doc/8545/8545.pdf]
Conference: 13th International Conference on E-learning, 5-6 July 2018, Cape Town, South Africa 
Abstract: Design thinking is entering higher education as traditional thinking models characterised by linear, siloed, and signature pedagogies are proving to be inadequate to respond to the increasingly complex and multifaceted problems students face. In this paper, the authors reflect on a staff development intervention on blended learning course design offered at a University of Technology in South Africa. Drawing on a previous project, which identified shared characteristics of eLearning champions, such as collaboration, empathy for the learner and problem orientation, which largely corresponded to a ‘design thinking mindset’, this course was developed to explore whether and how, through the incorporation of design thinking principles such a mindset could be stimulated among academics. Design activities were selected to strengthen participants’ creative confidence as well as disrupt some of the traditional thinking models that they encountered in practice. Evidence of this mindset was elicited through weekly reflections, a focus group and survey. Findings show that participants showed a growing understanding of students’ diversity, complexity and needs, creative problem-solving, increased resilience and appreciation of interdisciplinary collaboration. However, sustaining this mindset beyond the first intervention was found to be critical in deepening lecturers’ creative confidence. Some participants started to transfer what they learnt into their practices and departments – thus becoming change agents. Recommendations on how to improve the course and suggestions for further research conclude the paper.
Description: Conference Paper
URI: https://rdm.cput.ac.za/doc/8545/8545.pdf
http://hdl.handle.net/11189/8198
Appears in Collections:Edu - Conference Papers

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