• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.2
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• pp.89-100
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• 2016

This article analyzes two different strategies that both aim at creating innovative design or problem solving: design thinking and action learning. User-driven innovation strategy that has become more and more popular during the last decades is "design thinking". Based on designerly methods and principles, this strategy was developed by the design consultancy IDEO in the late 90s. Action learning is a pragmatic and moral philosophy based on a deeply humanistic view of human potential that commits us, via experiential learning, to address the intractable problems of organizations and societies. This paper provides a structured analysis and comparison of the two innovation strategies-design thinking and action learning-with the goal to identify potentials to enrich either of the two by merging or adapting specific parts or aspects. Although there are significant differences in both strategies, there are also several similarities in methodology and process design. This article compares process models for action learning and design thinking and highlights the specific differences and similarities. As a result, we suggested a union model of action learning and design thinking, and verified a this model through a case study. We complemented the process of team building and reflection of action learning for union model. Also, we statistically verified through a case study to validate the superiority of the design thinking model which complemented action learning. This article contributes to a better understanding of both-design thinking and action learning, and it may help to improve either of the two strategies to foster social innovation.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.68-75
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• 2021

ABEEK recommends convergent engineering projects to nurture creative problem-solving ability for 1st year engineering students through 'Creative Engineering Design' course. However, 1st year engineering students, who have not yet studied core subjects in engineering, have difficulties understanding and coping with the challenges posed by the engineering-related projects. For this reason, the educational objectives of this course are usually frustrating to achieve by the instructor. In this paper, by using the problem-solving process and skills of critico(-creative) thinking, we prepare guidelines for creative engineering design education that allow 1st-year students to effectively participate in engineering projects without a complete understanding of the design process which is to be studied. Also, we present a case study that applies the guidelines to an on-going creative engineering design course and discusses the outcomes by showing student-generated works. The results showed that the intuitive content and everyday expression of critico(-creative) thinking education enabled the instructor to effectively guide their students through the requirements of engineering projects without relying on advanced engineering design methods, and that the application of these guidelines also helped improve students' communication skills, including presentation. We show that the guidelines for creative engineering design education utilizing the problem-solving process and skills of critico(-creative) thinking is not only contributing to achieving the educational objectives of the creative engineering design course but can also be an educational paradigm that incorporates critico(-creative) thinking education into engineering education.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.1137-1144
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• 2009

Creativity, the ability to produce through imaginative skill, is pursued by all designers. However, originality does not refer to absolute novelty. In this age, information is shared and disseminated. Creation of works is an activity to re-establish all shared information and reorganize relationship among things. Therefore, a new design is a product of reorganization rather than originality. Moreover, designers can generate ideas different from each other because they individually espouse different system of knowledge. From such perspective, a very important task of designers is to explore methods of expanding design thinking that can enhance the ability to new connection among things in the process of assimilation and modification. The task can be carried out by identifying characteristics and limits of their unique system of knowledge. Therefore, it is necessary to seek methods of expanding design thinking for efficient cognitive activities. In explaining human knowledge, this study applied semantic network, a method used in cognitive science for creating structure, and the method of expanding design thought was proposed by corresponding method of design conceptualization. By organizing, categorizing, and flexibly combining and modifying the methods of design thinking conceptualization and expansion generated by this study, strengths of each method were enhanced and limits of each method were overcome to enable more effective design thinking. In this study, the method of expansion was used when connecting of nodes cannot be sustained after using each method of conceptualization. By avoiding unique method of thinking through diversification and vitalization of conditional points, efficient design thinking was achieved. The value of this study lies in the fact that the proposed method of expanding thinking using the mechanism of network enhances the ability to establish new connections in the process of assimilation and modification.

• Korean Institute of Interior Design Journal
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• v.15 no.5 s.58
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• pp.77-84
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• 2006

The purpose of this study is to understand interrelation between design thinking system and creativity, and to analyze designer how to develop personal conception and attitude in interior design through the method of analogy for signification. The process of this study is illustrated as follows: 1. Introduction of general theories about analogical grammar and signification of analogy. 2. Investigating possibility of analogy as creative thinking method in interior design for meaning development. 3. Establishment of design process model for analogical design based on the case study through the design field. That is, concept and process of analogical design is shown objectively by application in collective residential design as commercial product strategy. Through this process, this study presents possibility of giving meaning in interior space through consilience between source and target of analogy. Finally, it examines analogical method is major strategy for ideation and mechanism for meaning development in interior design.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.723-731
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• 2021

In this study, the AI education program for elementary school students was developed and applied by introducing the design thinking process, which is attracting attention as a creative problem solving process. A design thinking-based AI education program was developed in the stages of Understanding AI, Identifying sympathetic problems, Problem definition, Ideate, Prototype, Test and sharing, and the development program was applied to elementary school students in 4th-6th grade. As a result of pre- and post-testing of students' computational thinking skills to confirm the effectiveness of the program, computational thinking skills increased by grade level, and students experienced a process of collaboration for creative problem solving based on insights gained from sympathetic problem finding. In addition, it was possible to get a glimpse of the attitude of using AI technology to solve problems, and it was confirmed that ideas were generated in the prototype stage and developed through communication between team members. Through this, the design thinking-based AI education program as one of the AI education for elementary school students guarantees the continuity of learning and confirms the possibility of providing an experience of the creative problem-solving process.

• Korean Medical Education Review
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• v.25 no.3
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• pp.212-228
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• 2023

Systems thinking, a linking domain of health systems science (HSS), is an approach that investigates specific problems from a holistic perspective. It supports improving patients' health, fulfilling their health needs, and anticipating issues that threaten patient safety within the healthcare system. It also helps solve problems through critical thinking and ref lection. This study aimed to develop an curriculum on systems thinking, explore the effectiveness of the course, and investigate the applicability of HSS education at individual universities. In this study, the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was utilized to design, develop, implement, and evaluate an elective course on systems thinking. In the design process, learning outcomes and goals were developed, and educational content, teaching-learning methods, and student evaluation methods were linked. In the development process, class materials and evaluation materials were prepared. In the implementation process, the course was implemented, and the evaluation process analyzed the results of learning performance and curriculum assessments. The evaluation found the following results. First, the students in the study realized the importance of systems thinking and experienced the need for systems thinking through non-medical and medical situations. Second, the students were very satisfied with the learning activities in the course (mean=4.84), and the results of the self-competence evaluation, conducted before and after the course, also showed a significant improvement. This study confirmed the effectiveness of the elective course, and its results can serve as a reference for developing an HSS curriculum.

• Journal of the Korea Society of Computer and Information
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• v.22 no.12
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• pp.87-93
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• 2017

The purpose of this study is to design and develop of digital contents to improve computational thinking in the online education environment. First, we planned the design and development of contents with 19 experts of Software education. Digital content was designed from the point of view of improving the educational quality and the quality of contents for the improve of computing thinking. The content type is classified into the SW education area; computer science, programming, physical computing, convergent computing, computing thinking, and software education that improves the computing thinking. And we designed 45 learning programs for each SW education area. Designed learning contents were developed in 464 lessons to suit the online education environment. The content validity of the proposed content was verified by the expert group and the average CVI value was over .83. Through this, we could analyze that the developed contents will help learners to expand their computing thinking.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.286-287
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• 2004

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.443-453
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• 2015

In this study, we suggested the design thinking process that was possible to be introduced in science education and also examined the validity of the process in terms of group creativity. To do this, the design thinking process applicable to science education was selected from a variety of design thinking processes developed abroad, and then the process was modified and supplemented. We created the education program based on the developed design thinking process and applied it to high school students. The results revealed that we could offer the design thinking process through the five stages: 'understanding knowledge', 'empathy', 'sharing perspective', 'generating idea', and 'prototype'. With the results of the application of the program, we could confirm the relationship building and information seeking attributes in the understanding knowledge stage and the user-orientation, relationship building, and interpersonal understanding attributes in the empathy stage. We could also find the organization of the team attribute in the sharing perspective stage and the analytical strategic thinking attributes in the generating idea stage. Finally, the communication and analytical strategic thinking attributes in the prototype stage were confirmed. All of the key attributes of the group creativity found from skilled professionals were not confirmed from the students. However, we could ascertain the possibilities that the students should experience the process of group creativity and learn the relevant values through the developed design thinking process.

• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.336-348
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• 2019

This study aimed to verify the effects of design thinking-based team project learning on nursing college students' empathy and proactivity of problem solving. This study also examined the subjects' experiences obtained from participating in team project activity through reflective analysis. The research was a one-group, pre-and-posttest design. The subjects were 64 seniors majoring in nursing studies in N university who had attended the course of nursing management practice. During the course, they participated in a design thinking team project for a total of 10 sessions for two weeks, five times per week, and one and a half hour per day. Data was analyzed using SPSS Win 22.0, a paired t-test was conducted and Pearson's correlation coefficients were calculated. Content analysis was carried out on their experiences obtained from participation in team project activity. The subjects' empathy(t=-2.94, p=.005) and proactivity of problem solving(t=-6.23, p<.001) showed statistically significant difference between before and after the design thinking-based team project learning and had significant positive correlation(r=.634, p<.001). Analysis of team reflection revealed four themes: design thinking, empathy, problem solving ability, and critical thinking. This study verified that design thinking-based team project learning was very effective in developing nursing college students' empathy and proactivity of problem solving. Research Results Design Thinking Based on team learning, project learning is an effective teaching learning method for finding and defining customer needs, creating a solution to problems, and enhancing engagement and empathy through various stakeholder collaborations I could.