Browsing by Subject "design thinking"

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    Innovative Finance Week 2 Video 2 - Using design thinking for due diligence
    (2019) Ngoepe, Tsakane
    This video focuses on the use design thinking in due diligence. We will go through the key concepts of design thinking and how it adds value in the process of cultivating innovation. We also look at how the stages in the design thinking process assist in challenging assumptions around your issue area. We will then look at case studies on how to make use of the Empathise stages when carrying out due diligence and go through the techniques used in the Empathise stage. This is video 2/6 in week 2 of the Innovative Finance: Hacking Finance to Change the World course
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    Innovative Finance Week 5 Video 1 - The Innovative Finance Process
    (2019-06-01) Patton, Aunnie
    This video focuses on the innovative finance process. It discusses the how the innovative finance process is aligned to design thinking. It then goes into the five stages of the innovative finance process. The first stage is understanding your starting point. The second stage is mapping the roadblocks. The third stage is evaluating the resources that are available to achieve the outcomes. The fourth stage is about discovering innovations and opportunities in other sectors. The fifth stage is about the risks that you may face. This is video 1/8 in week 5 of the Innovative Finance: Hacking Finance to Change the World course.
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    Pedagogic strategies to support learning design thinking in a masters course
    (Nelson Mandela Metropolitan University, 2013) Hodgkinson-Williams, Cheryl; Deacon, Andrew
    The demand for further skills and qualifications in the educational technology field remains strong as the range of technologies increases and their potential use in educational contexts becomes more compelling. Students registering for the University of Cape Town (UCT) Masters level courses are employed in schools, government agencies, universities, non-governmental organisations, or in the corporate sector, where their role in designing educational technology interventions represents part of their responsibilities. Because they have varying levels of experience in designing educational materials and/or using educational technologies, they need to develop learning design thinking and gain practice with a broad range of pedagogic strategies, theories, and technology tools to be productive in the workplace. Over the past four years we have developed and adopted a course for the needs of people who are keen to apply these skills in their work contexts. We describe here, the pedagogic strategies we explicitly adopted to model and support learning design thinking in one of four modules, Online Learning Design. The module adopts a learning design framework developed by Dabbagh and Bannan- Ritland (2005) to introduce students to design processes, and uses the same framework as a loose structure for the module and assignments. We apply Dabbagh and Bannan- Ritland's classification of pedagogic strategies to model and analyse approaches to cultivating learning design thinking amongst the students. As an analytic advice, we draw on Engeström's (2001) Activity Theory to describe the evolving learning context and our changing pedagogic strategies over four years. We focus on key tensions that emerged from the adoption of a range of pedagogic strategies to cultivate the students' learning design thinking when developing learning activities to communicate complex design issues. The key social change highlighted in this paper is that educational technology educators aiming to cultivate students' learning design thinking, need to apply their design thinking to their own practice.
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    When UTAUT2 meets design thinking mindset: Exploring e-learning champions? Adoption of blended learning at EMU
    (2025) Issufo, Vali; Gachago, Daniela; Govender, Shanali
    Blended learning has increasingly been recognised as an effective approach to enhance student success in higher education, and to make this possible, educational technologies are crucial. Despite significant improvements to ICT infrastructure, staff training programs and help desk support, uptake differs considerably across contexts (Mohan et al., 2020) and scholars (Sherman & Howard, 2012; Taherdoost, 2018) suggest that motivation is at the core of technology acceptance. This study seeks to understand the factors motivating lecturers to accept blended learning at Eduardo Mondlane University (EMU) in Mozambique, by following a group of three lecturers who have been thriving in adopting blended learning and are eager to support others in their adoption of blended learning as well, designated in the study as "blended learning champions". The study was initially framed by the unified theory of acceptance and use of technology (UTAUT2) - a model that, through a combination of constructs such as performance expectancy, social influence, and facilitating conditions, has been used to understand factors influencing an individual's acceptance and use of technology (Venkatesh et al., 2012). Historically, using theories such as UTAUT2, technology acceptance has been understood through statistical analysis of large quantitative data sets. However, this study focuses on the stories told by three "blended learning champions" drawing from qualitative in-depth interviews. Using participatory action techniques (Bozalek & Biersteker, 2010), such as Rivers of Life and Community Mapping over six individual interviews and a focus group, I elicited detailed narrative data, which appeared to go beyond the UTAUT2 model. Thematic analysis was employed to identify key patterns and insights from this qualitative data. Thus, later, I turned to research on design thinking mindsets (Gachago et al., 2017), which looks at characteristics of people that help them approach problems in unique and innovative ways, such as empathy, curiosity, collaborativeness and others. The study shows that for these blended learning champions, the availability of ICT infrastructure, training, helpdesk support and so on are, as expected, Facilitating Conditions. However, what is interesting is that, when faced with challenges, blended learning champions tend first to look inward for solutions. The study also reveals that they are well aware that adopting new technologies and methodologies will be challenging, which is why, in terms of Effort expectancy, they engage with one problem at a time. Moreover, blended learning champions also feel confident that, by gradually adopting blended learning, their performance will improve (Performance expectancy), while, at the same time, improving their work-life balance. Blended learning champions understand that experimenting and failing are part of the learning process. Unlike most studies with UTAUT2, Social influence was found to have less impact; these blended learning champions feel unburdened by peer pressure and generally feel comfortable whenever they do not know what to do or commit mistakes while using technology. All of these are elements of a design thinking mindset or culture. This research contributes to a local understanding of the factors motivating lecturers' uptake of blended learning. Thus, to boost blended learning uptake, institutions should not only focus on Facilitating Conditions such as technological infrastructure and staff training, but also create a less pressured and more empathetic environment where lectures feel at ease with what they do not know, are presented with a modest but steady adoption process, and where educational technologies contribute to the improvement of their work-life balance. As such, the study confirms the theory underpinning the design thinking mindset in relation to what motivates the blended learning champions, and this contributes to creating a bridge between design thinking and technology acceptance research. Finally, the study has highlighted the importance of the individual context in UTAUT2 research. How to create such a culture in the current climate of a neoliberal university remains an important question, which might be a topic of further research.