Integrating Design Thinking and Learning Design into Education: A Critical Perspective

 

Introduction

In the rapidly evolving educational landscape, "Design Thinking" and "Learning Design" have become essential tools for educators and curriculum developers in addressing complex teaching challenges(Bower, 2017). This blog adopts a critical perspective, drawing upon podcast content and academic literature to explore the application of these two concepts in education. Additionally, I integrate design thinking principles to propose strategies for optimization, fostering deeper reflection and innovation in the field of education.

What is Critical Review?

A critical review goes beyond mere content summary; it involves analysis, evaluation, and reflection to reveal the deeper logic, strengths, weaknesses, and areas for improvement in a text (Wallace and Wray, 2016). For instance, when evaluating a podcast, one must assess whether it accurately represents the core principles of design thinking or overlooks key theoretical models.

Contrast

This week, I read Chapter 6 of Design of Technology-Enhanced Learning and listened to NotebookLM’s podcast on the chapter. Both cover design thinking in education, but differ in approach: the chapter breaks down theories systematically, while the podcast uses casual conversations, real examples to make ideas relatable – showing how theory and practice can complement each other.

Podcast reflection

For me, I prefer the podcast model. After engaging with the NotebookLM podcast, I gained insights into how Design Thinking and Learning Design are applied in education. The discussion highlights that teachers serve not only as knowledge facilitators but also as architects of learning experiences. It underscores the importance of educators employing design thinking to develop tailored curricula and instructional strategies, enhancing both the engagement and effectiveness of the learning process.

The audio introduces key principles of design thinking include solution-focused prototyping, user-centeredness, and iterative reflection. It also critiques educational design models (e.g., Laurillard’s Conversational Framework) for balancing generality and practicality poorly, while introducing Learning Design as a discipline to share pedagogical practices through tools like LMS, OER. 

click here to know LMS

click here to know OER

Application of Critical Thinking: Is the Podcast Effective?

Shortcomings

The podcast successfully concludes the practice-oriented and interdisciplinary nature of design thinking. For instance, it effectively explains the "chunking content" strategy for breaking down complex information. However, its discussion on learning design models is fragmented, lacking the structured comparisons found in the book (e.g., Laurillard, Siemens, and Conole), which may leave listeners missing key methodological distinctions.

Highlights and Similarities

The podcast’s analogy of “teachers as learning guides” is particularly impactful. This concept resonates with the chapter’s assertion that "teachers should design diverse learning pathways" (Bower, 2017), emphasizing the importance of guidance rather than control in educational design.

Recommendations for Improvement

• Expert Interviews: Inviting educational designers or TPACK (Technology-Pedagogy-Content Knowledge) researchers for in-depth discussions on practical applications.

• Interactive Case Studies: Providing online templates or tools (e.g., LMS platform) to allow listeners to immediately experiment with design tasks and share feedback.

Conclusion

While Design Thinking and Learning Design hold significant theoretical value, a critical question arises: Do teachers receive adequate training and support to effectively implement these approaches in real-world classrooms (Hwee et al., 2015). Moreover, the successful application of Design Thinking-based teaching requires sufficient time, professional development for educators, appropriate teaching tools, and institutional support. However, many educational institutions struggle to provide these necessary resources, which may hinder the effective integration of these innovative pedagogical approaches (Ertmer and Ottenbreit-Leftwich, 2010).

Design thinking and learning design serve as bridges from "problem-solving" to "future-building" for educators. While the podcast is inspiring in its practical focus, it requires more rigorous theoretical integration and reflective space. Future educational innovations must balance "technological empowerment" with "humanistic care," a shared mission of both critical thinking and design thinking.

AI Declaration

This blog was created with the assistance of AI tools, including NotebookLM and ChatGPT. These tools were used to enhance research, refine critical analysis, and improve the clarity of expression. However, the final content has been reviewed and edited to ensure originality, coherence, and academic integrity.

References

Bower, M. (2017). Design of Technology-Enhanced Learning. Emerald Group Publishing.

Ertmer, P.A. and Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), pp.255–284. doi:https://doi.org/10.1080/15391523.2010.10782551.

Hwee, J., Ching Sing Chai, Wong, B., Hong, H.-Y. and Springerlink (Online Service (2015). Design Thinking for Education : Conceptions and Applications in Teaching and Learning. Singapore: Springer Singapore.

Wallace, M. and Wray, A. (2016). Critical Reading and Writing for Postgraduates. Los Angeles: Sage.