Blog 2 - Sketchup & Design thinking- Task 2

http://www.designthinkingforeducators.com/design-thinking/

Design thinking is a term commonly used to describe and inform the unique approach of design in generating creative solutions to challenges. (Orthel, 2015). Design thinking and creative thinking are distinct from one another but work well together as a whole to form “innovative experimental design thinking” (Yang et al., 2022 p.1). When implementing such ideas, students should be expected to understand the fundamentals of the design process, adapt it to new conditions and situations, and show creative thinking in their designs (Doppelt, 2007).

Well, students can still be benefited a lot from building up design thinking skills. For example, it helps students in various subject areas since it allows students to generate new and creative ideas, gives students opportunities to learn through the thinking process. Additionally, learning with design-based thinking has “the potential to increase students’ desire to learn”, students are more likely to become more interested in the topics and to be more engaged and motivated in learning (Doppelt et al., 2008, p. 35).

Engaging with design-thinking activities in EDUC 3620 week 3 tutorial.

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Sketchup, a 3D modeling Computer-Aided Design (CAD) program, can be used with an extensive range of drawing and design applications, such as architecture, interior design, and video game development. Sketchup gives students a platform to design 3D models, and the variety of tools gives people opportunities to visualise their creativity.

Moreover, Sketchup can be incorporated into subject areas that involve spaces and shapes, such as geography where students can design a land with geographical features relating to the content; or mathematics where students can build models of 3D shapes with prerequisite requirements; etc. Importantly, students’ creativity could be fostered during this process, the processes of design and creation, and even the interaction with technology.

A little car made by me using Sketchup.

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Limitation

Sketchup is not easy to get started with, students might struggle during the process of presenting their ideas through Sketchup. Panke (2019) mentioned that since the process is ambiguous, some students might become confused when working on design tasks for the first time. Lack of familiarity with technology and frustration in visualising ideas can have a dampening effect on students' confidence and interest.

Design-based thinking may be easier to apply in a project-based science class than in a lecture-based history class. Also, traditional evaluation methods may not accurately assess the knowledge and skills acquired through design-based thinking. (used ChatGPT to make it shorter.)

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References:

Doppelt, Y. (2007, January). Assessing creative thinking in design-based learning | SpringerLink.

https://link-springer-com.simsrad.net.ocs.mq.edu.au/article/10.1007/s10798-006-

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Doppelt, Y., Mehalik, M. M., Schunn, C. D., Silk, E., & Krysinski, D. (2008). Engagement and Achievements: A Case Study of Design-Based Learning in a Science Context.

Journal of Technology Education, 19(2).

Orthel, B. D. (2015). Implications of Design Thinking for Teaching, Learning, and Inquiry.

Journal of Interior Design, 40(3), 1–20. https://doi.org/10.1111/joid.12046

Panke, S. (2019). Design Thinking in Education: Perspectives, Opportunities and Challenges.

Open Education Studies, 1(1), 281–306. https://doi.org/10.1515/edu-2019-0022

Yang, X., Zhang, M., Zhao, Y., Wang, Q., & Hong, J.-C. (2022). Relationship between creative thinking and experimental design thinking in science education: Independent or related. Thinking Skills and Creativity, 46, 101183.

https://doi.org/10.1016/j.tsc.2022.101183