Design Thinking for Meaningful Learning Toolkit
Arch. Liat Brix Etgar, Moran Zarchi – Bezalel Academy of Arts and Design,
Through the years, every academic institute develops a range of
approaches, methods and tools for meaningful learning and teaching
through its lecturers’ ongoing and largely intuitive teaching practice.
These teaching and learning approaches are part of the institute’s unique
characteristics and its potential core competences. Nevertheless, they
otien remain as litile more than personal, non‐declarative knowledge. We
believe that collaborative reflective learning that acknowledges existing
successful practices has the potential to provide the infrastructure for
developing a community that is engaged intentionally
and creatively ‐
in teaching and learning development. The process proposed in this
toolkit will help participants interpret and understand their learning and
teaching environment, identify its unique challenges, frame local
opportunities and use them to develop ideas and innovations.
The Design Thinking for Meaningful Learning Toolkit is based on “design
thinking” values and methods developed at the Institute of Design at
Stanford (d.school). Design thinking is a method for developing creative
solutions for complex challenges through a combination of human based
research and personal intuition, imagination and talent. Design thinking is
grounded in the concept that everyone can change their environment.
Experiencing a design thinking process enables participants to
acknowledge their own creative skills and equips them with tools to turn
challenges into opportunities – together.
The Design Thinking for Meaningful Learning Toolkit’s main aim is to
provide methods and tools for faculty to reflect in and on action – to map,
conceptualize and share their tacit knowledge of teaching in order to
develop new ways to deal with their learning and teaching challenges.
The module themes (with relation to the 5 project domains):
TeachEx project identified five theme, all are expressed in the current
module. However, the main theme is Active teaching and learning . The
faculty will be active participant, responsible for define their own
challenge and their own design thinking process.
By successfully completing this process, the participating faculty will:
a. understand the fundamental concepts of meaningful learning and
different theoretical approaches.
b. be able to reflect in and on their learning‐teaching practice.
c. be able to implement a design thinking process to co‐develop new ideas
and concrete methods and tools.
d. be able to collaborate across disciplines to share their tacit teaching
e. evaluate the practice of teaching as creative, active and meaningful.
f. gain a sense of community and belonging in their institution.
g. be able to collect data using qualitative research methods.
h. develop their capacity for engaging in common ongoing and continuous
professional development, gaining a sense of community and belonging.
Recommended venue for training
Spspecified each activity in the ToolKit
Extent of training
This “how to” toolkit enables self‐learning and self‐management of the
process. It introduces the reader to the knowledge and skills required and
provides a detailed description of the sequence of activities, as well as the
requisite tools. The methods and tools in this toolkit are adapted
specifically for a learning group of faculty working together for one
semester to promote meaningful learning in their course. However, its
structure offers the users the flexibility to adjust them to their specific
needs and resources.
The main document is the Design Thinking for Meaningful Learning ToolKit
You can also find A sample of the ToolKit's design .
Materials evaluation methods and tools TBD
Training evaluation methods and tools:
(Including the evaluation of the learning outcomes)