[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600163-105":59,"doc-detail-600163-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teaching-design-thinking-in-a-research-intensive-university-at-a-time-of-rapid-change","Teaching Design Thinking in a Research-Intensive University at a Time of Rapid Change","","Teaching and learning collaboration at the University of Warwick (2020–2021) examines how Design Thinking can be adapted during rapid institutional and global disruption. The case study presents theories, intentions, practices, and outcomes, emphasizing a designerly approach that is flexible, open, and collaborative. Effectiveness is strengthened by an ethical, humanitarian, and philosophically grounded Design Thinking shared across teachers, students, departmental partners, and external collaborators, supported by reflective, visual approaches to complex shared knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-design-thinking-in-a-research-intensive-university-at-a-time-of-rapid-change/600163/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-design-thinking-in-a-research-intensive-university-at-a-time-of-rapid-change/600163.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the case study at the University of Warwick?","Question",{"text":112,"@type":113},"It examines theories, intentions, practices, and outcomes from a teaching and learning collaboration on implementing Design Thinking during 2020–2021.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why was an ethical approach to Design Thinking important in this work?",{"text":117,"@type":113},"The paper argues that formulating Design Thinking as an ethical approach helped teachers, students, and collaborators adapt and learn effectively amid changing circumstances.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the approach help address complexity during and after disruption?",{"text":121,"@type":113},"It emphasizes reflective appreciation of different modes of knowledge and the use of visualisations to cope with shared complexity before, during, and after disruption.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600163,1792171820,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teaching Design Thinking in a research-intensive university at a time of rapid change  \nRobert O’Toole NTF, University of Warwick, UK  \nBo Kelestyn, University of Warwick, UK  \nAbstract  \nIn this paper we present a snapshot of the theories, intentions, practices and outcomes produced by a teaching and learning collaboration. This is located geographically and culturally at the University of Warwick, and temporally across the period 2020-2021 marked by the global pandemic. The case study illustrates how a designerly, flexible, open, collaborative approach to learning design allowed for effective adaptation to changing circumstances. This was more effective through being formulated as an ethical approach to Design Thinking, shared by teachers, students, the host department, and collaborators (including two VR companies, a physical theatre company, and a design researcher from South Africa) . By developing a humanitarian, ethical, and philosophically grounded Design Thinking, and using it for founding principles, the teaching team were able to adapt and learn, making the most of what was possible. We explore this method in depth, focussing upon how a reflective appreciation of modes of knowledge, and the use of visualisations helps us to cope with the complexity of what we are doing together, before, during, and after the period of disruption.  \nKeywords  \ndesign thinking, design education, signature pedagogies, design ethics, philosophy of design  \nIntroduction: our aims for this case study  \nIn this case study we will explore how our approach to designing and implementing courses allows us to achieve the goals of our students, our discipline[s], and the communities with whom we work. This is a transformative pedagogy, engaging across a complex institution and beyond.  \nWe teach and research an inclusive, participatory, developmental, responsive, creative and ethically-based Design Thinking (to be defined below) . We also use this version of Design Thinking to design and implement our teaching.  \nOur suite of for-credit interdisciplinary modules is based at the University of Warwick, a research-intensive university in the English Midlands. In this context, our pedagogic practices are often radical and innovative. Amongst Warwick’s highly academic traditional disciplines, they stand out as unusual. This does not result from a desire to be different. Our approach is the result of a systematic and creative student-centric design process, with the aim of creating a sustainable basis upon which we can grow Design and Innovation education across the whole institution.  \nThis case study describes teaching and learning in this specific context, with some challenges that are more rooted in our institutional context, and others that are more generally applicable. Some of our solutions to these challenges will transfer easily to other contexts. By describing both our teaching practices and the challenges they address, it should aid the reader in reflecting on their own challenges and adopting/adapting similar solutions where appropriate.  \nWe describe our approach, as it works in normal circumstances. We argue that it allows us to identify and respond quickly and effectively to the changing needs of our students. It allows us to make the most of the opportunities that we (teachers and students) find in the world (and students are continually encouraged to define their own design challenges) . We are highly flexible and responsive (to an extent that is seen as risky in our institutional context), but use this flexibility to create sustainable, enduring, positive, transformations in people, communities and the institution. We then consider the challenges, and opportunities, created by the pandemic of 2020-21, and how our approach adapted to circumstances that could have been extremely disruptive.  \nThe task of creating this account of our work is itself an important designerly-reflective aspect of our approach. We continually engage with com","cbCaibxHPi8Cxcds","https://ap.wps.com/l/cbCaibxHPi8Cxcds","pdf",771114,17,"English","# Abstract\n# Introduction: our aims for this case study\n## Context","[{\"question\":\"What is the focus of the case study at the University of Warwick?\",\"answer\":\"It examines theories, intentions, practices, and outcomes from a teaching and learning collaboration on implementing Design Thinking during 2020–2021.\"},{\"question\":\"Why was an ethical approach to Design Thinking important in this work?\",\"answer\":\"The paper argues that formulating Design Thinking as an ethical approach helped teachers, students, and collaborators adapt and learn effectively amid changing circumstances.\"},{\"question\":\"How did the approach help address complexity during and after disruption?\",\"answer\":\"It emphasizes reflective appreciation of different modes of knowledge and the use of visualisations to cope with shared complexity before, during, and after disruption.\"}]","Teaching Design Thinking in a Research-Intensive University at a Time of Rapid Change | PDF",1792090158,43]