Utilizing Design Thinking to Guide Course Re-Design of a Graduate Level Online CourseDr. Ilana Bayer

Design thinking provides a structured approach that can enable educators to uncover challenges and explore innovative solutions to meet the needs of their learners. The core stages in this process are Empathize, Define, Ideate, Prototype and Test. In this session, we will discuss how design thinking was used to guide course re-design of a graduate-level online course.

  • In the empathize stage, data was gathered from a variety of sources and used to conceptualize the end-users (i.e., the target graduate students in the course). This process provided deeper insights into the needs and emotions of the learners as well as pain points and opportunities in online learning.
  • In the define stage, “How might we” questions were developed based on the themes that emerged from the empathy and as-is scenario maps. These questions identified key challenges and opportunities (e.g., How might we maximize active learning in an online graduate course?).
  • In the ideate stage, innovative ideas to address these challenges were generated and prioritized based on impact and feasibility.
  • Prototypes are currently being developed.

In this session, we’ll share our blueprint for the re-designed course, which will be tested with the incoming Fall 2018 class.