標(biāo)題: Titlebook: Design Thinking in Higher Education; Interdisciplinary En Gavin Melles Book 2020 Springer Nature Singapore Pte Ltd. 2020 challenges of inte [打印本頁(yè)] 作者: minutia 時(shí)間: 2025-3-21 18:42
書(shū)目名稱Design Thinking in Higher Education影響因子(影響力)
書(shū)目名稱Design Thinking in Higher Education影響因子(影響力)學(xué)科排名
書(shū)目名稱Design Thinking in Higher Education網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱Design Thinking in Higher Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱Design Thinking in Higher Education被引頻次
書(shū)目名稱Design Thinking in Higher Education被引頻次學(xué)科排名
書(shū)目名稱Design Thinking in Higher Education年度引用
書(shū)目名稱Design Thinking in Higher Education年度引用學(xué)科排名
書(shū)目名稱Design Thinking in Higher Education讀者反饋
書(shū)目名稱Design Thinking in Higher Education讀者反饋學(xué)科排名
作者: habitat 時(shí)間: 2025-3-22 00:08
The Road to Becoming a Design Thinking Business Professional: Expected Bumps Along the Way,entity for individuals effectively working at the intersection of the two fields. Research is needed, however, to understand what such a profession might entail and in what ways students might best be prepared to enter it. Defining the capabilities that a design thinking business professional will e作者: OATH 時(shí)間: 2025-3-22 00:32 作者: LAP 時(shí)間: 2025-3-22 04:36 作者: Obligatory 時(shí)間: 2025-3-22 12:20 作者: ASTER 時(shí)間: 2025-3-22 13:54 作者: ASTER 時(shí)間: 2025-3-22 20:37 作者: hysterectomy 時(shí)間: 2025-3-22 23:34
Scaffolding of Interaction Design Education Towards Ethical Design Thinking,n thinking and user experience in industry worldwide, this has led to a rethinking of how to educate design professionals equipped to work in a world of continual technologically driven innovation. We address this challenge by reflecting on our experiences as interaction design educators in an Austr作者: Agronomy 時(shí)間: 2025-3-23 05:05
Design Thinking in the Business Studio,es tend to include design thinking exercises. In these courses, educators seek to balance analytical and creative thinking in business education to prepare their students for future work life challenges. The uptake of design thinking made it necessary to find or create conductive spaces for it. Some作者: moribund 時(shí)間: 2025-3-23 08:31
The Development and Evolution of Program Prototypes in Design Thinking, Creative Development and Copment in Educational Practice, Design Thinking for Innovation and Collaborative Creativity & Design Thinking for Innovation over a seven-year period in the Werklund School of Education at the University of Calgary. The design of these program prototypes was informed by the increasing prominence of c作者: Synapse 時(shí)間: 2025-3-23 12:01
Educating Engineers for Socially Responsible Solutions Through Design Thinking,ticularly the sustainable development goals. In this context, there is a consensus about the need to shift from a mostly technical paradigm to a more holistic problem-based approach, which can address the social embeddedness of technology in society. Among the strategies suggested to address this so作者: 滔滔不絕的人 時(shí)間: 2025-3-23 17:33 作者: 激怒 時(shí)間: 2025-3-23 19:25 作者: Bureaucracy 時(shí)間: 2025-3-23 22:40 作者: Folklore 時(shí)間: 2025-3-24 04:57
Andreas Büttner DDS,Serge Weis MDDesign, a design thinking consulting program at the University of Minnesota. Finally, it offers suggestions for where design might go in the future while drawing from our anthropological past and present to fulfill the potential of design thinking as a powerful creative tool shaping humanity’s future.作者: cartilage 時(shí)間: 2025-3-24 08:58 作者: 旋轉(zhuǎn)一周 時(shí)間: 2025-3-24 14:09 作者: Progesterone 時(shí)間: 2025-3-24 17:33 作者: Germinate 時(shí)間: 2025-3-24 20:41 作者: 軍械庫(kù) 時(shí)間: 2025-3-25 00:04
Designing Social Innovation Through Social Enterprise,ion in enabling students to address social innovation and identify six general and nine teaching insights. In particular, we focus on the capacity of design to contribute to idea generation but that a range of other knowledge, experience and skills is required to implement social innovation projects作者: Coma704 時(shí)間: 2025-3-25 05:22
Design and Systems Thinking for Healthcare Practitioners,lines and illustrates some approaches that can and are being taken to train and educate the healthcare workforce to design and bring into being the healthcare organisations and systems for the future. It is not clear which clinicians and students are best suited to learn and apply the methods and mi作者: 使厭惡 時(shí)間: 2025-3-25 10:13
,Mapping Design Thinking Resources Outside of Higher Education—An Exploratory Study,nd situations they claim to be relevant to. The chapter argues that the implication of this development for professional design practice is a needed shift towards criticality, through stronger connections to higher education and research. The chapter concludes with an extended set of questions to pr作者: 最有利 時(shí)間: 2025-3-25 14:25
Scaffolding of Interaction Design Education Towards Ethical Design Thinking,on design, based on a set of six competencies, that can scaffold the development of designers who can advocate for ethical positions and can imbue their design proposals with value systems that support human and planetary flourishing.作者: Overstate 時(shí)間: 2025-3-25 19:35 作者: macrophage 時(shí)間: 2025-3-25 21:36 作者: NAUT 時(shí)間: 2025-3-26 02:22 作者: 陰險(xiǎn) 時(shí)間: 2025-3-26 05:04 作者: MURKY 時(shí)間: 2025-3-26 08:36
Morphological Findings in Burned Bodies contributions that design and critical thinking make to the development of each of the capabilities in a business setting and highlights challenges associated with helping business students learn design thinking and how they might use it to complement other approaches to framing and solving busines作者: 嚴(yán)峻考驗(yàn) 時(shí)間: 2025-3-26 15:23
Morphological Findings in Burned Bodies view of different mindset attributes. We discuss the relevance of our findings and learning designs for imparting a DT mindset, and provide a framework for learning objectives and exemplary activities to teach and encourage designerly ways of thinking and doing in business education. We argue that 作者: Retrieval 時(shí)間: 2025-3-26 16:58 作者: VALID 時(shí)間: 2025-3-27 00:06
Véronique Henn MD,Eberhard Lignitz MDlines and illustrates some approaches that can and are being taken to train and educate the healthcare workforce to design and bring into being the healthcare organisations and systems for the future. It is not clear which clinicians and students are best suited to learn and apply the methods and mi作者: EXALT 時(shí)間: 2025-3-27 02:42
Friedrich Schulz,Holger Lach,Klaus Püschelnd situations they claim to be relevant to. The chapter argues that the implication of this development for professional design practice is a needed shift towards criticality, through stronger connections to higher education and research. The chapter concludes with an extended set of questions to pr作者: CYT 時(shí)間: 2025-3-27 08:20
Ellie K. Simpson,Roger W. Byardon design, based on a set of six competencies, that can scaffold the development of designers who can advocate for ethical positions and can imbue their design proposals with value systems that support human and planetary flourishing.作者: linguistics 時(shí)間: 2025-3-27 09:53
Ellie K. Simpson,Roger W. Byardrview and observational study in Denmark to explore the practices that have formed around design thinking in business studios over the past decade. We found that design thinking in business schools is less of a fixed toolkit or well-defined mindset and more of an enabler of a shift in the educationa作者: Concomitant 時(shí)間: 2025-3-27 15:42
Friedrich Schulz,Holger Lach,Klaus Püschelompass that of designer, facilitator, collaborator and mentor. The design of these programs focused on the creative development of the educator to increase creative and collaborative capacity through progressive application of design thinking in a variety of educational contexts. The case study narr作者: Bravura 時(shí)間: 2025-3-27 18:22
https://doi.org/10.1007/978-1-59745-110-9nking in engineering curricula, how we combine it with the Sustainable Development Goals (SDG) as well as the role of sustainability and social responsibility in engineering. Secondly, we present the course “Expanding Engineering Limits: Culture, Diversity, and Gender” at RWTH Aachen University. We 作者: convert 時(shí)間: 2025-3-28 01:04 作者: Diskectomy 時(shí)間: 2025-3-28 03:22
Design Science and Innovationhttp://image.papertrans.cn/d/image/268484.jpg作者: 送秋波 時(shí)間: 2025-3-28 08:02 作者: MARS 時(shí)間: 2025-3-28 12:53 作者: 撕裂皮肉 時(shí)間: 2025-3-28 15:39
https://doi.org/10.1007/978-981-15-5780-4challenges of interdisciplinary design thinking; benefits of interdisciplinary design thinking; design作者: orthopedist 時(shí)間: 2025-3-28 19:54 作者: 柔軟 時(shí)間: 2025-3-29 02:33 作者: 縱火 時(shí)間: 2025-3-29 03:45 作者: endoscopy 時(shí)間: 2025-3-29 09:21
Morphological Findings in Burned Bodiescators have turned to design thinking (DT). However, while knowledge of DT processes and familiarity with its tools can be achieved relatively quickly, few educational programs foster a DT mindset. This exploratory study examines the effect of an experiential DT learning environment on the developme作者: 錯(cuò)事 時(shí)間: 2025-3-29 13:45
https://doi.org/10.1007/978-1-59259-786-4organisations, e.g. IDEO, Frog, Grameem Bank. Courses on social innovation in the university sector as well as other engagements of students with these challenges reveal both the challenges and potentials of the disciplinary encounter between social enterprise and innovation and design. Recent criti作者: circumvent 時(shí)間: 2025-3-29 18:12
Véronique Henn MD,Eberhard Lignitz MD application mode. Why then do so many now feel that modern healthcare is failing to deliver on the unwritten promise that as each year unfolds greater gains will be delivered than in the year before? Design and systems thinking offers an opportunity for healthcare workers to co-design new ways of o作者: Insubordinate 時(shí)間: 2025-3-29 20:04 作者: 精致 時(shí)間: 2025-3-30 03:20
Friedrich Schulz,Holger Lach,Klaus Püschelternet-based resources that seek to enable design thinking. However, there is neither systemic evidence about nor an analysis of this development, specifically with regard to the claims that underpin the rise of design thinking. This chapter fills this gap and critically maps the proliferation of le
