Design Thinking as a Structure for Collaborative Project-Based Learning
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This paper describes the first stages of a design-based research project on courses in different disciplines using the Design Thinking for Engaged Learning (DTEL) framework for collaborative project-based learning. The primary findings from the first implementation were collaboration problems prompted by tendencies towards cooperation rather than collaboration, misunderstandings of the purpose of the project arising from misunderstandings of the nature of learning, and misunderstandings of the nature and scope of the problems and solutions, particularly in recognizing the importance of real-world contextualization and impact work. Preliminary findings from the second iteration suggest that the DTEL framework scaffolds collaborative solution development across a variety of disciplines and student populations, while promoting student confidence, but aspects of the model require further development.
