Abstract
We are constantly striving towards improving our Massive Open Online Courses (MOOCs), in which we convey design thinking skills to thousands of learners. In this chapter we describe how lessons learned from our first MOOC and different educational frameworks influenced the course design for our second MOOC on synthesis, idea generation and idea selection. We present general survey results from the second course as well as a preliminary analysis and discussion of the synthesis assignment task.
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Notes
- 1.
MOOC #1 (start: September 2017) was called “Inspirations for Design: A Course on Human-Centered Research” and we taught observation and qualitative interviewing skills.
MOOC #2 (start: September 2018) was called “Human-Centered Design: From Synthesis to Creative Ideas” and targeted synthesis, idea generation and idea selection.
- 2.
- 3.
Info: All ideas that aimed to add or change information material or display at the customs location.
Job: All ideas that were about making changes to the different jobs or job roles involved in this airport zone.
Comfort: All idea that played into increasing the comfort or decreasing discomfort of one or more involved users in the customs scenario (e.g. traveler, employee).
Categories: All ideas that introduced a different or new way to systematically label, order or categorize something (e.g. an object or a process).
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Acknowledgements
We thank the HPI-Stanford Design Thinking Program for enabling this project. For the MOOC production, we relied on the advice of Stefanie Schweiger and Thomas Staubitz (openHPI) and the technical support of the HPI Medientechnik team. Many thanks to Dr. Sharon Nemeth for copyediting and language support.
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Mayer, L., von Schmieden, K., Taheri, M., Meinel, C. (2020). Designing a Synthesis MOOC: Lessons from Frameworks, Experiments and Learner Paths. In: Meinel, C., Leifer, L. (eds) Design Thinking Research . Understanding Innovation. Springer, Cham. https://doi.org/10.1007/978-3-030-28960-7_3
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DOI: https://doi.org/10.1007/978-3-030-28960-7_3
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