Applying Design Thinking to Training and Teaching

The term "Design Thinking" has become incredibly popular in the business world. From CEOs to product designers and even programmers, many are familiar with this concept. Design Thinking has proven its value by helping to create products that focus on problem-solving, enhancing user experience, and fostering innovation.

But Design Thinking is not limited to the business world. For trainers, teachers, and instructors, applying Design Thinking can help create more effective, engaging, and inclusive learning experiences by focusing on understanding and addressing learners' needs, preferences, and challenges. This approach encourages a human-centered and problem-solving mindset, which leads to improved teaching/training methods and innovative learning experience design.

This article is part of a series on applying Design Thinking in Training and Teaching. Let's explore what Design Thinking is and how to apply this approach in teaching:

I. What is Design Thinking?

Design Thinking is an iterative method that helps solve ill-defined or unknown problems. It focuses on understanding users' needs to redefine problems and create innovative solutions that might not be immediately apparent.

Here are some advantages of Design Thinking:

• Solves problems using human-centered techniques
• Understands users’ challenges
• Promotes a solution-based approach
• Develops empathy with the target user
• Encourages hands-on prototyping and real testing

II. The Process of Applying Design Thinking

The Design Thinking process, created by the Stanford d.school (Hasso Plattner Institute of Design), consists of five stages. These stages do not necessarily follow a sequential order and can be iterated upon as needed.

So, what does this process look like when applied to training and teaching?

1. Empathize

Goal: The instructor begins by understanding, listening to, and acknowledging students' feelings and difficulties regarding the topics being taught. This is a crucial step, as when teachers/trainers assume they fully understand learners' needs, they may miss the “pain points” or fail to address the actual challenges that learners face. I have encountered many highly skilled teachers who struggle to communicate effectively because they are unaware of the obstacles their students are experiencing.

Method: Teachers/Trainers can engage in conversations or provide surveys to better understand which parts learners find confusing and challenging, as well as why they feel that way.

2. Define

Goal: Clearly identify the problem to be addressed based on the insights gathered from learners.

Method: The instructor focuses on defining a specific problem, such as “Employees need more effective time management skills to balance multiple projects without feeling overwhelmed.” Defining the problem helps target a specific challenge that needs resolution.

3. Ideate

Goal: Generate a wide range of ideas and approaches for delivering the training content in an engaging and effective way.

Method: Consider different approaches, such as e-learning, interactive workshops, simulations, peer learning, and role-playing scenarios. Don’t limit the ideas to traditional training methods. Think of creative ways to present information, such as gamification, case studies, or micro-learning modules

4. Prototype

Goal: Create a prototype (or experiment) to test the ideas.

Method: Start with simple, easily adjustable prototypes, like a storyboard of the training flow, a sample e-learning module, or a brief workshop outline. The outcome could be a tangible trial version of the training program that can be used to test the approach with a small group of employees

5. Test

Goal: Test the prototype with learners and gather feedback.

Method: Based on feedback, make adjustments to the content, format, or delivery methods to better meet learners’ needs. Repeat the testing process if necessary to further refine the program.

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Why do I want to share more about the importance of Design Thinking in Education and Teaching? The core of Design Thinking is to create a product that starts with solving the user's problem—in this case, addressing learners' difficulties to create more effective and lively lessons. Plato once said, “Do not train children in learning by force and harshness, but direct them to it by what amuses their minds.” Listening to learners more—this is the message I want to convey.