This paper identifies opportunities for design thinking to be integrated into digital learning and digital scholarship initiatives. The paper traces how the rise of digital culture has led to the reconsideration of models for learning and the call for new modes of knowledge production, spearheaded by an array of fields from writing programs to computer science. Drawing upon case studies from new media education and the digital humanities, the paper argues that design thinking that is situated, interpretive, and user-oriented is well suited to these initiatives. The paper concludes with a call for design thinking research to engage with emerging models for learning and knowledge production, work whose effects could be felt at an epistemic level for generations.
%0 Journal Article
%1 Burdick2011546
%A Burdick, Anne
%A Willis, Holly
%D 2011
%J Design Studies
%K EAED_socioculturales digital learning literacy
%N 6
%P 546 - 556
%R 10.1016/j.destud.2011.07.005
%T Digital learning, digital scholarship and design thinking
%U http://www.sciencedirect.com/science/article/pii/S0142694X11000597
%V 32
%X This paper identifies opportunities for design thinking to be integrated into digital learning and digital scholarship initiatives. The paper traces how the rise of digital culture has led to the reconsideration of models for learning and the call for new modes of knowledge production, spearheaded by an array of fields from writing programs to computer science. Drawing upon case studies from new media education and the digital humanities, the paper argues that design thinking that is situated, interpretive, and user-oriented is well suited to these initiatives. The paper concludes with a call for design thinking research to engage with emerging models for learning and knowledge production, work whose effects could be felt at an epistemic level for generations.
@article{Burdick2011546,
abstract = {This paper identifies opportunities for design thinking to be integrated into digital learning and digital scholarship initiatives. The paper traces how the rise of digital culture has led to the reconsideration of models for learning and the call for new modes of knowledge production, spearheaded by an array of fields from writing programs to computer science. Drawing upon case studies from new media education and the digital humanities, the paper argues that design thinking that is situated, interpretive, and user-oriented is well suited to these initiatives. The paper concludes with a call for design thinking research to engage with emerging models for learning and knowledge production, work whose effects could be felt at an epistemic level for generations.},
added-at = {2012-05-09T16:15:07.000+0200},
author = {Burdick, Anne and Willis, Holly},
biburl = {https://www.bibsonomy.org/bibtex/2ec6a8b12e6047ca8a80e5ae0baf32ea8/enricostano},
doi = {10.1016/j.destud.2011.07.005},
interhash = {8ac6dba78ca774b62baff4d090689c3a},
intrahash = {ec6a8b12e6047ca8a80e5ae0baf32ea8},
issn = {0142-694X},
journal = {Design Studies},
keywords = {EAED_socioculturales digital learning literacy},
note = {<ce:title>Interpreting Design Thinking</ce:title>},
number = 6,
pages = {546 - 556},
timestamp = {2012-05-14T15:58:10.000+0200},
title = {Digital learning, digital scholarship and design thinking},
url = {http://www.sciencedirect.com/science/article/pii/S0142694X11000597},
volume = 32,
year = 2011
}