1.2 How is design thinking different to problem-based learning?

Design thinking has some unique characteristics that make it distinct from problem-based learning (Spencer, 2022 [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] ) as it is:

• More user-centred – the starting point of a design thinking project is an understanding of end-users needs, feelings, perspectives, and challenges to find a desirable and feasible solution.
• Focused on iterative prototyping and testing to find the best solution.
• A teaching approach that motivates, as it builds on student voice and choice, e.g. students come up with their own solutions, co-create a driving question, and then test and decide how to improve their solution.
• A hands-on, experiential approach to teaching as a solution is created, crafted, or developed by students rather than just found by them.

Design thinking also has some commonalities with problem-based learning (Spencer, 2022):

• Design thinking can be used to give structure to problem-based learning –
  • It follows a set of steps (often five) while problem-based learning is more loose and up to the teacher to define.
  • The steps of problem-based learning such as identifying a problem, researching information and proposing solutions can be similar to design thinking.
• Both approaches are focused on examining real life, complex problems, and authentic learning situations.
• The role of a teacher is to facilitate a process of problem solving and support students as needed while they engage with the process.
• Both approaches can help students to develop the skills and knowledge they need to succeed in the 21st century.